Creating an Active Learning Environment with Audience Response

Creating an Active Learning Environment with Audience Response System Christy K. Boscardin, Ph. D Office Of Medical Education Tymothi Peters Office of Continuing Medical Education

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Timeline Welcome & Introduction: 9: 00 ~ 9: 10 Introduction to the Technology: 9: 10 ~9: 20 Introduction to ARS Research: 9: 20 ~ 9: 50 Small Group Exercise I: 9: 50 ~ 10: 20 Assessment Types: 10: 20 ~ 10: 30 Small Group Exercise II: 10: 30 ~ 10: 50 Report out & Wrap Up: 10: 50 ~ 11: 00

Disclosure Neither of the presenters today have any financial relationships relevant to the material being presented.

Learning Objectives Describe how the features and components of ARS can be used to promote an interactive learning environment Describe how the various questioning modes can elicit different types of learning outcomes Develop instructional strategies for optimal implementation of ARS into teaching

Introduction to Audience Response System (ARS) Features of ARS Current Systems Available on Campus • i. Clicker • Turning. Point Key Features of Turning. Point Level of Current Usage on Campus How to obtain the system

Features of ARS = Audience Response System; sometimes called "student response systems" (SRS) Keypad = “Clicker” Student Interactivity, Engagement (Fun!) Learner Anonymity Instructor and Learner Feedback summative or formative evaluation material delivery & pacing learner comprehension data collection

Introduction to Audience Response System (ARS) Features of ARS Current Systems Available on Campus • i. Clicker • Turning. Point Key Features of Turning. Point Level of Current Usage on Campus How to obtain the system

Key Features of Turning. Point Easy to use… For instructors • Five Steps to Success • The Show. Bar For students… Display controls Polling Status

Quick! Pick a number. . . 1. 1 2. 2 3. 3 4. 4 5. 5 10

Key Features of Turning. Point Basic Easy to use… Automatically generate “Ice Breaker” slides Automatically insert Indicators in slides Answer Now Countdown Timer Response Grids 1 2 Correct Answer Comparison Slides Answer Now 10 3 4 Statistics (mean, mode, variance, std. deviation) 5 A Conditional Branching Mean = B ? C

Q: Are you aware the hip bone is connected to the thigh bone? (Conditional Branching based on poll results…) Student Response Action to Take 1. Yes Skip to Arm Anatomy. 2. No Skip to re-review Leg Anatomy. 3. Maybe Skip to Lunch.

Key Features of Turning. Point Advanced Upload participant lists for tracking by session or year Grading (assigning points to answers) Team/Individual Competitions Data Slicing (crosstab responses with demographic info) Reporting (Excel)

Introduction to Audience Response System (ARS) Features of ARS Current Systems Available on Campus • i. Clicker • Turning. Point Key features of Turning Point Level of Current Usage on Campus How to obtain the system • i. Clicker (ICLICKER. COM): supported by Classroom Support (IRTS) • Turning. Point (Turning. Technologies. com): supported by OCME. • Ask your CME conference planner, or e-mail info@ocme. ucsf. edu. end

Brief Overview of ARS Level of Usage Almost all Universities Over 3000 high schools Alternative to traditional didactic lecture environment Passive student participation Low Retention Rate of information Types of Usage Engagement Formative Assessment Summative Assessment

How much did Lucy charge for the Psychiatric consultation in Charlie Brown’s Christmas? A) 10 cents B) $1 C) 50 cents D) nothing

Q. 1: Have you used ARS as an instructor or as a learner before? 1. Yes 2. No Answer Now

Q. 2: What are the benefits of using ARS? 1. Increase in Learner Engagement 2. Increase in Evaluation Ratings 3. Formative Assessment Tool 4. All of the Above Answer Now

Taxonomy of Clicker Questions To Engage Learners To Promote Engagement/Interest in the Topic Allow learners to assess their own understanding (self- assessment ~ metacognition) Determine future direction for the lecture (Formative Assessment) Baseline or Diagnostic Information To gauge the level of understanding after the lecture To identify key misconceptions To Engage Students in Discussion & Small Group Learning

Learner Engagement Out of 39 studies, 50% cite increase in learner participation Active engagement -> Increase in Participation -> Increase in Performance (Finnish Study) Uhari et al: medical students in a pediatric course stated that, “[ARS] allows all the students to express their opinions and not only those opinion leaders who are active and brave enough to express their thoughts aloud. ” Anonymity encourages active participation

How many children do you WANT to have? (Corroto) 1. 2. 3. 4. 5. 6. 0 of 50 0 1 2 3 4 More than 4

Although you may want to have more, how many children do you realistically think you will have? 1. 2. 3. 4. 5. 6. 0 1 2 3 4 More than 4 0 of 50

Childbearing Trends in the U. S. Measures of Childbearing - FERTILITY: COMPARE YEARLY NUMBER OF BIRTHS TO THE NUMBER OF WOMEN OF CHILDBEARING AGE (15 -44) IN THE POPULATION. - General fertility rate: in 2000 general fertility rate was 67. 5 births per 1000 women in the US - In 2000, 4, 059, 786 babies born in US (one of the most ever) – however fertility rate is down – number of women up.

