clicker2012 many tomany
DESCRIPTION
25 Year Perspective along a Path to a Many-to-Many ConversationTRANSCRIPT
Fostering a Many-to-Many
Conversation 1
A 25-Year Perspective on Student Learning and Clickers
“Fostering a Many-to-Many Conversation”
Ted Eschenbach, Ph.D., P.E.Emeritus Professor of Engineering Management
University of Alaska Anchorage
October 26, 2012Clickers 2012, Chicago
Fostering a Many-to-Many
Conversation 2
Warning
Ted really does believe:
1. Clickers = best thing since printing press
2. Printing press lecture ≠ copying textClickers interactive for 15 to 500
Fostering a Many-to-Many
Conversation 3
When did you first use clickers?
A. 198xB. 199xC. 200xD. 2011 or 2012E. Never have
Fostering a Many-to-Many
Conversation 4
Level of familiarity with clickers
A. Used in multiple coursesB. Used in 1 courseC. Familiar w/ use by othersD. Know what clickers areE. Completely new to me
Ted’s Clicker Use History 1988 – 1990 U Missouri-Rolla
IBM Adv. Tech. Classroom 50 of 50 earned A/B/C
College of Business: 6.5 academic years 3 vendors, 29 classes, 12 – 70 students Undergrad, graduate mostly finance & operations mgmt Clickers in all but 1 stat class since started using
Guest Lectures (also clicker demos) U. of Arkansas: two 30 student sections Texas Tech: two 150 – 200 student sections
Workshops & Presentations 5 national conferences of 4 societies Fostering a Many-
to-Many Conversation 5
Clicker Value
Fostering a Many-to-Many
Conversation 6
UG Grad
Reason successful in class 10% 4%
Helped learning 70% 79%
Neutral 15% 15%
Fewer = better 3% 2%
Waste of time 2% 0%
Fostering a Many-to-Many
Conversation 7
# Vendors Used?
InterWrite/PRS, Turning Technology,
i>Clicker, & eInstructionA. 0B. 1C. 2D. 3E. ≥ 4
Fostering a Many-to-Many
Conversation 8
InterWrite/PRS, Turning Technology,i>Clicker, & eInstruction
Do you have a favorite?A. NoB. Yes
Is it i>Clicker?C. NoD. Yes
Example technology choices$30 - $40 new, ≈$1/wk used
Multiple choice
$$Adds text & numeric
$$$
Via web or app
$
Fostering a Many-to-Many
Conversation 9
Fostering a Many-to-Many
Conversation 10
Is Cost of the Technology an Issue for You?
Student clickers?A. NoB. Yes
Instructor’s kit?C. NoD. Yes
Technology/Vendor Selection
Campus/school vs. instructor vendor Multiple choice vs. text/numeric
Lecture style *.ppt pick any ?? or Turning i>Clicker or eInstruction
Cellphone in class? clicker app vs. distractions Fostering a Many-
to-Many Conversation 11
Faculty PerspectiveBest Reason to Use
Clickers
A. Students are more engagedB. What % can really do example?C. How many for which mistakes?D. Everyone respondsE. Don’t need to cover as much
material
Fostering a Many-to-Many
Conversation 12
Student PerspectiveBest Reason to Use
Clickers
A. Previewed calculations for homework
B. I learned from my mistakesC. It forced me to wake up &
respondD. Ted was quiet for a whileE. There weren’t any advantages
Fostering a Many-to-Many
Conversation 13
Student Perspective Biggest Advantage
UG Grad
Previewed calculations for homework 32% 10%
I learned from my mistakes 33% 52%
It forced me to wake up & respond 29% 24%
Ted was quiet for a while 4% 10%
There weren’t any advantages 2% 4%
Fostering a Many-to-Many
Conversation 14
My Perception of How Clickers Add Value In My Classes Feedback improves performance
Class to faculty member To each student (students don’t know what they don’t know) Immediate & multiple times/lecture
Students more engaged Students not asleep in seat Individual responses without guidance from smart, talkative
student Faculty knows % each answer immediately
Let students see they are not alone More will then speak up Many students are quiet & some international students very much so
Fostering a Many-to-Many
Conversation 15
Clicker Question Types Recall questions (from lecture or text) Quantitative examples Concepts or relationships
If this ____ which of these A/B/C/… Which action in a case
Student knowledge & experience Opening example clickers Candid responses – ethics, bankruptcy
Fostering a Many-to-Many
Conversation 16
Clicker Question Types: Bruff’s Taxonomy
Content questions
Recall
Conceptual understanding
Application: procedural, predictive
Critical thinking questions
One best answer: peer review
Free response
Process questions
Student perspective
Confidence level
Monitoring
Classroom experimentsFostering a Many-
to-Many Conversation 17
Should I Present Examples of These Question Types?
