Transcript H-ITT me with your best shot Implementing Classroom Response Systems Debbi Renfrow University of California, Riverside.

H-ITT me with your best shot
Implementing Classroom Response Systems
Debbi Renfrow
University of California, Riverside
What is it?
H-ITT is a classroom response system that allows real-time interaction between the
instructor. It engages students in the learning process through immediate,
anonymous feedback.
Who uses it?
8 reference librarians, used for one-shot 50 or 90 minute BIs
Why did we get it?
We wanted to engage the students
We wanted to go beyond knowing if the students thought the library session was
useful. We wanted to know if students were learning what we were teaching. Our
hope was that it would tell us how well the students were learning, how well we
were/weren’t teaching, and if we were teaching unnecessary things.
The System
• Receiver
$200 each
(approx. 1 receiver
needed per 20
remotes)
• Software
Free
• Remote control
$25 each
The Software
• Acquisitions Module
− Allows you to ‘acquire’
responses from the
audience
• Analyzer Module
− Provides results in a
variety of ways for
analyzing
Implementation
Library Facilities mounted the receivers
Library Systems department installed the software and connected the receivers to our
instructor computer
Campus Computing & Communications provided several staff training workshops for the
library and faculty combined
How it Works
There are a variety of methods you can use toe ask questions. The most popular is for the
instructor to create slides using power point. That file is imported into the Acquisitions
module. You can also put your questions on a web page or simply ask them. Using the
PowerPoint, however, helps you keep track of the questions you asked.
Once you have your questions in the program, you can set your preferences, such as the
instructor clicker number, email, time increments, layout, etc.
As you teach, you incorporate the clicker questions into your presentation. The results of
the questions are emailed to you when you exit the program.
Asking Questions
There are different pedagogies that can be used when asking questions. You can use
pre-questions to determine the students level of knowledge. You can intersperse the
questions with your presentation to quiz them or break things up. Or all the questions can
be asked at the end to see how well they remember the information.
Types of Questions
Multiple choice using letters or numbers up to 10
True/False
Yes / No / Abstain
How many pieces of cake
were used to create the
largest strawberry shortcake in
honor of this University’s 150th
Anniversary?
A. 95
B. 170
C. 63
D. 280
http://www.newsdesk.umd.edu/uniini/release.cfm?
ArticleID=1249
Acquisitions Module
Student Responses
Class Response
Examples of Questions

A primary source on Witchcraft would be:
a. scholarly article
b. video / film
c. dissertation
d. speech
e. biography

Which call number comes first on the shelf?

Who is the modern day Dr. Jekyll / Mr. Hyde?
a. Tom Cruise
b. Howard Dean
c. Dr. Kevorkian
d. Jimmy Carter

What type of page is this?
www.salon.com/books/it/1999/09/13/machtest/
a. Advocacy
b. Informational
c. Business / Marketing
d. News
e. Personal & Chat/Blogs
Analyzer results
Student Points
Student Responses
Question Analysis
Advantages
Anonymity
Increased student involvement
Immediate feedback of learning
Results are visible to the entire class
Can be used as a discussion starter
Can be used as an ice breaker or to start peer discussions.
Students can change their answers
Challenges
Requires advance development of power point
Not conducive to creating questions ‘on-the-fly’
Slows down pace of class
Requires flexibility of teaching style
Writing good, thought provoking questions is difficult. The questions should be conceptually
based.
Instruction Impact
Students are more engaged
They can see if the majority of the class is still confused
Instruction is based on students’ needs
Tips & Tricks
Place a magnetic security strip inside
Label each device with the number
Keep track of the order you ask questions in
Make a quick reference sheet for staff (Clickers for dummies)
Do students like them?
• “Yes, you should probably do more because then I’ll pay attention. It
also makes it more interactive and fun.”
• “Yes, because students then won’t feel self conscious when
answering questions.”
• “Yes, I think you should use the clickers in future classes. By using the
clickers, I found out interesting stats about other students my age who
agree or think otherwise. Not only that, but it helps the student be
focused in class.”
• “Yes. They were fun and it was very interested to see how people
answered.”
Do faculty like them?
Did we accomplish our goals?
Thank you!
Debbi Renfrow
Instruction Coordinator
UC Riverside
951.827.5732
[email protected]
http://lib.ucr.edu/loex06/