This presentation talks about soliciting information from students in order to understand better how to teach them during a library workshop. It includes some ideas from the research on clickers or audience response systems. Now, with cloud computing, students can be polled with text messaging and Polleverywhere.

1. Mobile, Instant, & Electronic
Feedback to Increase Participation
and Learning in Classroom

2. Osterman, Anne C. "Student Response Systems: Keeping the Students
Engaged." College & Undergraduate Libraries 14.4 (2008): 49-57 (50).


6. Online Surveys
• Google Documents:
Forms
• Polldaddy
• SurveyMonkey
• Course Management
Systems
– Blackboard
– Moodle

7. Google Documents—Quizzes &
Surveys
• Create  Form
• Add title for survey
• Create questions
– Multiple Choice
– Select all that apply (check
boxes)
– Paragraph
– Short answer
– Choose from a list
– Scale
– Grid

8. Google Documents: Form
• Free
• Unlimited responses
• Results in real time
• Easy to share
• Multiple question types

9. Results Appear in Spreadsheets

10. Form: Show Summary of Responses

11. Text Messaging
Poll Everywhere Demo Video

12. How it works

13. Freemium

14. Why use polling software?
1. Combat passive
learning environment
2. Promote active
learning
3. Help with participation
problems
4. Provide instant
feedback
5. Interrupt lecture
(Osterman 52)

15. Anonymity
• System forces all to
participate
• No one gets
embarrassed
• Comfort increases
• Interest grows = know
what peers think
(Osterman 52)

16. Improves commitment
• “Makes them less likely to sit back. Evaluate a
question and answer with engaged minds”
(Osterman 52).

17. Disadvantages
• Less taught
• May distract instructors
from teaching
• Students may use them
to cheat

18. Dynamic Instruction
• Immediate feedback
allows for on-the-spot
adjustment to student
needs
• Increases engagement

19. Learning Outcomes
• Psychology study • Still a new area of
– Tested reading research in library
– Corrected instruction
misunderstandings • One study found that
– Improved test scores traditional lecture
improved student
Morling, Beth, Meghan McAuliffe, Lawrence Cohen,
and Thomas M. DiLorenzo. "Efficacy of Personal performance more than
Response Systems ("Clickers") in Large,
Introductory Psychology Classes." Teaching of polling system
Psychology 35.1 (2008): 45-50.

20. Library Instruction & Surveys
• Online Surveys
– Send surveys a few days
before class
– Find out student levels
of understanding
• Specific tool
• Finding books, ebooks,
articles, etc.
• Scholarly vs Popular
articles
• Documenting skills
• Reading references or
citations

21. “Some instructors found
that their first attempts
in creating questions for
a class were too
complex” (56).
—Anne C. Osterman

22. Suggested Question Types
• What do you know about X?
– What do you know about X?
– How do you know if a source
is worth using?
• What kinds of materials do
you think you would find in
X? (library catalog, digital archives,
PRIMO search, etc.)
• Should you cite Wikipedia?
Should you do X?
• Osterman, Anne C. "Student Response
Systems: Keeping the Students Engaged."
College & Undergraduate Libraries 14.4
(2008): 51.

23. More Question Suggestions
• Questionnaires/Surveys
• Fact finding or Pre- and
Post-Tests
• Comprehension testing
• Checking for understanding
• Drill and practice
• Review Games
• Voting
• See Heidi Adams and Laura Howard. “Clever
Clickers: Using Audience Response Systems in
the Classroom.” Library Media Connection 28.2
(October 2009): 54-56.

24. Library Instruction & Polling
• Text messaging in class
– Have you used X
resource before?
– Predict what happens
• Boolean operators
• Subject headings
– Understanding of a
concept or process
already covered in class
– Start discussions

25. Answer this question

26. Questions or Comments?

27. Thank You
Spencer Jardine
Coordinator of Instruction
Idaho State University
Pocatello, Idaho, USA
jardspen@isu.edu

28. Thank You