This is Part 2 of a 2 Part presentation.
Part 1 - Presents the reality we face teaching in the 21st Century (view at http://bit.ly/WIW56k.)
Part 2 - The Multiple uses of clickers
Note: some fonts and image alignment has changed during the upload!
Abstract: Successfully preparing the students of today for the world of tomorrow requires a new approach to teaching. This presentation includes a visit to the origins of the classroom, teaching in the industrial revolution and then presents the reality we face teaching in the 21st Century.
Clickers are an effective teaching tool that help facilitate pedagogical best practices, allowing lecturers to deliver instruction and assessment simultaneously, enhance learning while students actively participate in your lessons without fear of humiliation.
The workshop will cover some of the pedagogical literature and learning theories that clicker technology supports, offer a practical demonstration of peer instruction and demonstration some practical tips on how to effectively use and benefit from clickers in your lectures.
This document summarizes a presentation on the flipped classroom model of instruction. It describes the flipped classroom approach, discusses research on its effectiveness, and provides design strategies for implementation. The presentation objectives are to help participants understand the flipped model, justify its use, and develop strategies for flipping their own classes. Some key benefits shown in research include improved learning, test scores, and student engagement. Design advice includes reimagining the syllabus, requiring pre-class activities, using discussion boards, developing in-class activities, and addressing potential challenges to implementation.
This document summarizes a presentation on moving towards more interactive and authentic forms of assessment. It discusses moving beyond traditional testing towards more reflexive and integrative assessment that involves self-assessment and peer assessment. Examples are given of interactive e-assessment tools and how assessment could involve virtual environments, games, simulations and role-playing to make assessment more engaging and realistic. The presentation envisions future assessment measuring higher-order skills like problem-solving approaches within collaborative contexts.
Blended learning -tulsa technology center pd-bonkcjbonk
The document discusses blended learning, beginning with definitions and addressing common myths. It describes 10 models of blended learning, including face-to-face primary, rotation, and online driver. The document concludes by providing 34 examples of blended learning solutions such as scenario-based learning, online labs, and podcast reflections. The talk aimed to define blended learning, debunk myths, introduce models and examples.
The Flipped Classroom: Getting StartedPeter Pappas
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
The document discusses strategies for improving student success in online programs through effective faculty members. It outlines four key strategies: 1) Educating and certifying faculty in online teaching methods; 2) Providing students with support materials to set them up for success; 3) Leveraging assessments to evaluate student and faculty performance; 4) Conducting periodic evaluations of faculty to provide feedback and opportunities for improvement. Implementing these strategies can help ensure faculty members are effective in promoting student success in online learning environments.
This document outlines a lesson plan for a college-level communication theories class that utilizes a webquest and PowerPoint presentations. Students will be divided into groups, with each group assigned a different communication theory to research and present. They will use provided online resources to complete a PowerPoint summarizing the key aspects of their assigned theory. Each group will then present their PowerPoint to the class. The lesson is designed to actively engage students in constructing their own understanding of communication theories through collaborative research and presentation of content.
After this session participants should be able to:
1. Define: team-based learning (“TBL”)
2. Rank benefits: rank order the top three reasons TBL would benefit students
3. Rank challenges: rank order the top three concerns about implementing TBL in the online asynchronous modality
This document summarizes a presentation on the flipped classroom model of instruction. It describes the flipped classroom approach, discusses research on its effectiveness, and provides design strategies for implementation. The presentation objectives are to help participants understand the flipped model, justify its use, and develop strategies for flipping their own classes. Some key benefits shown in research include improved learning, test scores, and student engagement. Design advice includes reimagining the syllabus, requiring pre-class activities, using discussion boards, developing in-class activities, and addressing potential challenges to implementation.
This document summarizes a presentation on moving towards more interactive and authentic forms of assessment. It discusses moving beyond traditional testing towards more reflexive and integrative assessment that involves self-assessment and peer assessment. Examples are given of interactive e-assessment tools and how assessment could involve virtual environments, games, simulations and role-playing to make assessment more engaging and realistic. The presentation envisions future assessment measuring higher-order skills like problem-solving approaches within collaborative contexts.
Blended learning -tulsa technology center pd-bonkcjbonk
The document discusses blended learning, beginning with definitions and addressing common myths. It describes 10 models of blended learning, including face-to-face primary, rotation, and online driver. The document concludes by providing 34 examples of blended learning solutions such as scenario-based learning, online labs, and podcast reflections. The talk aimed to define blended learning, debunk myths, introduce models and examples.
The Flipped Classroom: Getting StartedPeter Pappas
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
The document discusses strategies for improving student success in online programs through effective faculty members. It outlines four key strategies: 1) Educating and certifying faculty in online teaching methods; 2) Providing students with support materials to set them up for success; 3) Leveraging assessments to evaluate student and faculty performance; 4) Conducting periodic evaluations of faculty to provide feedback and opportunities for improvement. Implementing these strategies can help ensure faculty members are effective in promoting student success in online learning environments.
This document outlines a lesson plan for a college-level communication theories class that utilizes a webquest and PowerPoint presentations. Students will be divided into groups, with each group assigned a different communication theory to research and present. They will use provided online resources to complete a PowerPoint summarizing the key aspects of their assigned theory. Each group will then present their PowerPoint to the class. The lesson is designed to actively engage students in constructing their own understanding of communication theories through collaborative research and presentation of content.
After this session participants should be able to:
1. Define: team-based learning (“TBL”)
2. Rank benefits: rank order the top three reasons TBL would benefit students
3. Rank challenges: rank order the top three concerns about implementing TBL in the online asynchronous modality
The document describes the e-Reflect system, which was developed to help students better utilize feedback and engage in reflective learning. The system involves students completing online reflective questionnaires after receiving feedback on assignments. This generates a report that students use to complete reflective blogs, which tutors then read and comment on. An evaluation found that most active participants saw benefits in engaging with the process, though overall participation was lower than hoped. The system is being expanded for all students in a degree program to better integrate reflection into the curriculum.
Text vs. Video Reflections: Teacher Perceptions of their Instructional Effect...ACS Athens
This study examined teachers' perceptions of using video reflections compared to text-based reflections in online graduate classes. 84 pre-service and in-service teachers enrolled in human development courses produced both written and video reflections as part of their coursework. A survey found that students found video reflections more challenging to produce due to technical skills and comfort speaking on camera, though they provided advantages like seeing others and increased personalization. While students reported gaining technical skills, they still preferred written reflections overall. The study concluded that more exposure and practice with video reflections was needed to fully understand students' perceptions.
