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Using Personal Response Systems ‘Clickers’ for Learning and Teaching Muireann O’Keeffe, April 2013

Introduction to clickers

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A presentation for the RCSI suggesting the use of clickers for large group teaching to engage and motivate students

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Page 1: Introduction to clickers

Using Personal Response Systems ‘Clickers’ for Learning and Teaching

Muireann O’Keeffe, April 2013

Page 2: Introduction to clickers

Issues with large group teaching

Vision of students today video, Wesch, Kansas state University

Page 3: Introduction to clickers

What are Clickers?

• Enable lecturers to collect and analyse students’ responses to multiple-choice questions during class

• Teaching with clickers engages students in class• And motivates students to participate during class in meaningful

ways. (Bruff, 2010)

Page 4: Introduction to clickers

How are clickers used?

Page 5: Introduction to clickers

When to use Clickers

Summative/ formative assessment

• Pre-class: diagnostics testing to evaluate students prior knowledge and basic knowledge

• Mid-class: Questionnaires to diagnose understanding • Formal assessment: MCQ, exam questions

Page 6: Introduction to clickers

Other uses of clickers

• Peer Instruction• Attendance• Background Knowledge Probes• Class-Wide Discussion• Exam Review• Formative Assessment• Peer Assessment• Peer Instruction – Eric Mazur• Quizzes• Student-Written Questions• Team-Based Learning

Page 7: Introduction to clickers

The Peer Instruction Method

In this method,1. The lecturer presents students with multiple choice question that is

carefully constructed to engage student difficulties with fundamental concepts.

2. The students consider the problem on their own and contribute their answers in a way that the fraction of the class giving each answer can be determined and reported.

3. Students then discuss the issue with their peers for two minutes and vote again.

4. The issues are resolved with a class discussion and clarifications.(Eric Mazur, Professor of Physics and Applied Physics at Harvard)

Page 8: Introduction to clickers

Think, Pair Share using Clickers

• The lecturer presents students with a multiple choice question• Student work in groups or pairs discussing the questions • The group answers the question using a shared clickers device

Page 9: Introduction to clickers

Benefits to large groups

• Anonymity• Feedback • Peer learning • Results generates discussion • Quizzes can be contribute towards summative assessment

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Lessons learned at DIT

The Lecturer’s Perspective• Students more engaged and attentive throughout the lecture.• Results of clicker questions provide information on student

understanding • They provide assurance that students know the basics before moving

on to advanced material.• Using clickers to guide students through longer exam style questions

is useful as you can establish if students can cope with the concepts within a long question

• However, it can be difficult to set a pace that suited a mixed ability environment.

• Use of clickers does not guarantee exam success.

Page 11: Introduction to clickers

Lessons learned at DIT

• The Students Perspective

I feel like I learn something in every class

primarily due to the clickers

They were very good as it allowed me to assess my ability in

relation to the rest of the class.

I like when we use the clickers

because we put the theory into practice

I also think it gave people who don’t understand a

chance to have the answer explained again, without

having to feel singled out by asking a question in class, if

they felt shy.

Great way to get you thinking. It

would be great if the exam could be

done this way.

I really enjoyed using the clickers in class, as

I have never done accounting before I

found them very useful for helping solve

problems

Page 12: Introduction to clickers

Other feedback from DIT

• Means to facilitate feedback to lecturer and student• Useful for revision purposes • clickers introduce a playful atmosphere • Clickers ensured students participation • Great for teaching threshold competencies

(DIT clickers Blog http://ditclickers.wordpress.com/)

Page 13: Introduction to clickers

Lessons Learned elsewhere

• Encouraged active learning, participation and interaction among students in large group

• Enabled feedback • Faculty need to make pedagogical decisions regarding clickers use

(Patterson et al, 2010)

Clickers encouraged active learning Comparison of student performance over 2 years in MCQs indicated no learning advantage of is using clickers over traditional lectures.(Duggan et al, 2007)

More information: http://cft.vanderbilt.edu/docs/classroom-response-system-clickers-bibliography/

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Resources & references

• Derek Bruff – clickers blog http://derekbruff.org/?page_id=2• Duggan et al (2007) BMC Medical Education, retrieved from http://

www.biomedcentral.com/content/pdf/1472-6920-7-25.pdf • Medical Science Educator: http://

www.iamse.org/artman/publish/article_466.shtml • NYU School of Medicine: http://

dei.med.nyu.edu/blog/clickersintheclassroom-featuringpodcastinterviewswithnyuschoolofmedicinefacultyandstaff

• Patterson et al (2010)Nurse Education Today, retrieved from http://cs.ru.ac.za/research/g09b0279/UsefulPapers/Evidence%20for%20teaching%20practice%20The%20impact%20of%20clickers%20in%20a%20large.pdf

• Vanderbilt university: http://cft.vanderbilt.edu/docs/classroom-response-system-clickers-bibliography/