Levey, ALSB 2011 Clickers Presentation

1. Slicker than Clickers: Poll Everywhere—A Web and Text-Messaging Student Response System ~ The Technology of Teaching: Matching the Media to the Message ALSB 2011 Annual Conference ~ Brian R. Levey University of Notre Dame

2. Agenda Resource name and location Pedagogical goals Cost Estimate for faculty Estimate for students Attendee take-aways Register w/ Poll Everywhere Create a poll in Poll Everywhere Begin thinking about how to use Poll Everywhere How I use it in class Research supporting its use Conclusion Questions?

3. Agenda Resource name and location Pedagogical goals Cost Estimate for faculty Estimate for students Attendee take-aways Register w/ Poll Everywhere Create a poll in Poll Everywhere Begin thinking about how to use Poll Everywhere How I use it in class Research supporting its use Conclusion Questions?

4. Resource name and location Poll Everywhere Web and text-messaging student response system http://www.polleverywhere.com/

5. Agenda Resource name and location Pedagogical goals Cost Estimate for faculty Estimate for students Attendee take-aways Register w/ Poll Everywhere Create a poll in Poll Everywhere Begin thinking about how to use Poll Everywhere How I use it in class Research supporting its use Conclusion Questions?

6. Pedagogical Goals What pedagogical goals is this resource designed to accomplish? Increase student engagement Improve critical thinking skills Improve substantive or content knowledge Improve ability to provide feedback to students Improve reasoning skills

7. Agenda Resource name and location Pedagogical goals Cost Estimate for faculty Estimate for students Attendee take-aways Register w/ Poll Everywhere Create a poll in Poll Everywhere Begin thinking about how to use Poll Everywhere How I use it in class Research supporting its use Conclusion Questions?

8. Cost estimate for faculty On the one-hand . . . It’s free! (If you want/need 30 responses or less per poll, e.g., 30 students or less per class) On the other hand . . . There’s tiered pricing depending on number of responses per poll (e.g., students in your class) And number of users (e.g., faculty at your institution who want to use the service) http://www.polleverywhere.com/plans

9. Cost estimate for students On the one-hand . . . It’s free! Assuming students have: Unlimited or generous texting plans Or laptop and Wi-Fi On the other hand . . . It’s the price of a text message x ? questions per class x ? classes

10. Agenda Resource name and location Pedagogical goals Cost Estimate for faculty Estimate for students Attendee take-aways Register w/ Poll Everywhere Create a poll in Poll Everywhere Begin thinking about how to use Poll Everywhere How I use it in class Research supporting its use Conclusion Questions?

11. Attendee take-aways Register w/ Poll Everywhere Create a poll in Poll Everywhere Begin thinking about how to use Poll Everywhere How I use it in class

12. Attendee take-aways Register w/ Poll Everywhere https://www.polleverywhere.com/signup/

13. Attendee take-aways Create a poll in Poll Everywhere http://www.polleverywhere.com/my/polls/new

14. Attendee take-aways Begin thinking about how to use Poll Everywhere How I use it in class Reinforcing the reading with a question students probably will get right Getting students’ attention with a question they’ll probably get wrong Addressing potentially sensitive issues through anonymous participation

15. question students probably will get right Original, Inc., sells its product under the name "Phido." Quik Corporation begins to market a similar product under the name "Fido." This is most likely ____ a. a theft of trade secrets. ____ b. copyright infringement. ____ c. patent infringement. ____ d. trademark infringement.

16. question students probably will get right

17. question students probably will get right Original, Inc., sells its product under the name "Phido." Quik Corporation begins to market a similar product under the name "Fido." This is most likely ____ a. a theft of trade secrets. ____ b. copyright infringement. ____ c. patent infringement. ____ d. trademark infringement. KEY TAKEAWAY: KNOW THE DIFFERENCE BETWEEN A TRADEMARK, PATENT, COPYRIGHT & TRADE SECRET

18. Question students probably will get wrong Mary offers to pay Mike $50 if he runs naked from the Main Building at the University of Notre Dame to LeMans Hall at St. Mary’s College. Mike can accept the offer only by completing the contract performance. If Mike does run naked from the Main Building to LeMans Hall, he and Mary will most likely have formed ____ a. a bilateral contract. ____ b. a unilateral contract. ____ c. a quasi contract. ____ d. no contract.

19. Question students probably will get wrong

20. Question students probably will get wrong Mary offers to pay Mike $50 if he runs naked from the Main Building at the University of Notre Dame to LeMans Hall at St. Mary’s College. Mike can accept the offer only by completing the contract performance. If Mike does run naked from the Main Building to LeMans Hall, he and Mary will most likely have formed ____ a. a bilateral contract. ____ b. a unilateral contract. ____ c. a quasi contract. ____ d. no contract.

21. Addressing potentially sensitive issues “I know none of you would ever shoplift a CD from the Notre Dame bookstore, but . . .” Have you ever downloaded copyright-protected music from the Internet without paying for it? • Yes • No

22. Addressing potentially sensitive issues

23. Addressing potentially sensitive issues Students have responded in a variety of ways: I’m stickin’ it to the man It’s only one song Everyone does it; we grew up in culture where it is considered ok It’s already been paid for It’s not tangible (there is no incremental cost or loss) I wouldn’t buy it; I only copy it because it’s free and so there is no lost sale to the artist, the record company I won’t get caught

24. Research supporting its use In-Class Polling: Less Teaching, More Learning?, Teaching with Technology Volume 2: The Stories Continue, Learning Technology Consortium, March 16, 2011 http://ltcessays.wordpress.com/category/essays/

25. Research supporting its use Clickers in a Classroom: Learning Outcomes and Student Reactions, Teaching with Technology Volume 2: The Stories Continue, Learning Technology Consortium, April 20, 2011 http://ltcessays.wordpress.com/category/essays/

26. Agenda Resource name and location Pedagogical goals Cost Estimate for faculty Estimate for students Attendee take-aways Register w/ Poll Everywhere Create a poll in Poll Everywhere Begin thinking about how to use Poll Everywhere How I use it in class Research supporting its use Conclusion Questions?

27. Conclusion Posing a limited number of questions to a class using Poll Everywhere is: Engaging Cost-effective Fun So easy, a lawyer can do it!

28. Agenda Resource name and location Pedagogical goals Cost Estimate for faculty Estimate for students Attendee take-aways Register w/ Poll Everywhere Create a poll in Poll Everywhere Begin thinking about how to use Poll Everywhere How I use it in class Research supporting its use Conclusion Questions?

29. Questions? Contact: Brian R. Levey Associate Teaching Professor University of Notre Dame 229 Mendoza College of Business Notre Dame, IN 46556 (574) 631-3560 blevey@nd.edu http://business.nd.edu