#HETL14 Willis and Graham: Use of multimedia in fully online programmesSUNY Oneonta
The document summarizes research on the use of multimedia in online programs for professionals. It discusses:
- Current practices using multimedia at the University of Liverpool (UoL) and University of Alaska Southeast (UAS), including audio transcripts, panel discussions, and videos.
- Student perceptions from interviews and surveys at UoL and UAS, which found multimedia increased enjoyment and connection, but could also be distracting if excessive.
- Suggestions for improving multimedia included providing a variety of multimedia formats from different perspectives, balancing multimedia across modules, and incorporating more interactivity through live discussions.
Remote learning teachers version 25 minMaina WaGĩokõ
This document outlines a presentation on remote pedagogy given by Dr. Maina WaGioko. The presentation covers digital literacy, learning environments for remote instruction, lesson building blocks, and resourcing decisions. It discusses interacting with and creating content using technology. It also addresses digital citizenship concerns like safety, ethics and cybercrimes. Different stages of remote instruction are outlined for early years, middle school, and secondary levels. Tools for instruction, discussion, assessment and reflection in remote settings are suggested. Finally, contact information is provided for Dr. WaGioko as an innovative learning facilitator.
e-learning Reality Check: Keynote Durham University 2009andyramsden
- The document explores whether e-learning has lived up to early promises by examining usage patterns of virtual learning environments (VLEs) and technologies used in teaching at universities.
- A survey found that VLE usage varied significantly between departments, with most using it as a supplemental "content and support" system rather than integrating it fully into teaching.
- Lecturers were more likely to provide materials after rather than before lectures. Common technologies used included PowerPoint, video/animation, and accessing websites.
- Barriers to more extensive e-learning adoption included perceptions of effectiveness for tasks, ease of use of technologies, individual engagement levels, and environmental/institutional factors.
Description of a study comparing the effect of inverting the classroom & adding in-class activities to a Majors' General Biology Course. To be presented at EB2016, Monday 4/4.
Blended learning whitepaper - El libro Blanco del Aprendizaje Semi presencialItslearning México
Blended learning combines online and in-person learning. This document discusses several models of blended learning and provides examples of how teachers have implemented blended learning in their classrooms. It describes the flipped classroom model where students learn content at home via online videos and then complete assignments in class with teacher guidance. It also outlines the station rotation model where students rotate between learning stations, some involving online content and activities. Finally, it discusses the Learning by Design approach where students take more control over their learning by researching topics that interest them and then creating projects to demonstrate their understanding.
1. The document describes a flipped classroom model for a Year 4 mathematics lesson on fractions. It outlines the steps teachers and students would take both at home and in school.
2. At home, students watch online instructional videos and complete worksheets. In school, teachers use hands-on tools like fraction walls and cuisenaire rods for small group instruction, then students work collaboratively in groups on problem-solving activities using materials like pizza slices.
3. The goal is for 90% of students to understand equivalent fractions, with the flipped approach aiming to engage students through technology and active learning during class time.
Simple but Powerful Tools for Enhancing College Science Education (Sloan-C Co...thenhl15
Herein, I will highlight progress in introducing internet-based technologies into a majors-level introductory biology course. First, we have measured dramatic increases in personal interaction between professor and students as a result of introducing Instant Messaging and online office hours. Most surprisingly, we found that in-person student visit during office hours also increased following the introduction of Instant Messaging. Thus, online student-teacher interactions help break down the barriers that prevent students from seeking out their professors in person.
Secondly, in an experimental section of Principles of Modern Biology II (Bio104), we introduced the use of pre-recorded Voice Over PowerPoint™ (VOPP) to deliver video lectures in place of selected lectures, normally delivered in class. This was run as a case-controlled study involving an experimental section and a control group (traditional lectures). We found that through the semester, student use and perceptions of video lectures evolved, aided by periodic student-led discussions. Comparisons of student performance, both in the course overall and individual exam questions directly covering material delivered by video, revealed that internet-delivered video lectures prepares students for exams as effectively as in-class lectures. SALG surveys also revealed that the majority of students find this to be an effective way to learn course material and many reported that they would often pause, rewind, and even watch the entire videos multiple times.
Lastly, we will introduce how educational modules freely available on Visionlearning.com can be integrated into a variety of science courses to facilitate distance and blended learning. This modular content is easily customizable into a “my classroom” context that incorporates student-teacher communication functions, quizzes, and assessment, if so desired. The high-quality, media-rich, peer-reviewed content is written by experts and can be used as a supplement, partial replacement, or even complete replacement of a traditional textbook.
YACRS (Yet Another Classroom Response SystemUofGlasgowLTU
The document discusses using classroom response systems like YACRS to make lectures more interactive. It provides examples of how questions can be used at the start of class to assess pre-reading, as well as conceptual questions during class known as ConcepTests. Students discuss their answers with peers and then revote, allowing misconceptions to be addressed. Evaluation of using these techniques found they improved student engagement, understanding, and knowledge retention compared to traditional lectures.
This document provides an overview of strategies for maintaining instructional continuity during disruptions like natural disasters or infectious disease outbreaks. It discusses preparing instructional continuity plans that include communicating with students, providing course materials, continuing learning activities and assessments. The document emphasizes starting planning early, keeping plans simple, knowing available technologies, and practicing plans with students. It provides examples of strategies like extending assignment deadlines, adapting assessments, recording lectures, and meeting virtually. The overall goal is to help faculty maintain continuity of teaching and learning and keep students on track during unexpected interruptions.
Problem-based learning (PBL) begins with students working in groups to solve an authentic, complex, real-world problem. Students identify what they need to know to solve the problem through self-directed learning. The process enhances retention through exploration, invention, and application of concepts. PBL contrasts with traditional, subject-based learning by applying knowledge to solve problems rather than first learning concepts separately. Effective PBL balances learning objectives and assessment of both content mastery and soft skills like teamwork and problem-solving.