A. YesB. Yes, but very brieflyC. I don’t careD. No
Note: this is a process questionFostering a Many-
to-Many Conversation 18
Fostering a Many-to-Many
Conversation 19
RecallPDCA cycle does not include:
A. DO
B. PLAN
C. CHECK
D. CONTROL
E. ACT
use a build slide for Q & Answer
Fostering a Many-to-Many
Conversation 20
Solve $2550 balance on 18% APR credit card; mo. pmts of $100
Pay-off months?
A. 21.8
B. 26.3
C. 32.4
D. None above
E. Don’t know
Fostering a Many-to-Many
Conversation 21
Conceptual QuantitativeAnswers as variables or equations rather than #s
Engr economy: EAC of truck =
Find EOQ: Q* =
A. 28K(A/P, 5%, 6) + 1.4K − 9K(A/F, 5%, 6)
B. ….
C. √ (2*1200*45/50)
D. ….
Fostering a Many-to-Many
Conversation 22
Concept Which is NOT a project characteristic?
A. One time job, with
B. Defined start &
C. Defined end, which
D. Produces repetitive prods/srvcs,
E. For specified SOW, set budget, & ….
Conceptual Application
For the case on p. xxx in text
A. The firm should do x because of y
B. …
C. The court will find for the defendant because ….
D. …
Fostering a Many-to-Many
Conversation 23
Conceptual Application
If _________; what happens with A & B
A. A ↑ & B ↑
B. A ↑ & B ↓
C. A ↓ & B ↑
D. A ↓ & B ↓
E. None of the above/I don’t know
Fostering a Many-to-Many
Conversation 24
Fostering a Many-to-Many
Conversation 25
Gauging KnowledgeSurvey of Background in Excel
Do you use relative & absolute addresses?
A. What's that?
B. No
C. Sometimes
D. Regularly
Fostering a Many-to-Many
Conversation 26
Student Performance % hmwrk correct?
A. 100%
B. 75%
C. 50%
D. 25%
E. 0%
F. Didn’t get to it
Text or numeric input can be used to increase # of multiple choice options
Fostering a Many-to-Many
Conversation 27
Candid ResponseWithin last year have you…
A. Cheated on exam?
B. Lied to boss?
C. Stolen from employer?
D. More than one above?
E. None above?
i>Clicker allows anonymous polling
Students Don’t Know What They Don’t KnowFirm invests $75,000 to save $10,000/year in energy costs for 15 years. r = 8%
What is payback period?
A. 7.5 years
B. About 10 years
C. About 12 years
D. 15 years
E. None of the above
Fostering a Many-to-Many
Conversation 28
Demographics: advanced capability
Results categorized for comparison gender work experience course performance (grade) major
detailed breakdown or by colleges majors & non-majors
ASEM 29
Text & numerics: advanced capability
Can round numeric answers by # significant digits Challenges if off by orders of magnitude Histogram or bar chart
Text to rank 5 choices ADCEB Can truncate/round to 1st, 2nd, … letter
Text displayed as bar chart
ASEM 30
Fostering a Many-to-Many
Conversation 31
Evolution of Ted’s Clicker Use
Question form & recording has not evolved Multiple choice & anonymous
Ted likes revote after talking with your neighbor
Lecture with quantitative examples (1988 – Sp 2009) Later years added more & more conceptual questions
Fostering a Many-to-Many Conversation (F 2009 – 2012) No more lecture = Cliff Notes for the text
Driven by my need to add value
Class Time as Many-to-Many Conversation
My courses Typically introduce material with a quantitative basis Students know little about subject classic choice is lecture to transmit my knowledge &
understanding Clicker questions
Similar to when I lectured But many more of them
Class structure is very different Not: here is what you need to know What is the answer to __________?
