iClick Therefore I Am

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iClick - Therefore I Am

• Dr. Norman R. Hunter
• Professor and Head
• Department of Chemistry
• University of Manitoba
• Winnipeg, MB
• Canada

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• The next several slides show examples of survey
  type questions which can be used to stimulate
  classroom discussion.

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Q1. There is currently a provincial election
campaign in Alberta. Who do you think would be
the best Premier?

• Ed Stelmach (Conservative)
• Kevin Taft (Liberal)
• Brian Mason (NDP)
• Paul Hinman (Wildrose Alliance)
• None of the above/I dont know

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Q1. There is currently a provincial election in
Alberta. Who do you think would be the best
Premier? Survey results from first week of
February (Globe and Mail)

• Ed Stelmach (Conservative) (28)
• Kevin Taft (Liberal) (16)
• Brian Mason (NDP) (7)
• Paul Hinman (Wildrose Alliance) (4)
• None of the above/I dont know (42)

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Q2. If a Federal election where held tomorrow,
which party would you vote for?

• Conservative
• Green
• Liberal
• New Democratic
• Other

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Q3. Which of the following Federal party leaders
do you think would be the best Prime Minister to
lead Canada over the next five years?

• Steven Harper
• Stephane Dion
• Jack Layton
• Someone else
• Anyone else

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Q4. If you had a vote in the November 2008 US
election, which of the following parties would
you vote for?

• Democrat
• Republican
• Other

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Q5. Which of the following potential candidates
would you vote for President of the United States
in the November 2008 election?

• Hillary Clinton
• Mike Huckabee
• John McCain
• Barack Obama
• Ralph Nader

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• The following slide is an example of a question
  with a correct answer. This type of question may
  be used to assess the level of student knowledge
  in a specific area.

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Q6. In what year was the first paper published on
the use of a classroom response system to
assist teaching organic chemistry?

• 1965
• 1971
• 1984
• 1995
• 2001

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An Instructional Experiment in Organic Chemistry

• J. Casanova, J. Chem. Ed., 48 453-455, 1971

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The use of an electronic response system in
teaching biology

• W.C. Bessler and J.J. Nisbet, Sci. Educ., 55
  275-284, 1971

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Assessment of the Effects of Student Response
Systems on Student Learning and Attitudes over a
Broad Range of Biology Courses

• R.W. Preszler, A. Dawe, C.B. Shuster, and M.
  Shuster, CBE Life Sci Educ., 2007 Spring 6(1)
  29 41
• www.pubmedcentral.nih.gov/articlerender.fcgi?artid
  1854854

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• Why has it taken so long for classroom response
  systems to catch on?
• Technology ease of use, cost, and application
  of results
• Early studies indicated no change in student
  performance

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• The Department of Chemistry at the University of
  Manitoba adopted the use of an classroom
  response system (iClicker specifically) in the
  Fall 2007 Academic Term. Instructors in 13
  sections of courses taught at the first and
  second year level used the iClicker. The
  following table provides a brief summary of the
  main courses.

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Core University of Manitoba Chemistrycourses
taught using clickers
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• Motivation to use clickers
• Improve the engagement of students in lectures
• Provide instructors with immediate feedback on
  student comprehension
• Use student responses to guide lecture content
• Stimulate discussion in class
• Reward student participation
• Provide a mechanism for in-class assessment
• (CHEM 2210 has biweekly in-class tests)
• Break up the normal lecture flow
• Improve student comprehension of key concepts

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• The University of Manitoba Faculty of Science
  adopted the 'iClicker Classroom Response System
  for the Fall 2007/Winter 2008 terms on the advice
  of an ad hoc committee struck by the Dean. Three
  key points drove the decision to adopt this
  particular system
• Simplicity of use (primarily for lecturers!)
• Relatively low cost (a concern since lab fees
  were also introduced in Fall 2007).
• The same clicker could be used for all Science
  courses at the discretion of the instructor.

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• How we use 'iClickers
• Ask questions which create discussion
• Encourage discussion with neighbours before
  (while) answering
• Use common misconceptions as possible answers
• Award points for participation without regard to
  correctness of the answer
• Award extra marks for correct answers
• Conduct short in-class tests

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Faculty Perspective
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• Unanticipated Spinoffs
• (Hunter CHEM 2210)
• Fewer student office visits
• Fewer email questions
• Fewer student requests for old exams
• May have improved the performance of better
  students more than weaker students

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• In order to determine student acceptance of the
  classroom response system, an anonymous survey
  was conducted in most sections taught. The
  questions used, and the results for two sections,
  are shown in the following slides.

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Student Perspective
These 'iClicker' Questions are voluntary and
anonymous. They will only be used to assess the
validity of the 'iClicker' program. Your
responses will not be matched to your student
number. Your responses will help us with future
implementation of the 'iClicker' program. We
would sincerely appreciate your feedback.
'iClicker' Exit Survey
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'iClicker Exit Survey CHEM 1300
(Koczanski) CHEM 2210 (Hunter)
I felt the 'iClicker' registration process was
easy to use.

• Strongly Agree (67) (57)
• Agree (22) (38)
• Neutral (7) (3)
• Disagree (2) (2)
• Strongly Disagree (4) (1)

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'iClicker' Exit Survey CHEM 1300
The 'iClicker' handset was easy to use.

• Strongly Agree (84) (71)
• Agree (10) (26)
• Neutral (0) (4)
• Disagree (3) (1)
• Strongly Disagree (3) (1)

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'iClicker' Exit Survey CHEM 1300
The 'iClicker' gave me more opportunities
to participate in a large class.