This document discusses diversifying immediate feedback in the classroom using both traditional and digital tools. Immediate feedback provides teachers and students data on whether students' needs are being met, the learning target is being met, and the lesson is on track. Both written and oral feedback can be external from teacher to student or student to student, or internal from student to self. Various digital tools are presented for providing immediate feedback, such as podcasts, mini-assessments using iMovie or Photo Booth, email, wikis, and VoiceThread. The document concludes by discussing applying these new techniques and their pedagogical benefits like personalizing learning, empowering learners, and providing formative assessment.
An introduction to team based learning.
Prepared for Human Performance Technology course.
Presented at Multimedia University, Malaysia by Ali Mohammad Hossein Zadeh, 2012.
Loreto 5 2011 using interactive resources to enhance student learning in PD...Loreto Normanurst
This document outlines a project to develop and implement interactive resources to enhance student learning in Physical and Health Education (PDHPE). It aims to increase student engagement, provide differentiated learning activities, and improve understanding of health and physical activity concepts. The project involved creating interactive whiteboard resources, using video analysis software called Dartfish, developing a shared resources site on SharePoint, and exploring uses of mobile technology like iPhones. Challenges included software limitations, file sizes, and time constraints, but the resources benefited student learning by improving engagement, differentiation, and skills like analysis. Future directions included continuing development and exploring new uses of the technologies.
This document summarizes the "flipped classroom" model of education, where traditional lectures are replaced with video tutorials for homework, freeing up class time for hands-on activities. While popularized by Khan Academy videos, critics argue simply recording lectures does not improve learning. Proponents note videos allow one-on-one teacher time and mastery-based learning. However, teachers must ensure videos engage students and apply knowledge, not just replace lectures. Overall, "flipping" is best seen as one technique within a broader pedagogy focused on active learning.
Reinventing the lecture: how video technology and learning analytics are tran...John Couperthwaite
This document discusses how video technology and learning analytics can transform the traditional lecture format. It notes that lectures currently have low student engagement and understanding. The solution proposed is to use video recording of lectures along with interactive polling and analytics of student engagement and performance. Several case studies show improved student outcomes like retention, satisfaction, and exam grades when lectures incorporate these active learning elements and analytics provide feedback to students and instructors. The reinvented lecture allows more flexible, personalized learning and better connects pre-lecture preparation to post-lecture activities.
This document discusses the use of electronic voting systems (EVS) to enhance lectures through active audience participation and feedback. EVS, also known as polling systems, allow lecturers to pose questions to students who respond using keypad devices. Results are immediately displayed, providing formative feedback. The document outlines the benefits of EVS in improving engagement and learning, as well as tips for effective usage and potential drawbacks such as logistical challenges.
The document describes the e-Reflect system, which was developed to help students better utilize feedback and engage in reflective learning. The system involves students completing online reflective questionnaires after receiving feedback on assignments. This generates a report that students use to complete reflective blogs, which tutors then read and comment on. An evaluation found that most active participants saw benefits in engaging with the process, though overall participation was lower than hoped. The system is being expanded for all students in a degree program to better integrate reflection into the curriculum.
Text vs. Video Reflections: Teacher Perceptions of their Instructional Effect...ACS Athens
This study examined teachers' perceptions of using video reflections compared to text-based reflections in online graduate classes. 84 pre-service and in-service teachers enrolled in human development courses produced both written and video reflections as part of their coursework. A survey found that students found video reflections more challenging to produce due to technical skills and comfort speaking on camera, though they provided advantages like seeing others and increased personalization. While students reported gaining technical skills, they still preferred written reflections overall. The study concluded that more exposure and practice with video reflections was needed to fully understand students' perceptions.
#HETL14 Willis and Graham: Use of multimedia in fully online programmesSUNY Oneonta
The document summarizes research on the use of multimedia in online programs for professionals. It discusses:
- Current practices using multimedia at the University of Liverpool (UoL) and University of Alaska Southeast (UAS), including audio transcripts, panel discussions, and videos.
- Student perceptions from interviews and surveys at UoL and UAS, which found multimedia increased enjoyment and connection, but could also be distracting if excessive.
- Suggestions for improving multimedia included providing a variety of multimedia formats from different perspectives, balancing multimedia across modules, and incorporating more interactivity through live discussions.
Remote learning teachers version 25 minMaina WaGĩokõ
This document outlines a presentation on remote pedagogy given by Dr. Maina WaGioko. The presentation covers digital literacy, learning environments for remote instruction, lesson building blocks, and resourcing decisions. It discusses interacting with and creating content using technology. It also addresses digital citizenship concerns like safety, ethics and cybercrimes. Different stages of remote instruction are outlined for early years, middle school, and secondary levels. Tools for instruction, discussion, assessment and reflection in remote settings are suggested. Finally, contact information is provided for Dr. WaGioko as an innovative learning facilitator.
e-learning Reality Check: Keynote Durham University 2009andyramsden
- The document explores whether e-learning has lived up to early promises by examining usage patterns of virtual learning environments (VLEs) and technologies used in teaching at universities.
- A survey found that VLE usage varied significantly between departments, with most using it as a supplemental "content and support" system rather than integrating it fully into teaching.
- Lecturers were more likely to provide materials after rather than before lectures. Common technologies used included PowerPoint, video/animation, and accessing websites.
- Barriers to more extensive e-learning adoption included perceptions of effectiveness for tasks, ease of use of technologies, individual engagement levels, and environmental/institutional factors.
Description of a study comparing the effect of inverting the classroom & adding in-class activities to a Majors' General Biology Course. To be presented at EB2016, Monday 4/4.
Blended learning whitepaper - El libro Blanco del Aprendizaje Semi presencialItslearning México
Blended learning combines online and in-person learning. This document discusses several models of blended learning and provides examples of how teachers have implemented blended learning in their classrooms. It describes the flipped classroom model where students learn content at home via online videos and then complete assignments in class with teacher guidance. It also outlines the station rotation model where students rotate between learning stations, some involving online content and activities. Finally, it discusses the Learning by Design approach where students take more control over their learning by researching topics that interest them and then creating projects to demonstrate their understanding.
1. The document describes a flipped classroom model for a Year 4 mathematics lesson on fractions. It outlines the steps teachers and students would take both at home and in school.
2. At home, students watch online instructional videos and complete worksheets. In school, teachers use hands-on tools like fraction walls and cuisenaire rods for small group instruction, then students work collaboratively in groups on problem-solving activities using materials like pizza slices.
3. The goal is for 90% of students to understand equivalent fractions, with the flipped approach aiming to engage students through technology and active learning during class time.
