The document discusses engaging students in class through audience response systems (ARS), addressing the issue of 'lecturalgia'—a term coined for the pain of ineffective lectures. It outlines the science of memory in relation to learning and emphasizes the need for effective communication and design to enhance student interaction. Additionally, it highlights the benefits and challenges associated with ARS implementation, underscoring the importance of customizing teaching approaches for diverse student populations.

1. The Science
Behind Engaging
Students in Class
Kevin A. Clauson, PharmD

2. Which College are you
representing today?
1. Arts and Sciences
2. Business
Administration
3. Education and
Human Development
4. Health Sciences
5. Pharmacy
6. Graduate Studies

3. Which best describes your
formal training on how to teach?
1. Modeling based on
observing professors
2. Periodic faculty
development after
becoming a teacher
3. Teaching
certificate/track in
residency/postdoc
4. Education degree
5. Other

4. What best describes your use of
an audience response system?
0% 1. I have never considered using clickers
in my class
0% 2. I have considered clickers, but never
tried them in class
0% 3. I use clickers sometimes in my classes
4. I use clickers frequently in my classes
0%
5. I should probably be teaching YOU
0%
about clickers

5. Objectives
1. Discuss underlying causes and treatments
for lecturalgia
2. Discuss communication and visual design
concepts including dual channels, split
attention effect, and cognitive load
3. Explore the benefits and hurdles with an
audience response system (ARS)
4. Formulate a plan to increase student
interaction and engagement with ARS

6. What is Lecturalgia?
1. Endangered species
of microplankton
2. Type of nail fungus
3. Word from Greek for
„painful lecture‟
4. Word I just made up

7. Causes of
lecturalgia
Med Educ 2001;35(12):1135-42.

8. Poor
organization

9. The Craft of Scientific Presentations

10. Poor judgment

12. Poor
delivery

13. Pipeline
(unidirectional)
Beyond Bullet Points, 2008.

14. Pipeline
No
learning
Fragmented Meaningful
learning learning
Beyond Bullet Points, 2008.

15. “My Time” vs “Our Time”

16. Be flexible in your approach

17. Avoid educational constipation

18. Which type of memory has the
most limited capacity?
1. Sensory
2. Working
3. Long-term

19. Three Types of Memory
Sensory Working Long-term
Psychol Rev 1956;63(2):81-97.
Nat Rev Neurosci 2003;4(10):829-39.

20. Three Types of Memory
Sensory Working Long-term
Psychol Rev 1956;63(2):81-97.
Nat Rev Neurosci 2003;4(10):829-39.

21. Mental
processing
Multimedia Learning, 2009.

22. Step 1
Put words into
auditory working
memory and
images into
visual working
memory
Comput Educ 2003;41:77-86.

23. Step 2
Organize
information
separately in
auditory and
visual memory
Comput Educ 2003;41:77-86.

24. Integrate
representations
with prior
knowledge
Step 3
Comput Educ 2003;41:77-86.

25. Dual Coding
Visual Channel
Audio Channel
Mind and Its Evolution, 2007.

26. Lack of channel
synchronicity

27. Lack of channel
synchronicity
Split attention
effect

28. Lack of channel
synchronicity
Split attention
effect
Increased
cognitive load

29. We can speak at ~ 125 words per
minute (WPM), but we read at:
1. 25 WPM.
2. 125 WPM.
3. 150 WPM.
4. 200 WPM.
5. >250 WPM.

30. Putting all of the text on the screen of what
you will say and then essentially reading
that text is the surest way to induce the
redundancy effect which basically means
you are presenting the same information at
the same time via both visual and audio
channels so you force the working memory
of the students to work twice as hard to
reconcile those two sources of information
leading to cognitive overload which
ultimately impairs learning
J Educ Psych 2001;93(1):187-98.

31. Perfect storm created that
reduces learning
Multimedia Learning, 2009.

32. The perfect marriage of
audio and visual can
enhance conceptual recall
Cognitive Load, 2010.

33. However, slides containing
text with unrelated or visually
discordant images could
negatively affect learning
J Am Soc Info Sci 1996;47:437-48.

