Docstoc

cuny_2008_-_clickers_across_cuny

Document Sample
cuny_2008_-_clickers_across_cuny Powered By Docstoc
					   Clickers across
        CUNY!
 Student Response Systems

           Belle Birchfield
          Kathleen Donohue
            Karin Gapper
            Robert Melara
assisted by Tom Gerson and Lawrence Chan
                 Contact
   Belle Birchfield Bbirchfield@qcc.cuny.edu
Electrical and Computer Engineering Technology
       Queensborough Community College

Kathleen Donohue Kdonohue@hostos.cuny.edu
      Nursing, Hostos Community College

      Karin Gapper KFGap@yahoo.com
 Nursing, Queensborough Community College

   Robert Melara Rmelara@ccny.cuny.edu
   Psychology, The City College of New York
       Who wants to be a
         millionaire?
Clickers made famous by their use in
this television show
Contestant can Ask the Audience for
help
Audience registers their answer by the
use of clickers
             What do they do?
   Allow you to quiz and survey individuals, and
    receive instant feedback

   Responses are:
    • gathered on the instructor’s computer
    • available for immediate feedback or later analysis




                                    http://www.citl.ohiou.edu/index.cfm?pageID=29
“Ladies and gentlemen,
 Start your engines …



       Answer keys




            On/Off switch
 Who are you?

A.   Teaching Faculty
B.   Tech support
C.   University/ College
     Administration
D.   Other
Have you used clickers
       before?


           A.   Yes
           B.   No
             Our purpose

Share how we’ve
 been using them

Look at the wider
  perspective
  • Systemization
  • Dissemination
           OUR EXPERIENCES




                    In the classroom



http://www.iclicker.com/dnn/SolutionsFor/HigherEducation/tabid/184/Default.aspx
      CUNY Survey Format

• Use in the classroom
• Primary strengths
• Issues (advantages and disadvantages)
• Who owns the clickers
• Reason for initial use of clickers
• Dissemination


             Clickers in CUNY survey
      NU 203 Issues and Trends in
                Nursing
          QCC: Karin Gapper
USE: Small group discussions of selected
 course topics


STRENGTHS:
  •   Everyone participates
  •   Anonymous responses
  •   Builds confidence for ESL students
  NU 203 Issues and Trends in Nursing
       QCC: Karin Gapper (cont)
ISSUES
  • Faculty who do not have technology expertise
    dependent on technology faculty for setup

  • Primary advantage: very easy to use

WHO OWNS THE CLICKERS:
  • Initially, the College

  • At present, faculty purchased/donated them to
    the department
  NU 203 Issues and Trends in Nursing
       QCC: Karin Gapper (cont)
REASON FOR INITIAL USE OF CLICKERS
  Positive response to a demonstration
 Colleague using – raved about them
  College made them available
  Tech support available

DISSEMINATION
  Presented results of use to faculty
  Two other faculty in dept. now using
     QCC STUDENT EVALUATIONS

   It helps to see other peoples' view on any
    given topic. Students are able to express
    their ideas to their peers.
   It was very interactive and fun to see the
    responses of the class as a whole.
   Cool and different way of learning
   The graphs were a great insight as to
    what other people in the class believed.
PSY 102: Introduction to Psychology
        CCNY: Bob Melara

USE: A combination of large lecture (400)
 and small recitation sections (35)


PRIMARY STRENGTHS:
 • Students arrive on time (click to start
   class) and stay until the end.
 • No more scantrons!
 • Immediate feedback
PSY 102: Introduction to Psychology
     CCNY: Bob Melara (cont)
Pros:
  Monitors classroom comprehension
  Collects survey data, student evaluations
  Keeps students engaged, and self paced

Cons:
 — Cost to students of buying and
   registering clickers
 — Difficulties in registering clickers online
 — Security/cheating: Who knows who is
   using the clicker
 — Confidentiality of responses
PSY 102: Introduction to Psychology
     CCNY: Bob Melara (cont)
REASON FOR INITIAL USE OF CLICKERS
  Suggested by a book rep
 At first, book company loaned them
  Then, College loaned them
  Now, students buy them

DISSEMINATION
  Demo at faculty meeting (no one adopted them)
  Had workshop at College (no one came)
      NUR317: Nursing Care of Adults 1
           Hostos: Kathleen Donohue & Francisco Ordonez