Simple but Powerful Tools for Enhancing College Science Education (Sloan-C Co...thenhl15
Herein, I will highlight progress in introducing internet-based technologies into a majors-level introductory biology course. First, we have measured dramatic increases in personal interaction between professor and students as a result of introducing Instant Messaging and online office hours. Most surprisingly, we found that in-person student visit during office hours also increased following the introduction of Instant Messaging. Thus, online student-teacher interactions help break down the barriers that prevent students from seeking out their professors in person.
Secondly, in an experimental section of Principles of Modern Biology II (Bio104), we introduced the use of pre-recorded Voice Over PowerPoint™ (VOPP) to deliver video lectures in place of selected lectures, normally delivered in class. This was run as a case-controlled study involving an experimental section and a control group (traditional lectures). We found that through the semester, student use and perceptions of video lectures evolved, aided by periodic student-led discussions. Comparisons of student performance, both in the course overall and individual exam questions directly covering material delivered by video, revealed that internet-delivered video lectures prepares students for exams as effectively as in-class lectures. SALG surveys also revealed that the majority of students find this to be an effective way to learn course material and many reported that they would often pause, rewind, and even watch the entire videos multiple times.
Lastly, we will introduce how educational modules freely available on Visionlearning.com can be integrated into a variety of science courses to facilitate distance and blended learning. This modular content is easily customizable into a “my classroom” context that incorporates student-teacher communication functions, quizzes, and assessment, if so desired. The high-quality, media-rich, peer-reviewed content is written by experts and can be used as a supplement, partial replacement, or even complete replacement of a traditional textbook.
YACRS (Yet Another Classroom Response SystemUofGlasgowLTU
The document discusses using classroom response systems like YACRS to make lectures more interactive. It provides examples of how questions can be used at the start of class to assess pre-reading, as well as conceptual questions during class known as ConcepTests. Students discuss their answers with peers and then revote, allowing misconceptions to be addressed. Evaluation of using these techniques found they improved student engagement, understanding, and knowledge retention compared to traditional lectures.
This document provides an overview of strategies for maintaining instructional continuity during disruptions like natural disasters or infectious disease outbreaks. It discusses preparing instructional continuity plans that include communicating with students, providing course materials, continuing learning activities and assessments. The document emphasizes starting planning early, keeping plans simple, knowing available technologies, and practicing plans with students. It provides examples of strategies like extending assignment deadlines, adapting assessments, recording lectures, and meeting virtually. The overall goal is to help faculty maintain continuity of teaching and learning and keep students on track during unexpected interruptions.
Problem-based learning (PBL) begins with students working in groups to solve an authentic, complex, real-world problem. Students identify what they need to know to solve the problem through self-directed learning. The process enhances retention through exploration, invention, and application of concepts. PBL contrasts with traditional, subject-based learning by applying knowledge to solve problems rather than first learning concepts separately. Effective PBL balances learning objectives and assessment of both content mastery and soft skills like teamwork and problem-solving.
This document discusses diversifying immediate feedback in the classroom using both traditional and digital tools. Immediate feedback provides teachers and students data on whether students' needs are being met, the learning target is being met, and the lesson is on track. Both written and oral feedback can be external from teacher to student or student to student, or internal from student to self. Various digital tools are presented for providing immediate feedback, such as podcasts, mini-assessments using iMovie or Photo Booth, email, wikis, and VoiceThread. The document concludes by discussing applying these new techniques and their pedagogical benefits like personalizing learning, empowering learners, and providing formative assessment.
An introduction to team based learning.
Prepared for Human Performance Technology course.
Presented at Multimedia University, Malaysia by Ali Mohammad Hossein Zadeh, 2012.
Loreto 5 2011 using interactive resources to enhance student learning in PD...Loreto Normanurst
This document outlines a project to develop and implement interactive resources to enhance student learning in Physical and Health Education (PDHPE). It aims to increase student engagement, provide differentiated learning activities, and improve understanding of health and physical activity concepts. The project involved creating interactive whiteboard resources, using video analysis software called Dartfish, developing a shared resources site on SharePoint, and exploring uses of mobile technology like iPhones. Challenges included software limitations, file sizes, and time constraints, but the resources benefited student learning by improving engagement, differentiation, and skills like analysis. Future directions included continuing development and exploring new uses of the technologies.
This document summarizes the "flipped classroom" model of education, where traditional lectures are replaced with video tutorials for homework, freeing up class time for hands-on activities. While popularized by Khan Academy videos, critics argue simply recording lectures does not improve learning. Proponents note videos allow one-on-one teacher time and mastery-based learning. However, teachers must ensure videos engage students and apply knowledge, not just replace lectures. Overall, "flipping" is best seen as one technique within a broader pedagogy focused on active learning.
Reinventing the lecture: how video technology and learning analytics are tran...John Couperthwaite
This document discusses how video technology and learning analytics can transform the traditional lecture format. It notes that lectures currently have low student engagement and understanding. The solution proposed is to use video recording of lectures along with interactive polling and analytics of student engagement and performance. Several case studies show improved student outcomes like retention, satisfaction, and exam grades when lectures incorporate these active learning elements and analytics provide feedback to students and instructors. The reinvented lecture allows more flexible, personalized learning and better connects pre-lecture preparation to post-lecture activities.
This document discusses the use of electronic voting systems (EVS) to enhance lectures through active audience participation and feedback. EVS, also known as polling systems, allow lecturers to pose questions to students who respond using keypad devices. Results are immediately displayed, providing formative feedback. The document outlines the benefits of EVS in improving engagement and learning, as well as tips for effective usage and potential drawbacks such as logistical challenges.
Many Chances to Fail: Scholarly Teaching in Physics - CO/WY AAPT - April 2014Jeff Loats
This document summarizes a presentation on using evidence-based teaching methods in physics courses. The presentation advocates applying rigorous standards to teaching as in research. It discusses techniques like Just-in-Time Teaching and clicker questions that encourage active learning through iterative practice with feedback. These methods aim to give students multiple low-stakes chances to test their understanding before high-stakes exams, by engaging them in preparation, peer discussion, and online homework with immediate feedback.
formative e-assessment: cases, patterns and scenariosYishay Mor
This document summarizes a study on formative electronic assessment. The study used a participatory methodology to research formative e-assessment through desk research, literature reviews, and workshops. Key findings included the lack of consistency in defining formative e-assessment and the importance of feedback and adapting instruction based on student responses. The study presented several case examples and design patterns for formative e-assessment identified through the research.
