clickers masterclass ucs_dec_2010

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Workshop (masterclass) around classroom technologies and the use of clickers. 45 minute session.

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  • 1. Enhancing classroom assessment and feedback using clickers Master class Session: 15 thDecember, 2010 Andy Ramsden E-Learning Development Manager University Campus Suffolk http://andyramsden.wordpress.com [email_address] elltucs andyramsden URL

2. the aims

  • be more aware of how audience response systems (clickers) have been used to enhance the student learning experience (LO1)
  • be able to design, develop and deploy a turning point question in your PowerPoint presentation (LO2)
  • be aware of how to book the clickers at UCS and where to find more help (LO3)

3. what do we know and think?

  • Who has used an audience response system?
  • What is an audience response system? What will it allow you to do?
  • What sort of tasks or activities do you want to be able to do in your classroom teaching?

http://www.flickr.com/photos/junnibug/5156585155 4. How would you classify darts?

  • A sport
  • A game

5. To what extent do you agree with the following statement Id argue clickers are only useful for testing the lower order skills around knowledge and recall compared to the higher order skills of analysis and evaluation

  • Strongly Agree
  • Agree
  • Neutral
  • Disagree
  • Strongly Disagree

6. Why use audience response systems?

    • Nicol & McFarlane-Dick (2006): Formative assessment and self-regulated learning: A model and seven principles of good feedback practice.
      • (http://tltt.strath.ac.uk/REAP/public/Resources/DN_SHE_Final.pdf)
    • National Student Survey Feedback and Assessment
    • Part of face to face teaching strategy for more effective learning in classroom teaching

time 7. key message

    • Design questions to [promote class] discussion not to resolve
    • http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html

8. Computer Science: University of Bath

  • Peer Instruction Approach (Mazur Sequence)
  • Concept question posed.
  • Individual Thinking : students given time to think individually (1-2 minutes).
  • [voting]Students provide individual responses.
  • Students receive feedback -- poll of responses presented as histogram display.
  • Small group Discussion : students instructed to convince their neighbours that they have the right answer.
  • Retesting of same concept.[voting]Students provide individual responses (revised answer).
  • Students receive feedback -- poll of responses presented as histogram display.
  • Lecturer summarises and explains "correct" response.
  • http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html

Cliffe et al., (2010): Using EVS and ResponseWare to Enhance Student Learning and Learning Experience - http://opus.bath.ac.uk/18958/ 9. Sorting out who is what

  • A is South Korea; B is Kenya; C is Canada
  • A is Sri Lanka; B is Germany; C is Thailand
  • A is Sri Lanka; B is Thailand; C is Sweden
  • A is Nanibia; B is Portugal; C is Botswana

Look at the following table and indicate which countries' statistics are being reported in rows A, B and C .GNP per capita 1991 ($ USA) Growth rate of GNP per capita p.a. 1980-91 Population growth rate 1980-91 Structures of total employment 1980-85 (percentages) Agriculture Industry Services A 500 2,5% 1,5% 51 20 29 B 1570 5,8% 1,6% 74 8 8 S.Africa. 2560 0,7% 2,5% 17 36 36 C 25110 1,7% 0,3% 6 32 32 10. Designing in higher order skills In order to answer this question, students must be able to recall the relative economic rankings of various countries (KNOWLEDGE) and understand the basis for such a ranking (COMPREHENSION). They must be able to apply these concepts when information is supplied to them (APPLICATION), and they must be able to ANALYZE the given information in order to answer the question.The correct answer is 3. (A is Sri Lanka, B is Thailand, C is Sweden)Class-wide Discussion Approach (Dufresne Sequence) 1. Concept question posed.2. Small group discussion: small groups discuss the concept question (3-5 mins).3. [voting] Students provide individual or group responses.4. Students receive feedback -- poll of responses presented as histogram display.5. Class-wide discussion: students explain their answers and listen to the explanations of others (facilitated by tutor).6. Lecturer summarises and explains "correct" response. http://www.psy.gla.ac.uk/~steve/ilig/qpurpose.html 11. Developing your question In pairs create a number of interactive questions using the turning point software. Use the simulate data setting to test the functionality. Well feedback at the end in terms of any questions. Support Material: How to guide How couldI set up a clicker question in my powerpoint? (http://wolseyweb.ucs.ac.uk/blogs/eltt/?p=164) http://www.flickr.com/photos/seandreilinger/778218478 12. Thanks, where next elltucs andyramsden

  • Booking Form: http://tinyurl.com/ucsclickers

URL Flickr Photos with thanks Hands in the air Junnibug http://www.flickr.com/photos/junnibug/5156585155 Blooming Gardenia Flower Sean Dreiing http://www.flickr.com/photos/seandreilinger/778218478