Formative Assessment Formative assessment (Black & William, 1998) Frequent assessment & monitoring to adjust instruction Use questioning and classroom discussion as an opportunity to increase their learners' knowledge and improve understanding Previous studies report significant learning gains ARS can help facilitate formative assessment Baseline assessment Frequent checks Need pedagogical expertise to execute appropriate instructional modification

What is an Earthquake? An earthquake is the vibration of the Earth caused by a rapid release of energy. The focus is point in the Earth where the release of energy originates. The location on the surface of the Earth directly above the focus is called the epicenter.

An earthquake occurred on the Erie Fault 5 km below Ashtabula. Damage from the earthquake was greatest in nearby Chardon. The furthest report of shaking was recorded in Akron. Where was the earthquake’s epicenter? The Erie Fault 2. Ashtabula 3. Chardon 4. Akron 1.

An earthquake occurred on the Erie Fault 5 km below Ashtabula. Damage from the earthquake was greatest in nearby Chardon. The furthest report of shaking was recorded in Akron. Where was the earthquake’s epicenter? 1. The Erie Fault 2. Ashtabula 3. Chardon 4. Akron Answer Now

Examples of ARS Use (Formative Assessment)

Small Group Exercise I In groups of 2 or 3, please generate: 1) One question that can be used to formative assessment 2) One question that can be used to engage or motivate learners to get interested in a topic. (Hint: you can elicit opinions, generate responses with more than one correct answer or common misconceptions novices may have) 3) Please also provide: Curriculum Context Learning Objectives

Small Group Discussion Collaborative learning environment Through Discussion (Cobb, Boufi, Mc. Clain, & Whitenack, 1997; Vygotsky, 1978) Students are responsible for one another's learning as well as their own Increase conceptual Understanding Vote individually on the response options Form small groups to discuss the answers or conduct experiments Vote again using group consensus response Pileggi and O’Neil: significant increase in final examination scores for groups with TBL combined with ARS. Jacobs et. al: more honest or divergent judgment outcomes on peer-review judgments of peer trauma performance

What is the difference between embryonic and adult stem cells? 1. 2. 3. 4. The use of embryonic stem cells raises fewer ethical issues than the use of adult stem cells. It is easier to induce dedifferentiation in adult stem cells. Embryonic stem cells are undifferentited; adult stem cells are partially differentiated. Embryonic stem cells are harder to isolate than are adult stem cells. 7% 17% 66% 10%

What is the difference between embryonic and adult stem cells? 1. 2. 3. 4. The use of embryonic stem cells raises fewer ethical issues than the use of adult stem cells. It is easier to induce dedifferentiation in adult stem cells. Embryonic stem cells are undifferentited; adult stem cells are partially differentiated. Embryonic stem cells are harder to isolate than are adult stem cells.

Long-Term Retention/ Conceptual Understanding This set of four cards satisfies the property that if there is a vowel on one side of the card, then there is an odd number on the other. How many cards do you need to turn over to be absolutely certain that the cards have been correctly chosen to satisfy this property? K 2 A 7

Contextual Problem You are serving as the chaperone and bouncer at a local student bar and coffee house. Rather than standing at the door checking IDs all the time, you have occupied a table so you can do some work. When patrons come in and give their order, the servers bring you cards with the patron’s order on one side and their best guess of the patron’s age on the other. You then decide whether to go and check IDs. 16 Coke 52 Beer

Typical Recall Question The production of a human protein in a bacterium can occur because: A. Humans and bacteria use exactly the same codons to specify each amino acid. B. Humans and bacteria use almost the same codons to specify each amino acids. C. Humans and bacteria use different codons to specify each amino acid, but there is enough similarity that the protein made in bacteria still works.

To Generate Discussion for Small Group RR is a 22 -year-old Mexican American newly diagnosed with type 1 diabetes. He weighs 68 kg. You need to start him on an insulin regimen. He has no insurance and speaks limited English. What insulin regimen would you start him on? A. Glargine 15 units at bedtime plus sliding-scale lispro with meals B. NPH 30 units twice daily C. Mixed insulin 70/30, 20 units in the morning and 10 units at bedtime D. Glargine 15 units at bedtime & lispro 5 units with meals E. Levemir 15 units twice daily

Small Group Exercise II In groups of 2 or 3, 1) Please generate a lesson plan that incorporates small group discussion. Please include: • • • The setting (course or grand rounds etc) Number of learners Potential topic Example question Potential barriers to implementation of this lesson plan 2) Describe how you are planning to incorporate ARS in general into your instruction (i. e. formative assessment, for summative assessment, to generate discussion, etc. )