Interactivity in Library Presentations: With or Without Clicker Evelyne Corcos and Vivienne Monty...
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![Page 1: Interactivity in Library Presentations: With or Without Clicker Evelyne Corcos and Vivienne Monty York University May 17, 2007.](https://reader036.fdocuments.in/reader036/viewer/2022062423/56649f1e5503460f94c354ed/html5/thumbnails/1.jpg)
Interactivity in Library Presentations: With or Without
ClickerEvelyne Corcos
and Vivienne MontyYork UniversityMay 17, 2007
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Outline
1. Study using Clicker vs. traditional teaching: Results
2. Survey of students: Results
3. Analysis of the pros and cons of using Clickers
Questions?????
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Characteristics of the Study
Participants attended either a traditional presentation, or one that was modified to incorporate the use of the PRS
Both types of sessions were offered by the same librarian
A questionnaire created for the purpose of evaluating various aspects of the library presentation was completed by all students
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Expectations Improved attention Increased interaction Greater enjoyment
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Procedure
Faculty requested library sessions for their classes Classes were arbitrarily assigned to traditional or
PRS presentations. (English only) Both received similar content PRS groups were asked to respond to various
questions using the clicker that was provided for each student
All students were required to fill out an evaluation form at the end of the session
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Uses of Group data Provides instructor with group
demographics Identifies group’s advance
knowledge of concepts Evaluates group’s understanding of
concept just presented Determines the pace of the
presentation
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Participants
Two groups: a traditional presentation (N=127) or one that utilized the Personal Response System
technology (N=127) Gender
Of the 254 students, 179 were female, 38 were male, 37 students did not indicate their gender
Year of study 65 students were in first year, 102 in second year, 47 in
third year, 18 in fourth year, and 4 in their fifth year. Eighteen students did not indicate their year of study.
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Design Independent variable
Traditional vs. PRS presentation Dependent Variable
Frequency Analysis- Chi Square
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Three types of Questions Demographic Background
Knowledge Comprehension
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Questions: Demographics (1)
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Questions Demographics (2)
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Questions: Background Knowledge
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Questions: Comprehension
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Survey of Groups
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Results: Statistical Difference
Two significant findings Enjoyment of the session Organization and clarity of
presentation
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Results: No Statistical Difference
No differences Student self-competence Relevance of content Knowledge of instructor Preparation for doing research
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Student Feedback Learning curve to
using clickers – first thought it might be a waste of time
Increase in attention, focus, and energy levels as soon as PRS is in use
Enjoy the participation and feedback
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StudentComments
Traditional Class
Mentioned learning about specific databases, Boolean, Refworks, searching methods
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StudentComments
Clicker Class
Mentioned almost the same but noted more online bells and whistles such as Racer and they loved using the clicker
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Faculty Feedback Investment of time to create questions Different ways of thinking how best to
use it Time management
Creating a standardized routine Name of student on their own clicker Use own laptop Student return clickers
More data about student performance – perceived anonymity
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Some Further Student Comments
PRS heightened enjoyment of session and organization of presentation
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Follow-up Research Subsequent research needs to add
dependent measure such as: Ability of students to carry out a
search Etc.
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Using Clicker in Library Classes
The Good, the Bad and the Ugly
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Impatience
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Classroom set-up (Permanence)
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Technology can interfere with listening
This was a two edged sword
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When technology fails! Teaching flow Student frustration Teacher burnout/frustration
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Flexibility… or not… Must progress according to questions
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Teaching one session or on a continuum Can you build knowledge basis?
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The “Einsteinian Paradigm” Teaching with Clicker takes time
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Tempus Fugit Going over the same material
numerous times Preparation time for the session
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Some Really Good Things
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Value of Using Clickers Every student responds to all questions Students participate anonymously Group data provides feedback that can
be used in a variety of ways
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Student’ Reactions “Hey, Mikey likes
it!!!”
Attention span
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Librarians’ Reactions
Ability to discuss what students understood or did not Useful repetition Useful data for teacher Crammed in a whole lost less
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Data from Sessions Helps Build Knowledge in Many Ways Use resulting data with faculty In information literacy Back to basics Supporting data obtained More that can and should be done
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THE END