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Clickers in the large classroom: current research and best-practice tips. CBE—Life Sci
- Educ
, 2007
"... Audience response systems (ARS) or clickers, as they are commonly called, offer a management tool for engaging students in the large classroom. Basic elements of the technology are discussed. These systems have been used in a variety of fields and at all levels of education. Typical goals of ARS que ..."
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Audience response systems (ARS) or clickers, as they are commonly called, offer a management tool for engaging students in the large classroom. Basic elements of the technology are discussed. These systems have been used in a variety of fields and at all levels of education. Typical goals of ARS questions are discussed, as well as methods of compensating for the reduction in lecture time that typically results from their use. Examples of ARS use occur throughout the literature and often detail positive attitudes from both students and instructors, although exceptions do exist. When used in classes, ARS clickers typically have either a benign or positive effect on student performance on exams, depending on the method and extent of their use, and create a more positive and active atmosphere in the large classroom. These systems are especially valuable as a means of introducing and monitoring peer learning methods in the large lecture classroom. So that the reader may use clickers effectively in his or her own classroom, a set of guidelines for writing good questions and a list of best-practice tips have been culled from the literature and experienced users.
Technology-enhanced formative assessment: A researchbased pedagogy for teaching science with classroom response technology
- Journal of Science Education and Technology
, 2009
"... Classroom response systems (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. Technology-Enhanced Formative Assessment (TEFA) is ..."
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Classroom response systems (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. Technology-Enhanced Formative Assessment (TEFA) is our pedagogy for CRS-based science instruction, informed by experience and by several traditions of educational research. In TEFA, four principles enjoin the practice of question-driven instruction, dialogical discourse, formative assessment, and meta-level communication. These are enacted via the question cycle, an iterative pattern of CRS-based questioning that can serve multiple instructional needs. TEFA should improve CRS use and help teachers “bridge the gap ” between educational research findings and practical, flexible classroom strategies for science instruction. cite as:
Solve & Evaluate with Informa: A Java-based Classroom Response System for Teaching Java
"... This paper describes the use of clickers in a Java programming course. However, instead of using ordinary hardware clickers, we use software clickers, implemented in Java, that allow for much richer problem types than the traditional multiple-choice question. The problem types we introduce in this p ..."
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This paper describes the use of clickers in a Java programming course. However, instead of using ordinary hardware clickers, we use software clickers, implemented in Java, that allow for much richer problem types than the traditional multiple-choice question. The problem types we introduce in this paper give students a much higher degree of freedom in solving a problem, and thus more opportunities for making mistakes. We look at mistakes as learning opportunities, and we introduce a pedagogical approach that allows students to learn from mistakes of their peers. We finish with a case study and evaluation of our implementation of these ideas in an undergraduate Java programming course.
Evaluating the Impact of a Classroom Response System in a Microbiology Course
- Microbiology Education
, 2006
"... The use of a Classroom Response System (CRS) was evaluated in two sections, A and B, of a large lecture microbiology course. In Section B the instructor used the CRS technology at the beginning of the class period posing a question on content from the previous class. Students could earn extra credit ..."
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The use of a Classroom Response System (CRS) was evaluated in two sections, A and B, of a large lecture microbiology course. In Section B the instructor used the CRS technology at the beginning of the class period posing a question on content from the previous class. Students could earn extra credit if they answered the question correctly. In Section A, the class also began with an extra credit CRS question. However CRS questions were integrated into the lecture during the entire class period. We compared the two classes to see if augmenting lectures with this technology increased student learning, confidence, attendance, and the instructor’s ability to respond to student’s misconceptions, over simply using the CRS as a quizzing tool. Student performance was compared using shared examination questions. The questions were categorized by how the content had been presented in class. All questions came from instructors ’ common lecture content, some without CRS use, and some questions where Instructor A used both lecture and CRS questions. Although Section A students scored significantly better on both types of examination questions, there was no demonstrable difference in learning based on CRS question participation. However, student survey data showed that students in Section A expressed higher confidence levels in their learning and knowledge and indicated that they interacted more with other students than did the students in Section B. In addition, Instructor A recorded more modifications to lecture content and recorded more student interaction in the course than did Instructor B. Because of increasing enrollments and tighter budgets,
2006-2551: A COMPARISON AND EVALUATION OF PERSONAL RESPONSE SYSTEMS IN INTRODUCTORY COMPUTER PROGRAMMING
"... A comparison and evaluation of personal response systems in introductory computer programming 1. ..."
