Making It Click Using an Audience Response System

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 ¢ ¢ ¢ Emerged from military technology in the late 1950 s 1960 – 1970 s, Higher education; primarily in college science classrooms 30+ years of literature documenting use 1990 s – 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 ¢ ¢ ¢ ¢ ¢ 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 ¢ ¢ ¢ ¢ 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 -1970 s) say no ¢ Recent studies limited, but promising ¢ More research is needed ¢

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 ¢ ¢ ¢ 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 ¢ ¢ ¢ 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 ¢ ¢ ¢ 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 ¢ ¢ ¢ ¢ ¢ 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 ¢ ¢ ¢ Demographic Attitudes/Opinions/Behaviors Recall l ¢ Demonstrations l ¢ Test factual knowledge Predict outcomes Conceptual l 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

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

When I have to write a research paper, the first place I go for information is: A. B. C. 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: 30 A. B. C. D. E. Books Videos Journal articles Music/audio recordings I don’t know Answer Now 0

Which search will generate the smallest result list? 1 2 A. B. C. D. Search #1 Search #2 1 & 2 are the same I don’t know 0 of 30 Answer Now

Which terms should you use to find articles on this topic? Advertising contributes to the development of poor body image in adolescent girls. 1. 2. 3. 4. 5. Advertising, body image, adolescent girls Advertising, adolescent females Body image, adolescent girls I don’t know Answer Now 0 of 30

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 ¢

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 ¢

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 ¢

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 ¢

Assessment ¢ Classroom Demographics ¢ Attitudes/Opinions/Behaviors ¢ Formative ¢ Summative

Easy Data Collection

Clickers have the potential to: ¢ ¢ ¢ 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 ¢ Power. Point presentation ¢ Handouts Ann Marie Smeraldi a. smeraldi@csuohio. edu 216. 687. 5020