clickers without the clickers

Clickers without the clickers

Using the web and student devices for classroom response

GVSU Fall Teaching Conference21 August 2013

Robert Talbert, PhDDepartment of Mathematics

Monday, August 19, 13

Robert Talbert, PhD. Associate Professor, Mathematics Department, Grand Valley State University, Allendale, MIDad, nerd, runner, learner

Slides posted at:

[email protected] | http://proftalbert.comTwitter: @RobertTalbert

Google+: http://gplus.to/rtalbertCasting Out Nines blog: http://chronicle.com/

blognetwork/castingoutnines


mailto:[email protected]

mailto:[email protected]

http://proftalbert.com

http://proftalbert.com

http://gplus.to/rtalbert

http://gplus.to/rtalbert

http://chronicle.com/blognetwork/castingoutnines




Effective teaching involves


Effective teaching involves analyzing student knowledge


Effective teaching involves analyzing student knowledge

in real time


http://www.flickr.com/photos/barbourians/




I’m talkative





I’m talkative

I’m shy/scared





I’m talkative

I’m shy/scaredI have contributions to make and things I

need to learn





Wanted:


Wanted: Simple method



for collecting information about student knowledge



for collecting information about student knowledgeand catching + repairing misconceptions




from all students




from all studentswithout freaking them out





in as close to real time as possible





in as close to real time as possiblethat provides actionable data for teaching and learning


Classroom response systems (CRS, “clickers”)


120 1 2 3 4 5 6 7 8 9 10 11

1000

0

100

200

300

400

500

600

700

800

900

Time (t) [months]

Sale

s

At what time were this company’s

sales increasing at the fastest rate?

(a) t = 0(b) t = 3(c) t = 4(d) t = 6(e) t = 8(f) None of the above


I can make my voice heard, gauge my knowledge, and engage with the material



Me too



Me tooMe too



Me tooMe tooMe too



Me tooMe tooMe too

Me too


$30-50


$30-50 $100


$30-50 $100

Multiple choice questions only


120 1 2 3 4 5 6 7 8 9 10 11

1000

0

100

200

300

400

500

600

700

800

900

Time (t) [months]

Sale

s

Point to the spot on the graph where the

company’s sales were increasing at

the fastest rate.

And then explain in one sentence how

you know.


27%

73%

No smarphone

Smartphone

2009

In 2013, what percentage of students owned and

used smartphones? (a) Between 20% and 35%(b) Between 35% and 50%(c) Between 50% and 65%(d) Between 65% and 80%

(e) More than 90%


27%

73%

No smarphone

Smartphone

2009

73%

27%

No smarphone

Smartphone

2013

Source: http://cms.bsu.edu/news/articles/2013/2/students-embrace-their-smartphones


http://cms.bsu.edu/news/articles/2013/2/students-embrace-their-smartphones




GVSU is now officially supporting two web-based CRS platforms


Please take your web-enabled device (smartphone, tablet, laptop, etc.) and...

Sign on to GVSU network and launch a web browserGo to http://www.learningcatalytics.com

Sign in, or sign up for an INSTRUCTOR account

Then sign in to session code on the board


http://www.learningcatalytics.com

http://www.learningcatalytics.com

Peer instruction

Brief presentation of concept

Conceptual question

Students vote using classroom response system

Debrief, address any remaining

misconceptions

Next topic

Peer discussion -- students argue for right answer + against wrong answers

Revisit concept

< 30% correct

30-75% correct

> 75% correct


Evidence for effectiveness of PI


• Students in university physics courses using PI showed normalized gains 2 sd’s higher on the Force Concept Inventory versus students in traditional courses (Hake 1997)




• Students in PI physics courses showed improved computation skills even though there was little/no direct instruction on computation (Mazur 1997)





• PI effectively eliminated the gender gap in STEM class performance (Lorenzo, Crouch, & Mazur 2005)





• PI effectively eliminated the gender gap in STEM class performance (Lorenzo, Crouch, & Mazur 2005)

• PI measurably improved student engagement in and out of the classroom (Bates & Galloway 2012)



Implementing BYOD


Implementing BYODSpring 2012

Trial run of Learning Catalytics in MTH 202




Fall 2012Pew Technology Enhancement Grant provides:

60 student licenses for Learning Catalytics (@ $12 each)9 Nexus 7 tablets for loaners (@ $200 each)




Fall 2012Pew Technology Enhancement Grant provides:

60 student licenses for Learning Catalytics (@ $12 each)9 Nexus 7 tablets for loaners (@ $200 each)

Winter 2013Design of MTH 227-01 and -02 around PI using Learning

Catalytics


Data from MTH 227-02, 2013-01-28“Solutions Sets of Linear Systems”


Data from MTH 227-01 and -02, 2013-02-25Matrix Operations and Matrix Inverses



Section 01Monday, August 19, 13


Section 02Section 01Monday, August 19, 13


What could account for the differences?



Normalized gain = 1



Normalized gain = 1

Normalized gain = 0.42...?


Questions and discussion


clickers without the clickers

Documents