2010 09 16 CPUT clicker presentation

46
Daniela Gachago, Educational Technology Unit Fundani Centre for Higher Education Development, CPUT Clickers in HE – Research and practice Source: http://image.absoluteastronomy.com/images/encyclopediaimages/c/cp/cput_cape_town_ca

description

 

Transcript of 2010 09 16 CPUT clicker presentation

Page 1: 2010 09 16 CPUT clicker presentation

Daniela Gachago, Educational Technology UnitFundani Centre for Higher Education Development, CPUT

Clickers in HE – Research and practice

Source: http://image.absoluteastronomy.com/images/encyclopediaimages/c/cp/cput_cape_town_campus.jpg

Page 2: 2010 09 16 CPUT clicker presentation

Kay, H. K. & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, 53 (2009), 819-827.

Simpson V. & Oliver M. (2007).Electronic voting systems for lectures then and now: A comparison of research and practice. Australasian Journal of Educational Technology, 2007, 23(2), 187-208.

Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE—Life Sciences Education. Vol. 6, Spring 2007.

More stuff on clickers: http://cft.vanderbilt.edu/docs/classroom-response-system-clickers-bibliography/#reviews

Page 3: 2010 09 16 CPUT clicker presentation

Interactive, instructing questioning as teaching method is nothing new…

Page 4: 2010 09 16 CPUT clicker presentation

New technology…CLICKERS!

Anonymous Instant feedback Variety of question

types Record of data

Page 5: 2010 09 16 CPUT clicker presentation

Assumptions*

1. Content transmission is not the most effective way of learning

2. Students active engagement with ideas and applications support learning

3. Quality feedback should be provided to students

* Simpson V. & Oliver M. (2007). Electronic voting systems for lectures then and now: A comparison of research and practice. Australasion Journal of Educational Technology 2007, 23(2), 187-208.

Page 6: 2010 09 16 CPUT clicker presentation

Main research areas*

* Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE Life Sciences Education, Vol. 6, Spring 2007.

Page 7: 2010 09 16 CPUT clicker presentation

A boat carrying a large boulder is floating on a lake. The boulder is thrown overboard and sinks. The water in the lake with respect to the shore

1. Rises2. Drops3. Remains the same

1 2 3

0% 0%0%0 of 30

Page 8: 2010 09 16 CPUT clicker presentation

The figure below presents three corridors to be used for traversing a road connecting two termini Mbazwana and Sodwana Bay

Page 9: 2010 09 16 CPUT clicker presentation

Quickly gathering information

How many semesters of calculus have you had?

How many countries outside South Africa have you visited?

Icebreaking questions: how are you feeling today? How was your weekend?

Who am I?

Page 10: 2010 09 16 CPUT clicker presentation

Recall questions: Beginning of class

Who has read the assigned material?

Source: visual.dichotomy, www.flickr.com

Page 11: 2010 09 16 CPUT clicker presentation

Testing pre-knowledge of students

Page 12: 2010 09 16 CPUT clicker presentation

Q2: The earth is flat.

1. It is not flat, I can convince someone who says it is flat

2. It is flat, and I can convince someone who says it is not flat

3. It is not flat, although I do not know how to convince someone who says it is flat

4. It is flat, although I do not know how to convince someone who says it is not flat

Page 13: 2010 09 16 CPUT clicker presentation

Lecturer’s feedback…

Generally most students got all the questions right- which really surprised me, as I thought they had no idea of the concepts I was gonna teach. I had got this impression from the lecturer whom I took this topic from, and who has taught it for over 20 years. She said was certain, from her experience, that the students know nothing, hence my surprise at the consistently correct answers. ….

This also made me re-think my teaching approach, and I have been able to spend less time on the basics, go faster in class (I gave the students typed notes), and I've had time to include videos for teaching (which the students have loved very much!).

Page 14: 2010 09 16 CPUT clicker presentation

Comparing class survey with survey results from

published studies

Source: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-classroom-posted

Page 15: 2010 09 16 CPUT clicker presentation

How many Grade 11 students in Cape Town’s most deprived areas regularly access the Internet through their mobile phones*

1. Less than 20%2. 20-40%3. 40-60%4. 60-80%5. Nearly everyone

1 2 3 4 5

0% 0% 0%0%0%

Kreutzer T. (2009). Generation Mobile: Online and Digital Media Usage on Mobile Phones among Low-Income Urban Youth in South Africa

0 of 30

Page 16: 2010 09 16 CPUT clicker presentation

Study results…

…majority of respondents (68%) have used a mobile phone on the previous day to access the Internet,

while half of all respondents (49%) used the mobile Internet to access the Web on the previous day.

Interpersonal communication remained the most common use of phones, with 87% of respondents making calls or sending SMS messages on a typical day.

Page 17: 2010 09 16 CPUT clicker presentation

Predict the outcome of an experiment

Source: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-classroom-posted

Page 18: 2010 09 16 CPUT clicker presentation

Steve Draper, University of Glasgow

* Draper S. (n.d.) Electronically enhanced classroom interaction.

