P1253037163CfqDV

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Education Clicker Study
2007 CAAA Annual Conference

• Bob Sproule
• University of Waterloo
• Barbara Trenholm
• University of New Brunswick

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Clicker Vendors

• GTCO Calcomp
• www.gtcocalcomp.net
• eInstruction
• www.einstruction.com
• Turning Point
• www.turningtechnologies.com

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PRS Device Instructions
Clicker Instructions

• Slide the Power Switch up (from 0 to I) to turn
  the clicker on.
• The clicker will automatically scan for a class
  to join. When the clicker finds the class
  CAAA-JUNE2, press the enter button ( ) to
  join the class.

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PRS Device Instructions
Clicker Instructions

• To answer a question, press the multiple choice
  letter, True (T) or False (F) button, or enter a
  numeric answer using the input keys. Press the
  enter button. You will see received in the
  LCD display.

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Clicker Question

• Which statement is closest to describing your
  experience with clickers
• Never heard of them
• Heard of them but dont know much
• about them
• C. Have seen them demonstrated but never used
  them (before today)
• Have used them as a participant
• Have used them as an instructor

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Clicker Question

• If you have used clickers before, either as a
  participant or as an instructor, which clicker
  model did you use most frequently?
• GTCO Calcomp (PRS)
• eInstruction (CPS)
• Turning Point
• Some other model

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UNB Clicker Study
Goal 1 To select the best vendor and standardize

• Research

Refine plan w. volunteers
Select 3 vendors negotiate terms
Sept. 1st
Nov. 1st
Dec. 15th
Setup debug hw/sw
Find volunteer instructors
Debrief
Select
St. Survey 1
St. Survey 2
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Clickers Forum (Support Site)
UNB Clicker Study
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Clicker Question

• How many different clicker models were tested
  during UNBs pilot study?

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Strengths and Weaknesses of Clicker Models Tested
UNB Clicker Study

• All have strong and weak points. The best would
  probably be a hybrid
• Initially more time consuming for instructors,
  than expected, despite being marketed as user
  friendly
• Cautions Check out set up and registration
  process, compatibility with Mac, podcasting
  software, PPT software, date format, etc.

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Why UNB Chose GTCO-Calcomp
UNB Clicker Study

• Single function buttons allows numeric and text
  entry
• Displays answer selected, as well as sending and
  receiving
• Highest contrast largest font display visually
• Good PPT integration
• Software easier to use for professor than
  eInstruction
• Only software compatible with (recent Intel) Macs
  at the time
• Best price

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UNB Clicker Study Goals
UNB Clicker Study

• Goal 1
• To select the best vendor and standardize
• Goal 2
• To test instructional strategies and research
  changes in student learning experience

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Research Design
UNB Clicker Study

• Three different classes four different sections
• Class 1 did not use clickers (Section 1)
• Half the students used clickers in Class 2
  (Sections 2 and 3)
• Class 3 class used clickers (Section 4)

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Research Design
UNB Clicker Study

• Attendance
• Performance
• Measured at three levels of comparison
• By clicker usage
• By class
• By section

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Clicker Question

• Do you think that the use of clickers resulted in
  a significant difference in attendance?
• True
• False

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Findings?Attendance
UNB Clicker Study

• Significant differences by clicker usage
• No significant differences by class
• Significant differences by section

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Clicker Question

• We found significant differences by clicker
  usage. When comparing the two groups, do you
  think a significant difference in attendance was
  found in those students using clickers or in
  those students not using clickers?
• Students who used clickers
• Students who did not use clickers

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Findings?Attendance
UNB Clicker Study

• Significant differences by clicker usage
• Surprisingly, students not using clickers had
  higher attendance
• No significant differences by class
• Mixed class had higher attendance, but not
  significantly so
• Significant differences by section
• Surprisingly, students not using clickers in the
  mixed class had higher attendance

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Student Opinions?Attendance
UNB Clicker Study
Q How do you feel the use of clickers affected
student attendance in this course? A I do not
feel that the use of the clickers affected
student attendance in this course because use of
the clickers was strictly voluntary and did not
count for any marks and it was all anonymous.
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Student Opinions?Attendance
UNB Clicker Study
Q How do you feel the use of clickers affected
student attendance in this course? A I dont
think it necessarily affected attendance. I cant
imagine anyone avoiding class to avoid the
clickers and those who never come to class
wouldnt be enticed into coming because of them.
They are beneficial for those who choose to come
to class but I dont think they are a determining
factor.
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Clicker Question

