Student Response SystemsPhil Fraley & Brian Yontz2/6/13

Introduction--Brian• Student response system selection—including

specifications/descriptions of the hardware/software• Anywhere Polling® • Powerpoint® Polling

• Who is here? (polling on the fly)

• Objectives for the session (using a Word® document)• Identify research connected to student response systems• Articulate pedagogical practices connected to student response

systems• Identify opportunities for use of student response systems within

different contexts

• What does research suggest?

Pedagogical support (Learning Theory Research)—Brian

• We are currently using the system in these areas: • Active learning (Bonwell & Eison) • Engagement (Prensky)• Immediate Feedback (Epstein) • Positive Reinforcement (Reid)• Motivation (Keller) • Assessment for Learning (Stiggins)

• We have yet to utilize the system in these areas:• Game based learning (Dede)• Learning styles (Keefe)• Peer Instruction (Mazur)• Socratic Questioning (Hake)• Spacing Effect (Greene)

Other Research--Brian• Becoming very context specific• A lot of emphasis on how students/teachers “like” clickers. Little on

influence of student learning.• Nearly all like clickers• The influence in student learning is varied:

• Bojinova & Oigara (2011)—no significant difference in class mean final exam scores

• Bartsch & Murphy (2011)—does help with engagement during lecture on comprehension quiz at end class session

• Gray & Steer (2012)—clickers are not more effective than lecture guides/tutorials in overall course grades.

• Case Studies

• From Research to Practice

Other uses for Anywhere® Polling--Brian• Iphoto®• Engagement• Immediate Feedback• Positive Reinforcement

• Safari ® (internet browser)--A Look at Trenton (short answer)• Active Learning• Immediate Feedback• Assessment For Learning

• Saving your sessions

Assessment for Learning & Positive Reinforcement

•Monitoring what participants know and understanding •Utilizing background information to

guide instructional decision making•Determine the degree to which

participants attain outcomes

According to Bartsch & Murphy (2011) student response systems …

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1. Yield a significant difference in class mean final exam scores

2. Help with engagement during lecture on comprehension quiz at end class session

3. Are superior to lecture guides/tutorials in having a positive impact on overall course grades

Response GridResponse Grid

The previous activity exemplified the following pedagogical support(s)

1 2 3 4 5 6 7

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1. Active learning (Bonwell & Eison)

2. Engagement (Prensky)3. Immediate Feedback

(Epstein) 4. Positive Reinforcement

(Reid)5. Motivation (Keller) 6. Assessment for Learning

(Stiggins)7. None of the above

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Which statement most aligns with what you would say?

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1. I use a response system as part of my instructional approach

2. I currently do not use a response system, but I would like to add it to my instructional strategies

3. I do not use a response system and I have no desire to add it to my instructional strategies.

Response GridResponse Grid

The previous activity exemplified the following pedagogical support(s)

1 2 3 4 5 6 7

0 0 0 0000

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1. Active learning (Bonwell & Eison)

2. Engagement (Prensky)3. Immediate Feedback

(Epstein) 4. Positive Reinforcement

(Reid)5. Motivation (Keller) 6. Assessment for Learning

(Stiggins)7. None of the above

I can identify research connected to student response systems

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1 2 3 4

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1. Strongly Agree2. Agree3. Disagree4. Strongly Disagree

Response GridResponse Grid

I can articulate pedagogical practices connected to student response systems

0%0of10

1 2 3 4

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1. Strongly Agree2. Agree3. Disagree4. Strongly Disagree

Response GridResponse Grid

I can identify opportunities for use of student response systems within different contexts

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1 2 3 4

0 000

1. Strongly Agree2. Agree3. Disagree4. Strongly Disagree

Response GridResponse Grid

Questions?