“Possibly the most productive application, however, and the one with the largest body of existing research, is in using the equipment to initiate a discussion.* ”

Page 19: 2010 09 16 CPUT clicker presentation

5. We read (in par. 5) that Sonto enjoyed working in groups and did not enjoy the competitive spirit in some of his classes. This suggests that Sonto: 

1. believes that power is distributed unevenly in society

2. has a collectivist orientation to society

3. is task-orientated4. is from a culture

that supports individualism  1 2 3 4

0% 0%0%0%

Page 20: 2010 09 16 CPUT clicker presentation

According to the poet, what is the main benefit of the World Cup:

1. Improved infrastructure

2. Improved stadia3. Creation of

permanent jobs4. Boosting the

economy sustainably

1 2 3 4

0% 0%0%0%

5

Page 21: 2010 09 16 CPUT clicker presentation

Mazur Sequence

“You can forget facts but you cannot forget understanding” Prof. Eric Mazur, Harvard

Page 22: 2010 09 16 CPUT clicker presentation

Strathclyde video

Page 23: 2010 09 16 CPUT clicker presentation
Page 24: 2010 09 16 CPUT clicker presentation

Source: Bates S., Howie K. & Murphy A. (2006).

Enter question text...

1. Answer12. Answer23. answer3

Page 25: 2010 09 16 CPUT clicker presentation
Page 26: 2010 09 16 CPUT clicker presentation

Why bother*?

Page 27: 2010 09 16 CPUT clicker presentation

Benefits: studies on... *

Classroom environment benefits: increasing attendance, attention, anonymity and participation, engagement

Learning benefits: interaction, discussion, contingent teaching, learning performance, quality of learning

Assessment benefits: feedback, formative assessment, comparing responses with others

Kay, H. K. & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, 53 (2009), 819-827.

Page 28: 2010 09 16 CPUT clicker presentation

UoE staff perception

Page 29: 2010 09 16 CPUT clicker presentation

UoE (staff): Ranked by importance, clickers seem to be most useful to…

incr

ease

inte

ract

ion

get f

eedb

ack

on st

uden

ts’ u

nder

stan

ding

reve

al co

mm

on m

iscon

cept

ions

help

stud

ents

und

erst

and

diffi

cult

conc

epts

help

stud

ents

pra

ctice

keep

stud

ents

awak

e

keep

stud

ents

ent

erta

ined

incr

ease

atte

ndan

ce0

50100150200250300350400450500

Score (max 5...

Page 30: 2010 09 16 CPUT clicker presentation

Challenges from staff perspective

Technological challenges Responding to student feedback Coverage Development of questions

Page 31: 2010 09 16 CPUT clicker presentation

Students perception*

Overall trend in literature: most students like using clickers More consistent when asked about enjoyments

than helpfulness Main benefit: instructor has improved

awareness of students’ needs and teaching style is viewed as more “immediate”

Features liked best: anonymity, potential to reinforce learning and possibility to compare your answer with rest of the class

* Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE Life Sciences Education, Vol. 6, Spring 2007.

Page 32: 2010 09 16 CPUT clicker presentation

CIVIL Engineering CLASS

Page 33: 2010 09 16 CPUT clicker presentation

Clickers are cool…

1. Strongly Agree2. Agree3. Neutral4. Disagree5. Strongly

Disagree

1 2 3 4 5

0% 0% 0%0%0%

Page 34: 2010 09 16 CPUT clicker presentation

Clickers help me most…

1. To keep my attention2. To keep me

entertained3. To help me

understand concepts4. To show me whether

I understood a question or not

5. To give the lecturer feedback on what I know

1 2 3 4 5

0% 0% 0%0%0%0 of 30

Page 35: 2010 09 16 CPUT clicker presentation

Communication class

Page 36: 2010 09 16 CPUT clicker presentation
Page 37: 2010 09 16 CPUT clicker presentation
Page 38: 2010 09 16 CPUT clicker presentation
Page 39: 2010 09 16 CPUT clicker presentation

Graphics Design Class

Page 40: 2010 09 16 CPUT clicker presentation
Page 41: 2010 09 16 CPUT clicker presentation

However: students are also critical

Clickers require cognitive energy and cooperation from students

“stop messing around with technology and get back to good basic teaching” (d’inverno, 2003)

Less content is covered when using clickers Increased confusion in discussions When used in a non-anonymous way:

resistance to being monitored

Page 42: 2010 09 16 CPUT clicker presentation

Clicker fatigue?

Page 43: 2010 09 16 CPUT clicker presentation

Potential: extensive change of teaching practice

Towards a more discursive, segmented, tutorial style approach (Nicol & Boyle, 2003)

Contingent teaching (Draper & Brown, 2004)

Re-design of physical teaching spaces which allow collaboration / debate between students

Page 44: 2010 09 16 CPUT clicker presentation
Page 45: 2010 09 16 CPUT clicker presentation

References Bates S., Howie K. & Murphy A. (2006), Electronic voting systems; from one way

transmission to two-way conversation, the Journal of the Higher Education Academy Physical Sciences Centre (ISSN 1740-9888) - Issue 2 Dec 2006.

Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE—Life Sciences Education. Vol. 6, Spring 2007.

Draper, S. W. & Brown, M. I. (2004). Increasing interactivity in lectures using an electronic voting system. Journal of Computer Assisted Learning, 20, 81-94.

Kay, H. K. & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, 53 (2009), 819-827.

Nicol, D. & Boyle, J. T. (2003). Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom. Studies in Higher Education 28(4), 457-473.

Simpson V. & Oliver M. (2007).Electronic voting systems for lectures then and now: A comparison of research and practice. Australasian Journal of Educational Technology, 2007, 23(2), 187-208.

Huge resource database: http://cft.vanderbilt.edu/docs/classroom-response-system-clickers-bibliography

Page 46: 2010 09 16 CPUT clicker presentation

Thank you!

Daniela [email protected]/

clickers