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Enhancing Teaching with Classroom Clickers: A Comprehensive Guide

Explore the implications, technology, and best practices of using classroom clickers for interactive teaching, supported by examples and research findings. Discover the benefits, challenges, and student attitudes towards this innovative tool.

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Enhancing Teaching with Classroom Clickers: A Comprehensive Guide

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  1. 0 Classroom Response Systems “Clickers”or “Voting Machines”an exciting innovation! Nancy O’Hanlon and Fred Roecker The Ohio State University Libraries Wuhan, China - March 2007

  2. Goals • Describe implications of classroom “clickers” for improving teaching. • Discuss available technology. • Present examples of questions.

  3. 0 of 5 10 Before today, have you heard about “Clickers” • Yes • No

  4. 10 0 of 5 0 Would you use clickers in your classroom? • Yes. • No • Not sure

  5. Definitions • Clicker: A ‘‘voting machine’’ or in-class polling system used by students to answer multiple-choice questions during lectures. • Can be purchased by university or by students. • Some are offered by publishing companies as a teaching aid in support of their textbooks.

  6. Rationale • Traditional form of lecture instruction is passive, not effective for all learners. • Students who are not engaged with the content will not learn. • Large classes make interaction difficult. • Clickers offer students opportunity to interact with content, instructor, and each other.

  7. Uses • Take Attendance • Facilitate Class Discussion • Guide Lectures • Formative Assessment • Quizzes and Exams

  8. Asking Good Questions • Keep questions and answer options short and simple. • Avoid confusing questions with multiple correct answers. • Have no more than five answer options. • Number all answer options to match the keypad system (i.e. do not use letters). • Prepare the audience with a warm up question. • Don’t ask too many in one session.

  9. Methodology • Researchers recommend use of a three-question sequence in which all three questions focus on the same concept, but have different features. • Voting summaries are shown to the class after each question, followed by a discussion with students. (Reay, et al, 2006. http://www.votingmachine.net)

  10. velocity To learn, students must see concepts in several contexts STUDENT: 3 unrelated problems (initially) EXPERT: Conservation of energy

  11. Question Design • Question 1: easy warm-up; builds confidence. • Question 2: more difficult; creates impasse. • Question 3: also difficult, with surface features different from others; checks whether students have assimilated the concept.

  12. Effectiveness • OSU study: Students using voting machines and three question sets tend to perform better on a concept-oriented question than lecture sections not using the devices. (Reay, Bao & Li, http://www.votingmachine.net) • U. Wisconsin study: Comparison of course sections shows a statistically significant impact of clicker use on student performance (final grade). (Kaleta & Joosten, http://clickers.uwm.edu)

  13. Student Attitudes • OSU: Mean for ‘‘I like using the voting machine’’ was 1.30 out of 2. • Wisconsin: Majority of students reported that they were happy with clickers. • Students like the response graphs, even when their answers are wrong.

  14. Are Clickers New? • First used about 15 years ago in higher education • First used at Ohio State about 10 years ago • 2 years ago publishers began marketing clickers with textbooks • Price of devices dropped with marketing and technology advances

  15. 0 Technology choices • Infrared (IR) • Radio frequency (RF) • “Virtual” clicker (software on WiFi laptop/PDA) IR:RF: Virtual

  16. Infrared (IR) = beam of light; must aim!

  17. Radio Frequency (RF) = radio signal; no need to aim. • 2-way communication • Use “polling” or other methods to handle traffic and avoid “collisions”

  18. Virtual Clicker • Software is installed on students’ wireless laptops or PDAs

  19. Cheaper than RF (per clicker) Large Room - Hardware requires dozens of receivers, mounts, connected to WiFi relay that send to server/hub Costs more than IR (per clicker) Large Room - Hardware is one antenna connected to lectern computer (up to 1,000 clickers 300-foot away) InfraRed vs. Radio Frequency(IR) (RF)

  20. Clicker Proliferation Issues • Many different brands, not compatible • Each one uses different software • Different types of clicker technology

  21. Problems? • Different textbooks need different clickers • New activation code needed each quarter • Infrared clickers cannot be used in large classrooms • Different software installed in classrooms

  22. Questions for campuses • Should campus support audience response systems? • How many different ones? • Should campus standardize on one brand/software – for sake of classroom support and that of students, professors? • To what extent should they be supported?(Classroom services/design, help desk, training, professional development)

  23. More Questions • Which type (IR, RF, virtual, combination?) • Which brand? (receiving hardware, software, clickers) • Implementation: How widespread should they be installed? (Every classroom in every building?) • Should some be available for check out at equipment loan for occasional use?

  24. Clickers cheaper Hardware expensive (requires dozens of receivers, mounts, connected to WiFi relay that send to server/hub) Must point at receiver Requires multiple clicks (collisions) Was response received? (view pad # on screen) Clickers cost more Hardware cheaper (1 antenna only) No pointing One click success; system gathers responses Keypad indicates with light if answer received InfraRed vs. Radio Frequency (IR) (RF)

  25. Receives and records responses from 700 students in 30-60 seconds Requires many people many days to install in large rooms (500 and 720 students). Receives and records responses from 700 students in 5 seconds Requires only one person several minutes to install software and antenna InfraRed vs. Radio Frequency (IR) (RF)

  26. Infra Red clicker Best Clicker for Ohio State ... Radio Frequency clicker

  27. Selection (Autumn ‘05): TurningPoint 2006 software and ResponseCard RF keypads [www.turningtechnologies.com/] Winter 2006: Loaner kits available (six with 60 each); software will be in all classrooms Spring 2006: Full support (training, help desk) OSU clicker chosen

  28. 0 Students love clickers if: • They are reliable and easy to use • Votes register in seconds • They see that their vote is recorded (Turning Point does the above) Also • Clickers are entertaining. • Students feel that clickers help them learn.

  29. Students pay for clickers (campus pays for rest):$4 to $20 – one time for clicker (IR – RF) Campus costs:$90 to $250 – 1 antenna per room RF;$8 to $30 – per student per year for “site license” (covers software, activation, registration site, upgrades, support) One-time costs to students

  30. 0 Clickers in the classroom • Cost-efficient lectures • Students become active and involved!

  31. 0 of 5 9 0 Let’s Build a Question

  32. 0 of 5 10 0 Compare:Would you use clickers in your classroom? • Yes. • No • Not sure

  33. 0 Contacts and additional details • Nancy O’Hanlon (ohanlon.1@osu.edu) • Fred Roecker (roecker.1@osu.edu) ___________________________________ Final OSU report on Clickers www.telr.osu.edu/clickers TurningPoint Technologies (clickers) www.turningtechnologies.com/

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