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Technologies
Bill McIntosh
SchoolVision Inc..
Authorized South Carolina K-12 Consultant for eInstruction / Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
The document discusses the importance of feedback for enhancing student learning. It highlights research showing that feedback from teachers to students is most effective when it is focused on correcting misconceptions rather than social or behavioral issues. Feedback should provide clear information to students about how to improve, such as answering critical questions like "Where are they going?" and "How are they going?". When feedback creates a low-threat environment and focuses on tasks and processes rather than personal attributes, students are more likely to learn from the feedback.
The document discusses the importance of feedback for enhancing student learning. It highlights research showing that feedback from teachers to students is most effective when it is focused on correcting misconceptions rather than social or behavioral issues. Feedback should provide clear information to students about how to improve, such as answering critical questions like "Where are they going?" and "How are they going?". When feedback creates a low-threat environment and focuses on tasks and processes rather than personal attributes, students are more likely to learn from the feedback.
1. The document discusses classroom response systems, also known as clickers, which allow teachers to gauge student understanding and collect data in real time through wireless devices.
2. While studies show clickers can improve student engagement and performance, the literature provides mixed results on their effectiveness in enhancing learning.
3. Clickers are used most in middle and high school science and math classes, and least in social studies.
The document discusses using technology to enhance writing pedagogy and collaboration in the classroom. It addresses why teaching with technology is beneficial, such as accommodating different learning styles and increasing computer literacy. Factors to consider before redesigning a course with technology include appropriateness, learner needs, and instructional goals. Objections like the time commitment and technical issues can be overcome. The document provides examples of technologies that can be used and encourages having fun and trying new things when incorporating technology into teaching.
Technology is changing higher education in fundamental ways. It affects how students learn and interact, creating opportunities to enhance communication and connect in new forms. While technology poses threats if institutions do not adapt, it can also leverage existing activities and reduce barriers if universities explore how to integrate it effectively in teaching and learning. Recent studies show most students now use technology extensively, including for academic purposes, indicating it must be addressed as part of the student experience.
Student Response Systems Presentation FinalSue Miller
Student response systems, also known as clickers, are classroom technology tools that allow instructors to pose questions to students and immediately collect feedback in class. The document discusses the history, benefits, examples of leading tools, and best practices for implementing student response systems. Key benefits include increased student engagement, formative assessment capabilities, and potential gains in student achievement. Considerations for effective use include software and hardware options, instructor training, and avoiding overuse within lessons.
Barry Ryan_Alternative Laboratories: Near Peer Constructed Technology Enhanc...Barry Ryan
Dr. Barry Ryan discusses using game-based learning and augmented reality to enhance chemistry laboratories. Students act as change agents and curriculum designers by creating online preparatory resources and developing an augmented reality-enhanced lab. Research found the augmented reality improved student preparation, provided helpful visual aids, and increased confidence in lab skills. While challenges exist, augmented reality shows potential as an alternative learning tool if integrated thoughtfully into traditional methods.
Preparing to Teach Online Creates New Possibilities for Face-to-Face TeachingCarol McQuiggan
This document summarizes the results of an action research study on a professional development program to prepare faculty to teach online. The study examined the effectiveness of the program's approaches in helping faculty reflect on their assumptions about teaching and the impact on their face-to-face teaching. Key findings include that opportunities to talk with experienced colleagues, explore online course examples, and reflect on preparations were most effective in supporting changes in faculty assumptions. The study also found that reflective writing and discussions helped reveal changes in faculty beliefs and led some to incorporate more student-centered practices, like reduced lecturing, in their face-to-face courses. A lack of time for reflection presented a barrier to changes, while more preparation time online allowed for more reflection opportunities
Acadly helps professors boost participation and communication with students inside and outside the classroom. Watch Acadly's presentation at the Reimagine Education 2017 conference at Philadelphia. The videos in the presentation are available here:
1. Structure: https://twitter.com/Acadlydotcom/status/937797507152863233
2. Instant one-tap roll calls: https://twitter.com/Acadlydotcom/status/937797784576589825
3. Typing math expressions using TeX in the Acadly messenger: https://twitter.com/Acadlydotcom/status/937798225175687180
4. Analytics: https://twitter.com/Acadlydotcom/status/937798721126969345
5. Context aware chat: https://twitter.com/Acadlydotcom/status/937799368366796800
Learner Analytics and the “Big Data” Promise for Course & Program AssessmentJohn Whitmer, Ed.D.
Presentation delivered at the San Diego State University "One Day in May" conference on May 22, 201 by John Whitmer, Hillary Kaplowitz, and Thomas J. Norman
Universities archive massive amounts of data about students and their activities. Students also generate significant amounts of “digital exhaust” as they use academic technologies. How can faculty and administrators use automated analysis of this data to save time and conduct targeted interventions to improve student learning?
The emerging discipline of Learner Analytics conducts analysis of this data to learn about student behaviors, predict students at-risk of failure, and identify potential interventions to help those students. In this presentation, we will discuss the contours of this discipline and review the state of research conducted to date. We will then look at several examples of Learner Analytics services and hear from California State University educators who are using these tools to help their students. Finally, we will suggest some immediate ways that Analytics can be conducted at San Diego State.
Presenters:
John Whitmer, California State University, Chico
Hillary Kaplowitz, California State University, Northridge
Thomas J. Norman, CSU Dominguez Hills
Best practice strategies for online teaching cswe apm 2010Jo Ann Regan
This document discusses best practice strategies for teaching online based on research. It provides an overview of research showing that hybrid courses combining online and face-to-face elements tend to have better learning outcomes than purely online or face-to-face courses. The document emphasizes the importance of active and interactive learning over purely expository content delivery. It provides examples of active learning strategies used in online courses, such as small group discussions, guest speakers, polling features, and student presentations. Challenges of online teaching discussed include the learning curve for new technologies, workload issues, and student support.
This document provides an overview of a conference session on instructional strategies for blended learning.
It begins with introducing the presenters and agenda. The presenters then discuss key aspects of blended learning such as the three main elements of course level, reduced seat time, and convergence of online and face-to-face instruction. Benefits and challenges of blended learning are also reviewed.
