Transcript Making It Click: - Cleveland State University

Making It Click
Using an Audience Response System to
Engage Students and Assess Learning
Libraries, Learning and Technology Conference
March 2, 2009
Ann Marie Smeraldi, M.L.I.S.
Cleveland State University
I am a . . .
A.
B.
C.
D.
E.
School librarian
Academic librarian
Teacher (P-12)
Teacher (high school)
Other
Before today, what is your
experience with clickers?
A.
B.
C.
D.
E.
Heard of them, never
used them
Used them as an
audience participant
Used them in an
instruction session
Both B & C
Totally clueless
What do you hope to learn in
this session?
A.
B.
C.
D.
E.
How clicker
technology works
How to use clickers
for assessment
Effective pedagogy
for clicker use
How to write good
clicker questions
Other
Evolution of the Audience
Response System
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Emerged from military technology in the late 1950s
1960 – 1970s, Higher education; primarily in college
science classrooms
30+ years of literature documenting use
1990s – Present, Resurgence of use in higher
education, expansion to K-12 & academic libraries
Modern technology: streamlined, portable, wireless
Various names
Technology
and
Functionality
Diagram from
Classroom Response Systems
Ashley Deal
Survey Says . . . Student Attitudes
Positive Feedback
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Most like clickers in the classroom
Believe it helps them learn better
More likely to attend class & participate
Incentive to prepare for class
Increased attention and engagement
Metacognitive awareness
Facilitates discussion
Appreciate instant feedback
Breaks up the lecture
Survey Says . . . Student Attitudes
Negative Feedback
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Initial fear and discomfort
Anxiety over answers being recorded correctly;
technical issues
Resented increased accountability
Waste of lecture time
Perceived as an evaluation of performance, not
as a learning tool
Prefer lecture
Technology too expensive
Does ARS improve student learning?
No definitive answer
 Earliest studies (1960-1970s) say no
 Recent studies limited, but promising
 More research is needed
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Technology or Technique?
“ ... the literature points to the
pedagogical practices of the
instructor, not the incorporation of
the technology, as being key to
student comprehension.”
Judson & Sawada, 2002
Which learning theory best
supports the use of clickers?
A.
B.
C.
D.
E.
Behaviorism
Constructivism
Both
Neither
It’s too early to
answer
Learning Theories
Behaviorism
Constructivism
Social Constructivism
Sociocultural Learning Theory
Basic Level of Use:
Monitoring the Classroom
Behaviorism
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Track attendance & participation
Determine if students completed reading
assignment
Test students’ understanding of material at end of
lecture – recall facts
Students rewarded with feedback/points for
responding
Summative assessment
Requires little or no change in current pedagogy
Intermediate Level of Use:
Audience Paced Instruction
Behaviorism / Constructivism
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Pre-assessment (diagnostic)
Active student participation rewarded with
response from instructor
Test students’ understanding  remediation
Slow down or speed up lecture pace
Metacognitive awareness
Some changes in current practices and pedagogy
Advanced Level of Use:
Engaged Learning
Social Constructivism/Sociocultural Learning Theory
 Interactive engagement
 Challenge student misconceptions
 Transform classroom demonstrations
 Facilitate discussion, debate (Peer Instruction)
 Increase comprehension through articulation
 Test conceptual knowledge
 Question Driven Instruction
 Questions that require higher-level thinking
 Significant changes in pedagogy & instructor’s role
Learning Environment
Learner – Centered
Knowledge – Centered
Assessment – Centered
Community – Centered
Instructional Methods
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Peer Instruction
Question Driven Instruction
Diagnostic questions
Demonstration
Class/group discussions
Debates
Formative assessment
Reflection
Interactive Engagement
Active learning techniques
Problem based learning
Cooperative learning
Teaching Goals
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Improve learning
Improve instruction
Assess learning
Provide feedback
Increase teaching efficiency
Initiate discussion
Stimulate student activity
Explore students’ responses
Facilitate conceptual change
Customize instruction
Types of Questions
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Demographic
Attitudes/Opinions/Behaviors
Recall
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Demonstrations
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Test factual knowledge
Predict outcomes
Conceptual
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Probe students understanding of a concept
Comparisons
Causal relationships
Questioning Cycle
Pose Question
Discussion
Reflection
Answer
Writing Effective Questions
Pedagogic purpose/goal
 Emphasize important concepts
 Challenge misconceptions
 Different questions for different subjects
and teaching styles
 Focus on the learning process
 Require critical thinking; draw conclusions
from conceptual knowledge
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Writing Effective Questions
Ambiguous questions can be effective
 Include irrelevant information or omit
necessary information
 Ethical questions without right/wrong
answer
 Include common sense wrong answers in
list of responses
 Add “I don’t know” as a response
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When I have to write a research paper,
the first place I go for information is:
0%
A.