Examples presented as a series of steps They solve each step rather than watch me
Models, figures, & tables presented Clickers guide the discussion
Whenever appropriate I personalize the materialFostering a Many-to-Many Conversation
32
Overview of Other Uses Flipped classroom
Class time doing examples/problems Out-of-class for online lectures
Participation points Minimum fraction answered Minimum fraction answered correctly
Frequent quizzes 1 question = standard clicker Quiz sheet & enter all responses at end
Take attendance Connect to course mgmt system (such as Blackboard) for
grading Fostering a Many-to-Many Conversation
33
Teaching Goals Should Drive Choices
Encourage discussion Feedback for flipped or lecture
classroom to you: % right & each error to each student: did they get it right
Learn about your students More efficient quizzes/attendance
Fostering a Many-to-Many
Conversation 34
If You Use Clickers, What is Your Principal Type of Use?
A. Lecture + clickers for efficient
attendance & quizzes
B. Lecture + clickers for examples
C. Flipped classroom
D. Many-to-many conversation
E. Another type of use Fostering a Many-to-Many
Conversation 35
Best Choice Probably Combines
Opening quiz on reading more read before class
In class more there on-time On line they can read more & less class time
Quantitative examples Prof learns % right & each error Students learn what they don’t/didn’t know
Many-to-many Focuses on concepts Fostering a Many-
to-Many Conversation 36
Emotional Why the Many-to-Many Choice? ½ to ¾ business students don’t like math
I teach required finance & statistics courses Sleeping & zoned out students
= wasted time some level of failure on my part
Repeating failed efforts (lectures) = definition of insanity
Conversations are fun I’m learning too
Fostering a Many-to-Many
Conversation 37
Logical Why the Many-to-Many & not Flipped or Lecture Choice?
Increasing class sizes Lecture model archaic
Clickers help but don’t solve problem I covered it ≠ they learned it
50 – 70 students many more than I can help in class
Prefer on-line homework At collegiate level better than flipped Faster & more individualized feedbackFostering a Many-
to-Many Conversation 38
Clickers are the How for a Many-to-Many Conversation
Conversation requires knowing what other person said = feedback
Informed conversation read text before class Force conversation with neighbor over paging
through text looking for an answer ≈ 50% print slides
But few figure out answers before class boring waits for others to read & answerFostering a Many-
to-Many Conversation 39
How Much Communication in Many-to-Many Class
Less info presented than in a lecture Dialogue is slower than a monologue Common lecture pace fits somewhat below
average student Clickers are slower
For me, since I want nearly all Minimize words since some slow readers Some want to get it right & may over-think
Fostering a Many-to-Many
Conversation 40
How Much communication sometimes means # clickers/class
More than 1 or 2 slides per week Too few why buy clicker
Examples & concepts Can be 2 – 10 slides per lecture × 2 for examples with answer slide
Many-to-many Can be 90% of .ppt
Fostering a Many-to-Many
Conversation 41
Why Passionate about Clickers?
Higher ed must reduce cost growth Higher ed must increase student learning
Too little value for too many of our students Competition from distance delivered
courses teams of specialists to effectively integrate
multi-media “textbooks” self-directed/computer-guided learning world-class faculty expertise Fostering a Many-
to-Many Conversation 42
Future/Current Needs Include
“Clickers” for asynchronous learning Hardware/software Teaching knowledge on how effective
Seamless integration of teaching tools Short faculty learning curve
Easier switching between texts/publishers
Fostering a Many-to-Many
Conversation 43
Did clicker use increase what you got out of this
talk?
A. Helped me stay awakeB. Forced me to intellectually
commitC. Interesting to see group’s
responsesD. Ted was quiet at least occasionallyE. No, the clickers were a waste of
time Fostering a Many-to-Many Conversation
44
Questions & Contact Info
Ted Eschenbach [email protected] 907-333-7817 (1 hour west of Pacific
Time)
Fostering a Many-to-Many
Conversation 45
Biggest barrier to adoption
A.Cost
B.Lectures too full to add
C.Faculty resistance to change
D.Lack of student interest
E. Little educational value
Fostering a Many-to-Many
Conversation 46