The remainder of the document focuses on introducing the ADDIE model of systematic instructional design. The five phases of Analysis, Design, Development, Implementation and Evaluation are each described in brief sections. Small group activities are included to have participants apply the ADDIE model to designing aspects of a blended course.
Best practice strategies for online teaching cswe apm 2010Jo Ann Regan
Presentation at CSWE APM Conference in Portland Oregon October 17, 2010. Contact Jo Ann Regan at joannr@mailbox.sc.edu if you want a copy emailed to you.
The document discusses planning and evaluation for teaching and learning in higher education. It covers key topics like constructive alignment, assessment and feedback, and evaluation of teaching. The learning outcomes are to identify successful planning themes, consider different assessment modes, and discuss using real student feedback. Constructive alignment and writing learning outcomes are explained. Different types of assessment and feedback are also defined, including the importance of feedback in learning. Principles of good feedback practice and evaluating teaching quality are presented.
The document discusses the use of audience response systems, also known as clickers, in educational settings. It provides an overview of clickers and their benefits, including increasing interactivity and engagement among students. Clickers allow teachers to pose questions to students and immediately display responses, facilitating discussion and enabling teachers to tailor their lessons based on students' understanding. The document reviews literature showing that clickers promote active learning and improve learning outcomes and satisfaction when used for activities like lectures, discussions, polls, and formative assessments. Key benefits are their ability to provide real-time feedback to teachers and interactive participation for students.
Similar to Achieving true engagement in your lecture hall - Heltasa Clickers Presentation Part 2 (20)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
3. 1. Using clickers
a) Classroom Environment benefits
b) Learning benefits
c) Assessment benefits
d) Learning Goals
e) How people learn
2. Pedagogical literature and learning theories
a) Peer Instruction
3. Classroom Strategies with clickers
a) Writing Clicker Questions
b) Bloom’s Taxonomy
c) Clicker question goals
d) Teaching Choices
e) Common Pitfalls
4. How to get started
5. Purchase Models
6. Product Offering
7. References and Resources
7. http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpg
30%
Journal of the Scholarship of Teaching and Learning, Vol. 9, No. 1, January 2009, pp. 13 - 26.
An empirical study of personal response technology for improving attendance and learning in a large class
Amy Shapiro
8. http://larrycuban.files.wordpress.com/2009/09/large_lecture-hall.jpg
70%
‘LEARNING BY REMOTE CONTROL’: EXPLORING THE USE OF AN AUDIENCE RESPONSE SYSTEM AS A VEHICLE FOR CONTENT DELIVERY
Jeremy B. Williams - Brisbane Graduate School of Business - Queensland University of Technology, AUSTRALIA (2003)
13. 1. Kay RH and LeSage A. Examining the benefits and challenges of using audience response
systems: a review of the literature. Computers and Education. 2009; 53:819-27. http://prayas2k12.com/main/events.php?id=7
14. http://africa360degrees.co.za/
1. Kay RH and LeSage A. Examining the benefits and challenges of using audience response
systems: a review of the literature. Computers and Education. 2009; 53:819-27.
15. http://asiasociety.org/files/teacher_0.jpg
1. Kay RH and LeSage A. Examining the benefits and challenges of using audience response
systems: a review of the literature. Computers and Education. 2009; 53:819-27.
16. http://www.5hue.com/
1. Kay RH and LeSage A. Examining the benefits and challenges of using audience response
systems: a review of the literature. Computers and Education. 2009; 53:819-27.
18. 1. Kay RH and LeSage A. Examining the benefits and challenges of using audience response
systems: a review of the literature. Computers and Education. 2009; 53:819-27.
19.
20. 1. Kay RH and LeSage A. Examining the benefits and challenges of using audience response
systems: a review of the literature. Computers and Education. 2009; 53:819-27.
http://onlinelearninginsights.wordpress.com/2012/04/03/good-bad-and-ugly-student-comments-on-group-work-in-e-learning/
21. http://www.edutopia.org/healthier-testing-made-easy
1. Kay RH and LeSage A. Examining the benefits and challenges of using audience response
systems: a review of the literature. Computers and Education. 2009; 53:819-27.
22.
23.
24. * Reflect – the key abilities, attitudes, and items of mastery
* Help – “know what they need to know”
* Measurable – not vague
Ways of Using TEFA - Ian D. Beatty, Scientific Reasoning Research Institute, University of Massachusetts Amherst
25. Should…
* Nourish – intellectual curiosity
* Encourage – independent learning
* Aid development – for more complex thinking
* Increase knowledge – content retention and understanding
Ways of Using TEFA - Ian D. Beatty, Scientific Reasoning Research Institute, University of Massachusetts Amherst
26.
27. Kathy Perkins, Director of the PhET Interactive Simulations Project
and Director of Colorado Universities’ Science Education Initiative
28. Kathy Perkins, Director of the PhET Interactive Simulations Project
and Director of Colorado Universities’ Science Education Initiative
29. Kathy Perkins, Director of the PhET Interactive Simulations Project
and Director of Colorado Universities’ Science Education Initiative
30. Remember!
Students
must do
their
own
learning;
we cannot
do the
http://www.thecultureconcept.com/circle/national-year-reading-2012-creating-the-future-of-
Stephanie Chasteen (PhD) learning never to young to learn
31.
