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Clickers in HE – research and practice,[object Object],Daniela Gachago, Educational Technology Unit,[object Object],Fundani Centre for Higher Education Development, CPUT,[object Object],Source: http://image.absoluteastronomy.com/images/encyclopediaimages/c/cp/cput_cape_town_campus.jpg,[object Object]
University of Edinburgh,[object Object],Simpson V. & Oliver M. (2007).Electronic voting systems for lectures then and now: A comparison of research and practice.Australasian Journal of Educational Technology, 2007, 23(2), 187-208.,[object Object],Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE—Life Sciences Education. Vol. 6, Spring 2007.,[object Object]
Interactive, instructing questioning as teaching method is nothing new…,[object Object]
New technology…CLICKERS!,[object Object],Anonymous,[object Object],Instant feedback,[object Object],Variety of question types,[object Object],Record of data,[object Object]
Assumptions*,[object Object],Content transmission is not the most effective way of learning,[object Object],Students active engagement with ideas and applications support learning,[object Object],Quality feedback should be provided to students,[object Object],* Simpson V. & Oliver M. (2007). Electronic voting systems for lectures then and now: A comparison of research and practice. Australasion Journal of Educational Technology 2007, 23(2), 187-208.,[object Object]
Main research areas*,[object Object],* Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE Life Sciences Education, Vol. 6, Spring 2007.,[object Object]
Channel Setting Instructions for ResponseCard RF1. Press and release the "GO" button.2. While the light is flashing red and green, enter the 2 digit channel code (i.e. channel 1 = 01, channel 21 = 21).   Channel is 413. After the second digit is entered, Press and release the "GO" button.4. Press and release the "1/A" button.  The light should flash yellow to confirm.,[object Object]
A boat carrying a large boulder is floating on a lake.  The boulder is thrown overboard and sinks.  The water in the lake (with respect to the shore),[object Object],Rises,[object Object],Drops,[object Object],Remains the same,[object Object],0 of 30,[object Object]
Quickly gathering information,[object Object],How many semesters of calculus have you had?,[object Object],How many countries outside South Africa have you visited?,[object Object],Icebreaking questions: how are you feeling today?,[object Object],Who am I?,[object Object],Source: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-classroom-posted,[object Object]
Recall questions: Beginning of class,[object Object],Who has read the assigned material?,[object Object],Source: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-classroom-posted,[object Object]
Comparing class survey with survey results from published studies,[object Object],Source: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-classroom-posted,[object Object]
How many Grade 11 students in Cape Town’s most deprived areas regularly access the Internet through their mobile phones*,[object Object],Less than 20%,[object Object],20-40%,[object Object],40-60%,[object Object],60-80%,[object Object],Nearly everyone,[object Object],0 of 30,[object Object],Kreutzer T. (2009). Generation Mobile: Online and Digital Media Usage on Mobile Phones among Low-Income Urban Youth in South Africa,[object Object]
Predict the outcome of an experiment,[object Object],Source: Dr R James, UGA, http://www.slideshare.net/rnja8c/using-clickers-in-the-classroom-posted,[object Object]
Steve Draper, University of Glasgow,[object Object],“Possibly the most productive application, however, and the one with the largest body of existing research, is in using the equipment to initiate a discussion.* ”,[object Object],* Draper S. (n.d.) Electronically enhanced classroom interaction.,[object Object]
Collect student opinions to start a discussion,[object Object],The practice of getting the blessings of the ancestors is:,[object Object],A norm in many African countries,[object Object],A description of a role among rural communities,[object Object],A sign that the nuclear family is considered most important,[object Object],An example of acculturation amongst the Lembani people,[object Object],Source: http://cache.daylife.com/imageserve/0eMe6da2x14Lu/610x.jpg,[object Object]
Mazur Sequence,[object Object],“You can forget facts but you cannot forget understanding” ,[object Object],Prof. Eric Mazur, Harvard,[object Object]
Enter question text...,[object Object],Answer1,[object Object],Answer2,[object Object],answer3,[object Object],0 of 30,[object Object],Source: Bates S., Howie K. & Murphy A. (2006).,[object Object]
User of clickers in HE - Resarch and Practice
Why bother*?,[object Object]
Ranked by importance, clickers seem to be most useful to…,[object Object]
Staff perception,[object Object]
Students perception*,[object Object],Overall trend in literature: most students like using clickers,[object Object],More consistent when asked about enjoyments than helpfulness,[object Object],Main benefit: instructor has improved awareness of students’ needs and teaching style is viewed as more “immediate”,[object Object],Features liked best: anonymity, potential to reinforce learning and possibility to compare your answer with rest of the class,[object Object],However: students are also critical ,[object Object],“stop messing around with technology and get back to good basic teaching” (d’inverno, 2003),[object Object],* Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE Life Sciences Education, Vol. 6, Spring 2007.,[object Object]
Clicker fatigue?,[object Object]
Potential: extensive change of teaching practice,[object Object],Towards a more discursive, segmented, tutorial style approach (Nicol & Boyle, 2003) ,[object Object],Contingent teaching (Draper & Brown, 2004),[object Object],Re-design of physical teaching spaces which allow collaboration / debate between students,[object Object]
User of clickers in HE - Resarch and Practice
References,[object Object],Simpson V. & Oliver M. (2007).Electronic voting systems for lectures then and now: A comparison of research and practice. Australasian Journal of Educational Technology, 2007, 23(2), 187-208.,[object Object],Caldwell J. (2007). Clickers in the Large Classroom: Current Research and Best-Practice Tips. CBE—Life Sciences Education. Vol. 6, Spring 2007.,[object Object],Nicol, D. & Boyle, J. T. (2003). Peer instruction versus class-wide discussion in large classes: A comparison of two interaction methods in the wired classroom. Studies in Higher Education 28(4), 457-473.,[object Object],Draper, S. W. & Brown, M. I. (2004). Increasing interactivity in lectures using an electronic voting system. Journal of Computer Assisted Learning, 20, 81-94.,[object Object],Bates S., Howie K. & Murphy A. (2006), Electronic voting systems; from one way transmission to two-way conversation, the Journal of the Higher Education Academy Physical Sciences Centre (ISSN 1740-9888) - Issue 2 Dec 2006.,[object Object]
Thank you!,[object Object],Daniela Gachago,[object Object],gachagod@cput.ac.za,[object Object],www.edutechcput.wordpress.com/clickers,[object Object]

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Notas do Editor

  1. Ad 1: teaching is not just organising and transmitting content and learning is not just accurate recall of factual information, but it should promote active learning (Dearn cited by Jones)Ad 2: Laurillard’s conversational framework: learning results from the process of ongoing and adaptive dialogue between teacher and learner. Encouraging all students not just one (anonymity), constructivismAd3: National Student Survey: call for feedback in all forms. Timely feedback and reinforcement vital to synthesis and integration process (Cue, 1998) – comparison with peers, scaffolded learning