clicker2012 many tomany

Fostering a Many-to-Many

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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

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Warning

Ted really does believe:

1. Clickers = best thing since printing press

2. Printing press lecture ≠ copying textClickers interactive for 15 to 500

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When did you first use clickers?

A. 198xB. 199xC. 200xD. 2011 or 2012E. Never have

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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-

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Clicker Value

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UG Grad

Reason successful in class 10% 4%

Helped learning 70% 79%

Neutral 15% 15%

Fewer = better 3% 2%

Waste of time 2% 0%

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# Vendors Used?

InterWrite/PRS, Turning Technology,

i>Clicker, & eInstructionA. 0B. 1C. 2D. 3E. ≥ 4

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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

$

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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-

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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

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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

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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%

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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

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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

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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-

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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-

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RecallPDCA cycle does not include:

A. DO

B. PLAN

C. CHECK

D. CONTROL

E. ACT

use a build slide for Q & Answer

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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

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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. ….

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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. …

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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

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Gauging KnowledgeSurvey of Background in Excel

Do you use relative & absolute addresses?

A. What's that?

B. No

C. Sometimes

D. Regularly

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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

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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

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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

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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

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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

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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

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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

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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-

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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

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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-

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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-

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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

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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

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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-

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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

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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

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Questions & Contact Info

Ted Eschenbach tede1@ak.net 907-333-7817 (1 hour west of Pacific

Time)

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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

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