32. # Learning Theory Researcher(s) Suggested Application Features
1
Immediate Epstein Immediate Feedback Assessment Technique Chart with Correct Answer Indicator/ Participant
Feedback promotes learning and corrects inaccurate first responses Monitor / Individual Reports
2 Engagement Prensky Digital Natives, Digital Immigrants Fastest Responder / Priority Ranking or Ranking Wizard
Greene Spacing effects in memory: Evidence for a two-
3 Spacing Effect Continue Prior Session / Essay Slide
process account
Mazur Peer Instruction: Ten Years of Experience and Repoll / Comparative Linking/ Comparative Linking
4 Peer Instruction Reports
Results
Bruff Teaching with classroom response systems: Creating On the Fly Slides / Conditional Branching /Moment to
5 Agile Teaching active learning environments Moment
Keller Use of the ARCS Motivation Model in Courseware Countdown Timer/Response Grids /Leader
6 Motivation Boards/Gaming Slides / Point Values
Design
Assessment FOR Point Values / TurningPoint AnyWhere–Live Charts
7 Stiggins Putting testing in perspective: It’s for learning
Learning Anonymous Polling /Review Only/Comparative Linking
8
Positive Reid Practicing effective instruction: The Exemplary Center Correct Answer Indicator /Fastest Responders/Leader
Reinforcement for Reading Instruction approach Boards /Point Values
Game Based Team Slides Fastest Responder Wager Leader Boards
9 Dede Immersive Interfaces for Engagement and Learning Speed Scoring TPAW with Digital Games Team Scoring
Learning Reports
Bonwell and Eison Active learning: Creating excitement in “Need Help” answer choice /On the Fly
10 Active Learning Questions/Custom / Text Message/Feedback
the classroom
Demographic Comparison Data Slicing /Convert to
11 Learning Styles Keefe Learning Style Theory and Practice
Picture Slide Chart Colors–Correct/Incorrect /Answer
Now/ Video/Audio files with question slides
12
Socratic Hake Socratic pedagogy in the introductory physics lab
Custom Standards List / Conditional Branching
Questioning Continue Prior Session
36. “Teachers found that they could teach the material more
efficiently using question-driven instruction. They found that they
had a deeper understanding of students' difficulties, allowing
them to tune their instruction more efficiently. Plus, in later
units, students' grasp of the underlying material helps them
progress through the units more quickly.”
Stephanie Chasteen (PhD)
Science Teaching Fellow at Science
Education Initiative, University of
Colorado at Boulder
Independent Business
Owner, sciencegeekgirl enterprises
37. Instructor Poses
Question (< 1min)
Students Answer
Independently
(1-3 min)
Most correct Most incorrect Equal split
Briefly discuss Back track Discuss in pairs
(< 1min) (5 min+) Revote (1-5 min)
Instructor lead
Class wide discussion
Revote (2-15 min)
94. I want to get
• Jump right in –
STARTED!
• Consider borrowing a set of clickers to try out in a few class sessions
• Don’t grade clicker questions in the beginning, this way if you have
technical difficulties students grades are not at risk and students
will not be concerned.
• Start with simple questions, then move
up the Blooms Taxonomy towards more
conceptual questions, then look
to introduce Peer Instruction.
95. Purchase
Models
• ‘Teaching with Technology’
department purchases and loans
clickers to lecturers
• Departments budget and
purchase
96. Purchase
Models
• Some Universities ‘rent’ their
clickers to students
• Deposit paid ( 50% refundable)
• Funds to purchase more
97. Purchase
Models
• Bookstore model
• (not yet available in South Africa)
• Clickers are provided with a
textbook
• Clicker content included for lecture
100. Clicker Devices
ResponseCard® NXT ResponseCard® RF LCD ResponseCard® RF ResponseWare
Offers advanced Durable radio frequency ResponseCard RF Allows students to
capabilities such as device offers students an clickers are respond via web
cell phone style text engaging and easy-to-use lightweight and browsers on any web
entry for short solution. LCD screen compact in size. enabled device including
answer and essay provides visual The durable clicker Android™, iPhone®, Black
questions as well as confirmation of selected has been rigorously Berry®, and laptops or
self-paced test mode responses, channel tested in classroom tablets to immediately
for individual setting and battery life. environments. transfer their selection to
assessment. polling applications.
104. Polling Hardware
Poll without a Computer or Projector
ResponseCard AnyWhere
Display student results anywhere, anytime.
105. Presenter Tools
Remain Agile while Polling
PresenterWare
Provides instructors remote
control of polling software
through mobile devices.
PresenterCard
Radio frequency hardware device
that interacts with polling software.
106. LMS & Registration
1. Learning Management Systems
2. Seamlessly pull rosters and import/export into today's
most popular LMS.
• Easy to maintain
• Secure
107. Distance Learning
1. RemotePoll
2. Simultaneously poll students in multiple
classrooms through the Internet to gather and
display results from all locations for complete
analysis.
3. ResponseWare
4. Allow students to respond via web browsers on
any web enabled device to immediately transfer
their selection to polling applications.
108. References
1. Journal of the Scholarship of Teaching and Learning, Vol. 9, No. 1, January 2009, pp.
13 - 26. An empirical study of personal response technology for improving
attendance and learning in a large class Amy Shapiro
2. ‘LEARNING BY REMOTE CONTROL’: EXPLORING THE USE OF AN AUDIENCE
RESPONSE SYSTEM AS A VEHICLE FOR CONTENT DELIVERY Jeremy B. Williams -
Brisbane Graduate School of Business - Queensland University of
Technology, AUSTRALIA (2003)
3. Hall et al. (2005) Student Response System in High Enrollment Courses Kay RH and
LeSage A. Examining the benefits and challenges of using audience response
systems: a review of the literature. Computers and Education. 2009; 53:819-27.
University of Missouri - Rolla
4. Student Response Systems: Interactivity in a Classroom Environment Harold M.
Horowitz, Ph.D., Program Director Educational Technology IBM Corporate Education
Center, Thornwood, New York 10594
5. Kathy Perkins, Director of the PhET Interactive Simulations Project and Director of
Colorado Universities’ Science Education Initiative
6. Ways of Using TEFA - Ian D. Beatty, Scientific Reasoning Research
Institute, University of Massachusetts Amherst
109. Great books on clickers
1. Peer Instruction (Eric Mazur)
2. Teaching with Classroom Response Systems (Derek Bruff)
3. Clickers in the Classroom (Douglas Duncan)
4. Clickers in Chemistry (Margaret Asirvatham)
111. Thanks for listening!
David Wilson
Office: 086 110 6365
Web: www.participate.co.za
Blog: www.clickers.co.za
Facebook –www.facebook.com/ParticipateSA
Twitter - @participateSA
Twitter personal – @davew_sa
Editor's Notes
Due to the interactive nature of using clickers and active involvement in the lesson
Quality of learning: Qualitative difference when learning with ARS (e.g., better explanations, thinking about important concepts, resolving misconceptions)
SHOULD describe how a student should be different at the end of a courseReflect the key abilities, attitudes, and items of mastery that a student should (strive to) attainShould be measurable ( not vague, watch terminology)Help students “know what they need to know” in a course.THEY SHOULD*nourishment of intellectual curiosity, * encouragement of independent learners,*development of people able to engage in the more complex thinking processes* knowledge of content* NB Instructor behaviour is aligned with this in the teaching techniques
THEY SHOULD*nourishment of intellectual curiosity, * encouragement of independent learners,*development of people able to engage in the more complex thinking processes* knowledge of content* NB Instructor behaviour is aligned with this in the teaching techniques
Motivation depends on students’ background, and can be changed.How to motivate?