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A comparison and evaluation of personal response systems in introductory computer programming 1.
Informa: An extensible framework for group response systems
- Proceedings of the 4th International Conference on Collaborative Computing
, 2008
"... Abstract. Classroom clickers, also called group response systems, rep-resent a form of technology-enhanced learning. An instructor can pose a question to the class during a lecture, and students can use their clicker devices to submit their answers. The system immediately aggregates the submissions ..."
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Abstract. Classroom clickers, also called group response systems, rep-resent a form of technology-enhanced learning. An instructor can pose a question to the class during a lecture, and students can use their clicker devices to submit their answers. The system immediately aggregates the submissions and presents feedback to the instructor (and possibly the class). This paper describes Informa, an extensible framework for building software-based group response systems. Informa is implemented as a dis-tributed Java RMI application and distinguishes itself from traditional clickers in two key aspects: First, it allows for plug-ins to define the kinds of problems that can be posted (beyond the common multiple-choice). Second, it provides several levels of session anonymity, from completely anonymous sessions where the teacher does not know which student sub-mitted which answer, all the way to authenticated sessions where stu-dents need to login when they join. We have evaluated Informa in a pilot study during an undergraduate programming course, and we have found it to greatly enhance our insight into the students ’ understanding of the material.
Technology-Enhanced Formative Assessment: An Innovative Approach to Student-Centered Science Teaching
"... Technology-Enhanced Formative Assessment (TEFA) is an innovative pedagogical approach to secondary and post-secondary science instruction that uses classroom response system technology to teach in accord with educational research findings about effective learning environments. TEFA is built upon fou ..."
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Technology-Enhanced Formative Assessment (TEFA) is an innovative pedagogical approach to secondary and post-secondary science instruction that uses classroom response system technology to teach in accord with educational research findings about effective learning environments. TEFA is built upon four core principles, which we label question-driven instruction, dialogical discourse, formative assessment, and meta-level communication. These are implemented in the classroom with an iterative question cycle. Mastering TEFA requires developing skill in five different areas: operating the technology, designing effective questions to pose to students, orchestrating whole-class discussion, modeling students and adapting to their needs, and integrating the TEFA approach with curricula and constraints. The details of how teachers learn, assimilate, and adapt TEFA are the object of a current research project. 1.
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The following full text is a publisher's version. For additional information about this publication click this link.
Models and Clickers for Teaching Computer Science
"... Abstract: Many courses in a computer science curriculum, from computer architecture over programming languages to operating systems, discuss complex and intricate mechanisms and systems. Engineers who develop such mechanisms and systems (e.g. an operating system) use models to deal with their compl ..."
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Abstract: Many courses in a computer science curriculum, from computer architecture over programming languages to operating systems, discuss complex and intricate mechanisms and systems. Engineers who develop such mechanisms and systems (e.g. an operating system) use models to deal with their complexity. Instructors who teach the concepts behind those mechanisms and systems often implicitly use models to make those concepts more approachable: they present simplified abstractions and draw diagrams to focus on the essential. In this position paper we propose to make this implicit use of models explicit. We propose to use models as a teaching tool in all courses where they are helpful, not just in a course on models or model-driven development. Moreover, we present an infrastructure, Informa, that provides support for integrating models into an interactive classroom.
THEIR RELATIONSHIP TO STUDENT LEARNING
"... ABSTRACT. The use of a clicker-based classroom response system with family science students and others in an introductory research course is described. Increased student interest in the subject matter was reported based on student comparison of their use, versus their non-use, of the clicker-based c ..."
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ABSTRACT. The use of a clicker-based classroom response system with family science students and others in an introductory research course is described. Increased student interest in the subject matter was reported based on student comparison of their use, versus their non-use, of the clicker-based classroom response system. Strategies for the adoption of clicker-based classroom response system as well as pedagogical modifications necessary for successful adoption are given. In addition, principles for maximizing student learning with the use of classroom response systems are explained. The use of technology in the classroom is a growing trend in education. However, instructors appropriately question whether any technology is simply being used “for technology’s sake ” or whether a given use of technology represents a positive impact on students and their learning processes. This purpose of this article is to describe lessons learned in the process of adopting and using a clicker-based classroom response system as an instructional technique for four consecutive semesters in an Introduction to Research class. These lessons include specific pedagogical modifications I discovered needed to be made to effectively use this particular classroom response system. I believe these lessons are applicable to a wide variety of