USE
Nursing class of 40 senior students
Review of a 50 ! Item Unit Exam


PRIMARY STRENGTHS
 Students
   It was FUN !!
   Group Experience
   Competitive
   FAST - Interactive Class
   Anonymous
    NUR317: Nursing Care of Adults 1
CLICKER APPEAL TO FACULTY
   Visualize the response of students to faculty’s critical thinking
    questions
   Allow the faculty to reinforce learning of difficult concepts
   Instant attention and focus of the students.
   Instructor can engage the students as the results are shown
   Making them aware the level of each questions difficulty
   Team work between IT and nursing
 NUR317: Nursing Care of Adults 1
DRAWBACKS OF CLICKER FOR FACULTY
 •   Offer student development class
 •   Extra Time to load question to the Power Point.
 •   Need of technical assistance of OIT
 •   Extra time to set up for each session
 •   Availability of computer and projector
 •   Multiple/Multiple questions not supported

WHO OWNS THE CLICKERS:
  • The College
REASONS FOR INITIAL USE OF CLICKERS
 •   College purchased
 •   I like technology
NUR317: Nursing Care of Adults 1

DISSEMINATION
   Each clicker is identified by a number
   Student’s name is linked to the number of the clicker


WAYS A COLLEGE CAN INCREASE USE
   Reduce total exam time by reducing time allotted per question
   Provide workshops for faculty
   Assign dedicated technician to work with instructor
   Use in faculty activities such as the Senate
   Showcase successes at Technology days
    ET-704 Intro to Networking
          QCC: Belle Birchfield
   Small classes (<20) during lecture to
    engage students

   Questions delivered via
    • PowerPoint
    • BlackBoard
    • SmartBoard
    ET-704 Intro to Networking
           QCC: Belle Birchfield
   Record class attendance and participation

   Increase student attention, interest, and
    learning by ENGAGING them
   Provide instant FEEDBACK to the
    instructor and student
    • Instant assessment data!

   Allows EVERYONE to participate in a
    “safe”, anonymous way
    ET-704 Intro to Networking
          QCC: Belle Birchfield
   Issues: Obtaining the clickers,
    distributing for each class

   Who owns the clickers: Department
    owns, bought with Tech Fee Grant
    (2006)

   How came to use clickers
    • Saw a wired version at PACE many
      years ago, the “awake” class
 Would you consider using
clickers in your classroom?

              A.   Yes
              B.   Maybe
              C.   Not sure
              D.   Not likely
              E.   No way
Reviewing Response Data
    What exactly do you need?
   A computer: Mac or Windows OS

   A clicker system:
    • A receiver
    • Clickers (one per participant)
    • Software

   A projection system
            Funding Models
   STUDENTS - bookstore purchase
    • Might be bundled with a textbook
   FACULTY - grants
   COLLEGE - Tech Fee funds?
   UNIVERSITY contract



   Who maintains and administers them?
     Clicker systems in use in
               CUNY

   eInstruction: CPS
   Turning Technologies: TurningPoint
   i>clicker
   Interwrite: PRS




           From our Clickers in CUNY survey
 CUNY campuses using
       Clickers
4-year            2-year
• Brooklyn        • BMCC
• City            • Hostos
• Hunter          • QCC
• John Jay
• Queens


             From our Clickers in CUNY survey
                 Disciplines
   Biology                     Education
   Chemistry                   English
   Physics                     Nursing
   Technology                  Psychology
                                Sociology

   Governance


            From our Clickers in CUNY survey
          Dissemination
WHY? To move beyond lecture and
 provide an interactive format in small
 and large classes
HOW? Keep it simple
   Choose an easy to use clicker
   Use readily available questions
   Compatible with Bb, PPT, Word
   University support
              Systemization
   Students should not have to buy more
    than one model

   But one clicker doesn’t fit all

University Adoption Recommendation
    • Simple clicker for basic usage – bought by
      students in bookstore
    • Specialized use: bought and maintained
      by College
 Would you consider using
clickers in your classroom?
              A.   Yes
              B.   Maybe
              C.   Not sure
              D.   Not likely
              E.   No way

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:3
posted:10/17/2012
language:English
pages:34