34. Pastry chefs: a
brief history
(maybe if the topic
was pasty chefs…
or Vitamin D
deficiency)

35. When considering lecture
delivery and its visuals…

36. Design. Do Not Decorate.

37. How many slides should you
have for a 60 minute lecture?
1. 15 0%
2. 45
3. 60
4. 75
5. Other
15 45 60 75 Other

39. Symptoms of lecturalgia to
watch for…

40. Tinnitus

41. Loss of consciousness

42. Suicidal
ideation

43. And of course…
texting

44. How Do We Fight
Lecturalgia?
Revista de Informatica Aplicada 2009;5(1):51-60.

45. Solutions to treat
lecturalgia are
not always clear
BMC Med Educ 2003;3:12.

46. Gamble that what you‟ve always
done still works?

48. Sometimes it‟s best to dive right in

49. ARS to
fight
lecturalgia
Proceedings 2008 (4709-4717).

50. Transitioning from…
Sage on the Stage eSocrates
QJM 2004;97(1):47-51.

51. Use as part of a
blended approach
to teaching

52. Ultimately, it‟s just
one more tool

53. When was ARS introduced
into medical education?
1. Early 1970s
2. Early 1980s
3. Late 1980s
4. Late 1990s

54. First
generation
student
clicker
Mayo Clin Proc 1973;48:294-7.
Mayo Clin Proc 1977;52:556-60.

55. College Faculty Use of ARS
8%
13%
Don't know what it is
Use it some
Never use it
79%
Source: Faculty Survey of Student Engagement 2009

56. How frequently do you need to
reengage your audience?
1. Every 3 minutes
2. Every 7 minutes
3. Every 20 minutes
4. Every 30 minutes

57. Every
Minutes

58. Student
populations are
increasingly
diverse with
accompanying
differences in
learning styles

59. Customize the learning experience

60. Strategies for implementing
ARS in the classroom

61. What ARS strategy are you
MOST looking forward to using?
0%
1. Factual questions to evaluate outside
readings and content
0% 2. Conceptual questions to drive
discussion
0% 3. Linkable pre- and post-test questions
4. Creating questions on the fly to gauge
0% student understanding
5. Real-time course evaluations
0%
Medical Teacher 2008;30(2):146-9.

62. Additional ARS Strategies
Am J Pharm Educ 2008;72(4):77.

63. Assess participation/attendance

64. Administer low stakes quiz/OSCE

65. Elicit opinions on
sensitive topics

66. Analyze data generated and
map to objectives/outcomes

67. Use ARS to vote on
student presentations

68. ARS and crowd behavior
IEEE International CCA 2007;658-663.

69. Types of

70. What type
of bacteria
is this?
1. Staphylococcus
2. Streptococcus
3. Meningococcus

71. What color is the cerebellum?
1. Blue
2. Green
3. Purple
4. Red
5. Yellow

72. What color elicits the strongest
placebo effect for depression?
1. Green
2. Red
3. Yellow
4. Pill color does not
alter response

73. BMJ 1996;313:1624-26.

74. Which course would be most useful
to prepare students for this patient?

75. Which course would be most useful
to prepare students for this patient?
1. Communication Skills
2. Drug Delivery
Systems
3. Pharmacognosy
4. Pharmacokinetics
5. Therapeutics/
Pathophysiology

76. Which country has the largest
number of English speakers?
1. China
2. England
3. India
4. South Africa
5. United States

77. English Mania

78. Hurdles
with ARS

79. What will the biggest hurdles be
here for using ARS?
0% 1. Maintenance costs
0%
2. Requirement to modify teaching style
and existing lecture
0%
3. Student resistance to change
0% 4. Technology malfunctions
0%
5. Time investment by faculty to learn
software and hardware

80. Let‟s take a look at the literature

81. ARS in pharmacy schools

82. Am J Pharm Educ 2009;73(2):21.
Use of ARS in
Molecular Biology &
Physical Chemistry Courses

83. 98% (n=109)
responded that ARS
helped pay attention
Am J Pharm Educ 2009;73(2):21.

84. Silver medal questions must
be answered solo by
students
For credit: 80% of the class
must answer correctly
Gold medal questions can be
answered collaboratively
For credit: 90% of the class
must answer correctly
Am J Pharm Educ 2009;73(2):21.