• Strongly Agree (44) (42)
• Agree (40) (42)
• Neutral (6) (10)
• Disagree (3) (4)
• Strongly Disagree (6) (4)

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'iClicker' Exit Survey CHEM 1300
Answering 'iClicker' questions in lecture helped
me better understand the concepts in this course.

• Strongly Agree (35) (32)
• Agree (44) (44)
• Neutral (12) (18)
• Disagree (4) (4)
• Strongly Disagree (5) (4)

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'iClicker' Exit Survey CHEM 1300
The number of 'iClicker' questions asked in class
was

• Too Many (9) (13)
• Just Right (59) (74)
• Too Few (32) (14)

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'iClicker' Exit Survey
The 'iClicker' questions asked in class were, on
average

• Very Difficult (13) (6)
• Difficult (43) (39)
• Just Right (38) (50)
• Easy (5) (5)
• Very Easy (1) (3)

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'iClicker' Exit Survey
Because we used the 'iClicker' to answer
questions in the lecture I felt that we were
tested too many times in this class.

• Strongly Agree (3) (3)
• Agree (10) (9)
• Neutral (23) (15)
• Disagree (39) (49)
• Strongly Disagree (25) (27)

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'iClicker' Exit Survey
The distribution of marks 5 (out of 100) for
CHEM 2210 it was 6 marks allocated to the
'iClicker' questions was

• Far Too Many (3) (7)
• Too Many (2) (3)
• Just Right (65) (38)
• Too Few (26) (28)
• Far Too Few (4) (26)

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'iClicker' Exit Survey
'iClicker' questions are worth 5 points
5 / 5 for attempting more than more than half of
the questions asked and getting more than half of
them correct 2.5 / 5 for attempting more than
half the questions asked but getting less than
half of the attempted questions correct 0 / 5 for
answering less than half the questions asked
I feel this answering distribution was fair.

• Strongly Agree (40) (40)
• Agree (37) (44)
• Neutral (12) (10)
• Disagree (9) (6)
• Strongly Disagree (2) (3)

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'iClicker' Exit Survey
Overall how would you rate your 'iClicker'
experience in this class?

• Very Positive (32) (30)
• Positive (45) (51)
• Neutral (14) (15)
• Negative (7) (3)
• Very Negative (2) (3)

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• Recommendations (upon adoption)
• Require students to use clickers in large first
  year courses and encourage their use in large
  second year and (if class size warrants) beyond
• Provide marks (5 or 6 worked for us) for use of
  clickers. However, the all, half, or
  nothing scores can be handled better

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• The remaining slides are shown to demonstrate how
  one instructor (Hunter) used the classroom
  response system to assess student comprehension
  of concepts taught in lectures (or as part of
  assigned reading). While these questions are
  specific to introductory organic chemistry, the
  main feature is that important concepts are being
  examined. Students soon realize that organic
  chemistry is largely conceptual. In all
  questions students need to know the concepts
  before being able to answer the questions. In
  many cases students need to be given 5 to 10
  minutes to answer the question. In one case
  (Q69) only 44 of the students obtained the
  correct answer at the beginning of the class so
  the balance of the lecture was taken to reaffirm
  the concepts students needed to know to answer
  the question correctly.

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• 14. Which one of the structures below has an
  error?
• E I dont know

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• 18. What type is the carbon atom indicated by the
  arrow for Penicillin V?
• A primary (1o)
• B secondary (2o)
• C tertiary (3o)
• D quaternary (4o)

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• 19. The geometry of the double bond in the
  following compound can be described as
• A cis
• B trans
• C E
• D Z
• E this double bond has no geometrical isomers

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• 27. As represented, compound X is aromatic and
  has a pair of non-bonding electrons on the
  positively charged oxygen. In what orbital are
  these non-bonding electrons?
• A sp B sp2 C sp3
• D p E s

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Q 60. What is this compounds functional group?

• A alcohol B ether C carbonyl

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• A alcohol B ether C carbonyl

double bond group frequency region CO
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Q 61. This compound has how many carbon atoms?

• A 2 B 4 C 6

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• A 2 B 4 C 6

4
2
all sp3 carbons
3
1
sp2 carbonyl carbon of aldehyde or ketone
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• Q.69 The half-chair conformer of cyclohexane is
  less stable than the chair conformer because of
• A. steric strain
• B. angle strain
• C. torsional strain
• angle strain, torsional strain, and steric
  strain
• both steric and torsional strain

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• Q.69 The half-chair conformer of cyclohexane is
  less stable than the chair conformer because of
• A. steric strain
• B. angle strain
• C. torsional strain
• angle strain, torsional strain, and steric
  strain 44 correct
• E. both steric and torsional strain

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Q81. Rank the following cations in order of
decreasing stability. A. C gt A gt D gt
B B. A gt C gt B gt D C. C gt D gt A gt B D. B gt A gt D
gt C E. D gt C gt B gt A
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Q81. Rank the following cations in order of
decreasing stability. A. C gt A gt D gt
B B. A gt C gt B gt D C. C gt D gt A gt B D. B gt A gt D
gt C E. D gt C gt B gt A
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• Q85. Which of the following is the strongest
  acid?
• CH3CO2H B. ClCH2CO2H
• C. FCH2CO2H D. F2CHCO2H
• E. cannot tell without additional information

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• Q85. Which of the following is the strongest
  acid?
• CH3CO2H B. ClCH2CO2H
• C. FCH2CO2H D. F2CHCO2H
• E. cannot tell without additional information
• (one needs to know the inductive effect of the F
  atoms that assists in stabilization of the
  carboxylate anion)