• Do you think the use of clickers resulted in a
  significant difference in performance?
• True
• False

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Findings ?Performance
UNB Clicker Study

• No significant differences by clicker usage
• Significant differences by class
• Significant differences by section

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Clicker Question

• In which class do you think we found a
  significant difference in performance?
• Class 1
• No students used clickers
• Class 2
• Half of the students used clickers and half of
  the students did not use clickers
• Class 3
• All students used clickers

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Findings ?Performance
UNB Clicker Study

• No significant differences by clicker usage
• Significant differences by class
• Students in the mixed class earned a higher grade
  on all course components
• Significant differences by section
• Students using clickers in the mixed class had a
  higher grade on all course components (quizzes,
  tests, exam) except for assignments
• Students not using clickers in the mixed class
  had a higher grade on assignments

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Student Opinions?Performance
UNB Clicker Study
Q How do you feel the use of clickers affected
student learning in this course? A It actually
made the students using clickers put in an effort
to find the answer, and it also allowed
non-clicker students the ability to see if they
understood the material with a clicker question
every so often.
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Student Opinions?Performance
UNB Clicker Study
Q How do you feel the use of clickers affected
student learning in this course? A I did not
have a clicker so I cannot say for sure. I just
wrote down the questions as they came on the
screen and think I benefited just as much. That
way, I could do them, but also have them later to
look at when preparing for quizzes and exams. I
think I got the same if not more out of it,
simply writing them down.If I had a clicker, I
would probably have just tried to do them in my
head, which wouldnt have been as effective of a
learning strategy for me personally.
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Future Research
UNB Clicker Study

• Impact of the environment (e.g., mixed and
  interactive use of technology) on student learning

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Course Response Systems
Waterloo Clicker Study

• The course I teach
• My philosophy towards the use of Course Response
  Systems

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Clicker Question

• When using a Course Response System in a course,
• students who use them will obtain higher grades.
• you will have the ability to determine the level
  of understanding concerning a concept.
• you should only assign marks based on whether the
  question was answered correctly.
• there are no issues surrounding academic
  integrity with the use of this technology.

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Course Response Systems
Waterloo Clicker Study

• The course I teach
• My philosophy towards the use of Course Response
  Systems

• The technology I use
• Issues with Course Response Systems technology
  and data storage
• Issues with Course Response Systems in the
  classroom

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Clicker Question

• When using a Course Response System in a
  multi-section course,
• students will share questions and correct answers
  from earlier classes to later classes.
• you will have students seeing you before class
  about forgetting their clicker or not being
  able to log in.
• you will have students telling you that they did
  send their answer before the time on the question
  expired.
• All of the above.

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Course Response Systems
Waterloo Clicker Study

• Use of Course Response Systems before a
  discussion to assess knowledge

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Clicker Question

• The term used to describe how quickly a companys
  assets can be turned into cash is
• last in, first out.
• cash flow.
• liquidity.
• leverage.

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Course Response Systems
Waterloo Clicker Study

• Use of Course Response Systems before a
  discussion to assess knowledge
• Use of Course Response Systems after a discussion
  to apply concepts covered

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Clicker Question

• A supplier needs to understand accounting
  information in order to determine,
• if a customers business is located in the right
  city.
• the quality of a customers products.
• whether a customer will have difficulty in paying
  what they owe to the supplier when due.
• whether a customer has the right staffing mix.

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Clicker Question

• According to Herzbergs theory, which of the
  following actions will have the biggest possible
  impact on motivation?
• Decreasing the scope of responsibility so that an
  employee can become more proficient with a
  narrower job content.
• Arrange for more company sponsored social events.
• Instituting an Employee of the Month award.
• Adding more perks at the office, including
  on-site fitness and day-care facilities.

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Clickers
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Clicker Question

• I think clickers should only be used in classes
  with large numbers of students.
• True
• False

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Clicker Question

• I would classify a class of more than ?
  students as a large class.

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Clicker Question

• I would like to use clickers in my classroom in
  the future.
• True
• False

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Questions

• Bob Sproule bsproule_at_uwaterloo.ca
• Barbara Trenholm trenholm_at_unb.ca