Students need to actively construct an understanding.Construction requires feedback. How to promote active learning?How to provide feedback?
How to find out and connect to what they already know?
Think pair share!
Many instructors see value in structuring a class session into a sequence of activities as a way to help students maintain their attention helps students pay attentionhelp focus their attention in productive ways on particular tasks. gather information from students in order to determine the direction of a class sessiongiving all students a voice in determining that direction.
fun help students maintain attention and engagement with course activities. Fun helps instructors establish a useful rapport with their students. Some students find competition motivating.
Anonymity uncovers student perspectives that might not be clear through other meansStudents are able to determine what they understand, what they do not understand, and how they are learning.Instructors learn a lot about what their students understand more frequently through clicker questions that can be acted on before major assessments are assigned. collect information from all students in a classroom quickly, easily, and simultaneously.
conduct background knowledge probes at the beginning of class sessions Points grades for attendance
These levels expect deeper conceptual understandingQuestion creation exceriseUse the Bloom’s Taxonomy worksheet to rate the Bloom’s level of your questionSwap your question with a neighbor. Do you agree on the Bloom’s level of your question?Can you think of a way to “Bloomify up” the level of your question?
Type “ConcepTests” into google This brings up listings of question collections in numerous fields.
What student learning goals do I have for the question? Consider…1. Mechanics (is it well written? Clear?)2. Depth (Is it trivial, or deep? What level ofBloom’s Taxonomy?)3. Goals (What is this question trying toaccomplish,pedagogically)
Content Goal: Does the question test an essential aspect of the material? Is it aligned with your learning goal?Cognitive Goal: How do students use the content to arrive at the answer? What does it mean to learn or “do” this subject?What are the cognitive processes involved? Are they comparing and contrasting phenomena, ranking, classifying, or performing a mathematical manipulation?Metacognitive Goal: Are students examining their own thinking?
What do I want my students to learn by asking this question?
How might this question be used to engage students with course content in small-group or classwide discussions or by creating a time for telling? Use questions that will prompt discussion.
What distribution of response do I expect to see from my students?What might I do if the actual distribution turns out very differently?
Look for answer choices for potential clicker questions in student responses to open-ended questions, ones asked on assignments in previous courses, on homework questions, or during class. This can lead to answer choices that better match common student misconceptions and perspectives.Don’t make them too easy.
Use a variety of types of clicker questions. experimenting with different kinds of questions can help instructors use clickers in ways that engage students and meet course learning goals Experiment with asking on-the-fly clicker questions Often a classwide discussion leads to spontaneous clicker questions; other times rhetorical questions can be turned into productive clicker questions.
spend a least some time on each of the answer choices – right and wrong ones. Students often appreciate hearing their instructor’s perspective on the answer choices they selected
Find other instructors who teach with classroom response systems and share experiences.
Provides feedback to teacher about student knowledge status
About new ideas, concepts and knowledge
Prepare for new knowledge and understanding
Give students a voice (i.e., survey on their opinions/preferences)
• Are often focused on conceptual understanding• Deal with important ideas in class• Have common student mistakes (consider answers from past exams orquizzes) as the wrong answers.• Result in a lot of discussion and debate among the students.• Require analysis and reasoning (not simple memorization).
• Are often focused on conceptual understanding• Deal with important ideas in class• Have common student mistakes (consider answers from past exams orquizzes) as the wrong answers.• Result in a lot of discussion and debate among the students.• Require analysis and reasoning (not simple memorization).
Given that having students respond to and discuss clicker questions takes class time, do instructors using clickers find it difficult to include as much content in their courses as they would without clickers? o Some instructors find it difficult to include as much content in their courses when they begin using clickers but are satisfied with the trade-off. They believe that if students’ misconceptions are not addressed, subsequent course material will not make sense to students, so class time spent resolving those misconceptions through clicker questions is well spent. Other instructors are satisfied with covering less material because they believe that teaching methods that actively engage students with course material are more effective in the long term than less engaging methods that allow for more time-efficient coverage of content.
Grading clicker questions on accuracy can give students who correctly answer critical thinking questions the false sense that they have mastered those questions, when in fact it is often quite possible to answer such questions correctly without fully understanding all the reasons for and against the answer choices. Grading clicker questions on accuracy increases the pressure students feel to master course material. Some instructors want their students to feel this pressure, since it can motivate them to seriously engage with course material as it is being presented during class. Other dislike creating high-pressure classroom environments and prefer to grade clicker questions on effort, not accuracy.
How long should students be given to submit their answers to a clicker question? When should an instructor call time and end voting?
immediately after gives the students rapid feedback on their learning and can add a bit of dramatic flair Askstudents to write down reasons that the answers they did not choose are incorrectsome students disengage when they learn the correct answer sometimes without fully understandingDelay showing to generate small-group or classwide discussion
First timers should test the system as thoroughly Limit use to start withHave a backup plan in mindmalfunctioning clickers – have sparesConsider on-the-fly questions
First timers should test the system as thoroughly Limit use to start withHave a backup plan in mindmalfunctioning clickers – have sparesConsider on-the-fly questions
Question Idea – confusion meter?I’m bored – speed upI’m with youSlow down a littleI’m totally lostQuestion Idea – Are you done?Click in with your progressStill workingAlmost doneFinished
"Wait-time" is the amount of time after an initial question has been posed before the teacher answers it him or herself; repeats, rephrases, or adds further information to the question; or accepts an answer from a student. More than just a few seconds are a necessary prerequisite for mental information-processing (Rowe, 1974).
By far the most common failing is to make questions that are too easy. In this situation, students often see the questions as simply a quiz to keep them awake, and they are annoyed that they had to spend money on clickers only for this purpose. easy questions may mislead students as to the difficulty of the questions they would expect to see on the exam
You should discuss how clickers will improve your communication with them, the well-established value to learning when students actively engaged in thinking about the subject and figuring out answers to questions, and how clickers make this much easier to achieve in a lecture setting.start with a “Why do you think we use clickers” clicker question in class, as shown below. Possible answers are all components of “active learning” and hopefully you will see a spread of answers.