Presentation at Clickers 2012 Conference Presenters: Frank J. Fedel and James J. Sweet - Eastern Michigan University

1. Reinventing the classroom with
today’s technology
Maximizing Personalized Learning
and Interactivity
Oct. 26, 2012
Frank J. Fedel, MS, CES
& James J. Sweet, MS, ATC
School of Health Promotion & Human Performance
College of Health and Human Services

2. Clicker Poll
What is your level of experience with
using “clickers” in the classroom?
A. No experience
B. Little experience
C. Experienced
D. Very Experienced

3. Clicker Poll
What is your level of experience with using
“lecture capture” in the classroom?
A. No experience
B. Little experience
C. Experienced
D. Very Experienced

4. Clicker Poll
What is your level of experience with using
“smart devices” in the classroom?
A. No experience
B. Little experience
C. Experienced
D. Very Experienced

5. EMU Demographics
• 23,000 Students (commuter)
• HPHP
Athletic Training
• ~600 Undergraduate Exercise Science
Health Education
• ~200 Graduate Physical
• O and P Education
Recreational
• 40 Graduate Minor
Sport
• Athletic Training Management
• 43 Undergraduate Exercise Physiology
Health Education
• Physical Education Orthotics & Prosthetics
• 175 Undergraduate Physical Education
Sport Management

6. Teaching Philosophy
• What do you mean by learning?
• What do you mean mastery?
• How does technology fit into your
philosophy?
– Why are you trying to use it?
• Take place of sitting in a classroom
• Flip the classroom
• Dynamic vs Static learning
• Or are you just trying to take attendance

7. Guiding principles
1. Create a flexible, engaging environment for
learning
2. Accommodate diverse learning styles (UDL)
– Presenting information and content in different ways (the "what" of
learning)
– Differentiating the ways that students can express what they know
(the "how" of learning)
– Stimulating interest and motivation for learning (the "why" of learning)
3. ECAR study

8. Why Use Technology?
http://en.wikipedia.org/wiki/File:Blooms_rose.svg

9. Getting “there” from “here”
• Student-centric (UDL concept of interactive
learning based on individual differences)
• Participatory (reduce barriers to participation)
• Individualized (provide feedback/support for
"strugglers", customized learning paths)

10. Conscious Competence Learning Model
Image courtesy of Will Taylor, Chair, Department of Homeopathic Medicine,
National College of Natural Medicine, Portland, Oregon, USA, March 2007

11. Technologies
• Whiteboard
• Course Management System (eCompanion)
• Panopto (Lecture Capture System)
• i>Clicker (Student Response System)
• iPad, iPhone, iPod Touch (Portable smart devices)
• Todays Apps for smart devices
• WiBS (Wireless iPad Broadcast System)
• GradeCam (Optical Scanning & Grading)

12. Whiteboard
Benefits
• Clearly visible notes and drawings
• Automatic save feature
• Facilitates engagement
vs.

13. Panopto
Benefits
• Eliminate Geographic Barriers
• Remove Time Constraints
• Serially Accessible
• Portable (iPod, .mp3, desktop)
• Searchable

14. i>Clicker
Benefits
• Enhanced Attendance
• Increased Engagement
• Immediate feedback (i2s-s2i)
• Review (live/later)

15. i>Clicker
Students follow along; small group
discussions can be initiated

16. iPad, iPhone, iPod Touch
Benefits
• Portability
• Dynamic learning
• Foster critical thinking
• Educational Freedom

17. apps
Benefits
• Varied – based on use
• You can make your own!

18. WiBS
Benefits
• LIVE, interactive
• Enhance critical thinking
• Remote broadcasting
• Reinventing our “lectures”

19. GradeCam
Benefits
• Fast, Accurate Scoring
• Increased Accountability
• Immediate feedback

20. Putting it all together
Before
LIVE
After

21. Putting it all together
Review is accomplished LIVE by addressing
topics from recent classes; the LATER review
incorporates Panopto Lecture Capture

22. Putting it all together -- LIVE
Setup clicker question by directing question to
random student
(Based on previously recorded Panopto
“lecture”)
Direct student to video record process (activity)
“Have patient flex hip to 80 degrees”
“Reduce hip flexion moment while increasing
hip flexion”
WiBS broadcasts student’s activity to class
Class discusses and critiques activity

23. ________ at the knee joint in these images is usually
initiated by _____ contraction of the _____ muscle(s).
= COM
= Axis
A. flexion, concentric, quadriceps
B. flexion, eccentric, quadriceps
C. flexion, eccentric, hamstrings
D. flexion, concentric, hamstrings
E. None of the above

24. Putting it all together -- LIVE
DEMO

25. Thank You
Special Thanks to:
• i>Clicker
• Halle Library’s Faculty Development Center (FDC)
• Extended Programs/Extended Outreach (EPEO)
• Department of IT at EMU (DOIT)
• EMU
• eFellows (EMU)
• School of Health Promotion & Human Performance
• Elizabeth Roth

26. Questions?

27. Additional Sample Questions

28. Scenario discussions
• You are covering a football game. You see the following -
http://www.youtube.com/watch?v=yGMp5QRyQ_g
How do you respond? (In order of first to last; you may not need to do
all, depending on information provided)
A. Call 911
B. Wait to be waved on field
C. Check for responsiveness/Airway
D. Control Head
E. SAMPLE
F. OPQRST
Time Response

29. Short Answer – Followed up by oral practical
• EMS arrives. As a team you decide the
next step would be to spine board the
athlete. Please provide a specific guideline
to spine board the athlete.

30. Matching (Differentiating between similar topics)
Match the following:
• Hormone 1) Creatine
• Endocrine 2) Testosterone
• Exocrine 3) Directly into blood stream
• Anabolic 4) Masculine affect
• Androgenic 5) Into ducts to Blood Stream
• Amino Acid Derivate 6) Building up
• 1 step 7) DHEA
• 2 step 8) Andro

31. You are told that an athlete has collapsed at the finish line of a cross country race.
Today’s temperature is 75 degrees F. What is your initial assessment of this situation?
(Choose only those that you have reason to believe are essential to the resolution of the
case at this time)
A. Ask athlete what happened
B. Determine what place they finished
C. Determine if the athlete has a pulse
D. Visually check the athlete’s body position
E. Determine if the athlete is breathing
F. Determine athlete’s level of consciousness
G. Ask athlete about health history
H. Determine color of athlete (pale, flushed, etc.)
I. Ask athlete if this has happened before

32. You have determined that the athlete is conscious. Athlete is pale and slightly sweaty. She does not
have any pain. She is being held up by 2 teammates. She says that when she finished the race about
3 minutes ago she felt weak, exhausted, and nauseous. She would like a drink of water. She states
that she has no medical conditions. Determine the extent of the athlete’s condition.
A. Palpate athlete’s ankle
B. Check the skin temperature
C. Smell athlete breath
D. Ask athlete if she is allergic to anything
E. Ask athlete about her fluid consumption
F. Check athletes pulse rate
G. Check athletes breathing rate
H. Ask athlete about last meal
I. Hold athletes head
J. Check athletes Blood Pressure