0%
B.
0%
C.
0%
D.
Internet
Friend
Professor
Librarian / library
Answer
Now
0 of 30
The library’s online catalog can help
me locate all of the following EXCEPT:
Jo
ur
na
l
us
i
M
0
0%
0%
0%
Id
on
’t
kn
ow
eo
s
0%
Vi
d
Bo
ok
Answer
Now
s
0%
in
gs
E.
re
co
rd
D.
le
s
C.
ud
io
B.
Books
Videos
Journal articles
Music/audio recordings
I don’t know
ar
t ic
A.
c/
a
30
Which search will generate the
smallest result list?
1
2
D.
he
et
ar
2
0 of 30
0%
Id
on
’t
kn
ow
sa
m
e
#2
ch
#1
Se
ar
1&
C.
0%
0%
0%
ch
B.
Search #1
Search #2
1 & 2 are the same
I don’t know
Se
ar
A.
Which terms should you use to find
articles on this topic?
Advertising contributes to the development of
poor body image in adolescent girls.
0%
1.
0%
2.
0%
3.
0%
4.
0%
5.
Advertising, body image
Advertising, body image, adolescent girls
Advertising, adolescent females
Body image, adolescent girls
I don’t know
0 of 30
Answer Now
How are Libraries Using Clickers?
Academic Integrity Seminar, Texas A&M
 English Composition, Texas A&M
 First Year Writing Class, Brigham Young
 General library instruction, American University
and University CA Riverside
 Plagiarism, Dickinson College
 Library Orientation, Kingston University, UK
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Clickers + Libraries = Possibilities
Game show (Millionaire or Jeopardy)
 Poll attitudes about library/research & discuss
misconceptions
 Test prior knowledge of library & research skills
 Identify correct formatting for citations
 Plagiarism or copyright case studies
 Poll students on credibility/quality of a website
 Assess knowledge of scholarly vs. popular
publications
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Clickers + Libraries = Possibilities
Conceptual questions for search statements,
keywords, etc.
 Prediction questions for Boolean operators
 Students explore information sources; quiz
their understanding of each sources’
characteristics and uses
 Poll research habits
 Factual recall quiz at end of session
 Debate the best database for a specific topic
 Awareness of library resources/services
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Obstacles in Library Instruction
One-shot sessions, limited contact
 Short sessions; clickers take up class time
 Cover less during a session
 Difficult to develop conceptual questions
 Low motivation to pay attention & participate
 Lack flexibility in deciding session content
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Assessment
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Classroom Demographics
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Attitudes/Opinions/Behaviors
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Formative
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Summative
Easy Data Collection
Clickers have the potential to:
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Provide feedback to student (metacognitive awareness)
and teacher through formative assessment
Permit timely remediation; adjust pace of class
Promote attendance
Empower students to participate
Facilitate group & class discussions
Encourage classroom community
Give voice to reserved students
Support active & engaged learning
Display public, but anonymous, results
Increase opportunities for interactions
Allow active learning in large classes
Simplify data collection
Thank you for attending!
Check the LLT Wiki for:
 Bibliography
 PowerPoint presentation
 Handouts
Ann Marie Smeraldi
[email protected]
216.687.5020