85. Alternative
Detour Grading
Schemes
Ahead

86. Percentages of ARS Participation
questions answered Points
100%-80% 5
79%-65% 4
64%-50% 3
Less than 50% 0
Sydneyeve Matrix

87. Hybrid ARS
Grading
Dr. Russell James III

88. *Previous 2 years student
evaluations (4 pt scale)

89. Mean course grades increased:
2006 (81.8; p<0.001)
2007 (86.1; p<0.05)
compared to 2008 with ARS (89.9)

90. No difference between ARS and
non-ARS performance in
Pathophysiology and Therapeutics with
memorization exam items
ARS group performed better (82.5%)
than non-ARS group (77.4%) (p=0.002)
with analytical type exam questions

91. Use of ARS in Cancer Module
Am J Pharm Educ 2008;72(2):38.

92. Focus groups assessed ARS

93. Pilot study using ARS to
connect three campuses

94. Survey Item SA/A U SD/D
(%) (%) (%)
Use of ARS encouraged 89.8 5.1 5.1
me to participate in class
Because of ARS I 84.5 4.5 11.0
participated more than I
usually do
I valued that ARS let me 93.2 3.4 3.4
respond anonymously
The use of ARS made 72.0 15.4 12.6
some topics clearer
The use of ARS was 12.0 11.4 76.6
distracting SA=strongly agree, A=agree, U=unsure, SD=strongly disagree, D=disagree

95. What GAPS exist in the literature?

96. ARS outside of the classroom

97. live CE sessions
Use of ARS for paperless
J Contin Educ Health Prof 2003; 23(2):109-115

98. Int J Nurs Pract 2010;16(3):268-73.
Data collection at nursing
conference with ARS

99. Google Health Wikipedia
Using ARS to educate patients about
online health information seeking behaviors

100. Where do
we go from
here?

101. In healthcare – if
you didn’t document
it, then you didn’t
do it

102. In education – if
you didn’t assess it,
you might as well
not have done it

103. Pay attention to the details

104. Have you viewed
“Death By PowerPoint”?
0%
1. Yes
2. No
Yes No

105. Free Recommended Resources
www.slideshare.net www.derekbruff.com/teachingwithcrs
www.ted.com www.flickr.com

106. Recommended Resources

107. Summary Points
• ARS is one tool in our arsenal to increase
student engagement
• Proactively managing the hurdles with
ARS and integrating educational theory
may result in a better learning experience
• Benefits associated with ARS have been
demonstrated but additional research is
still needed

108. Expanded slide deck can be found at:
www.slideshare.net/kclauson

109. Images
• http://www.colbertnation.com/the-colbert-report-videos/312658/june-17-2010/obama-s-simplified-bp-oil-spill-speech
• htttp://www.youtube.com
• http://www.aace.org/conf/edmedia/
• http://farm3.static.flickr.com/2073/2264195999_c4cc2c9ef7.jpg?v=0
• http://www.philipcoppens.com/socrates_2.jpg
• http://www.villaware.com/Product.aspx?pid=1506

110. Images
• http://dclips.fundraw.com/zobo500dir/ornamental_s_7.jpg
• http://www.flickr.com/photos/spacelion/2295706021/sizes/l/in/photostream/
• http://www.wired.com/medtech/drugs/magazine/17-09/ff_placebo_effect?currentPage=all
• http://www.ted.com/index.php/talks/jay_walker_on_the_world_s_english_mania.html
• www.youtube.com/watch?v=XjkCl3-PId8
• http://worldbreastfeedingweek.net/wbw2008/images/silvermedal_back.JPG
• http://media.sacbee.com/static/weblogs/the_state_worker/gold%20medal.jpg

111. Images
• http://blog.taragana.com/n/wp-content/uploads/2009/07/piaggio-mp3-hybrid-scooter-1.jpg
• http://www.flickr.com/photos/30211781@N04/3937853319/sizes/l/in/photostream/
• http://www.flickr.com/photos/valuecarenurses/149314448/sizes/l/
• http://neatorama.cachefly.net/images/uploads/2007/03/1292945_360x249.jpg
• http://www.slideshare.net
Unreferenced images are
licensed stock photography

112. Thank you for your time!
@kevinclauson unhub.com/kevinclauson