Clicker Readings, Video, UW Pages and iClicker Software
Contents
Clicker Guide
Collections of Articles
- Classroom Response System Bibliography
Derek Bruff, Assistant Director, Vanderbilt Center for Teaching
A good collection of articles (with links to the papers) on the impact of
clickers on student learning, including sections grouped by university subject.
Selected items are:
- Caldwell, J.E. (2007). Clickers in the large classroom: Current research and best-practice tips. Life Sciences Education, 6(1), 9-20.
- Fies, C., & Marshall, J. (2006). Classroom response systems: A review of the literature. Journal of Science Education and Technology, 15(1), 101-109. There is some trouble downloading this paper.
- Beatty, I. (2004). Transforming student learning with classroom communication systems. Retrieved June 13, 2007.
- Judson, E., & Sawada, D. (2006). Audience response systems: Insipid contrivances or inspiring tools?. In Audience response systems in higher education: Applications and cases. Hershey, PA: Information Science Publishing.
- Kaleta, R., & Joosten, T. (2007). Student response systems: A University of Wisconsin study of clickers.
- Penuel, W.R., Roschelle, J., Crawford, V., Shechtman, N., & Abrahamson, L. (2004) CATAALYST workshop report: Advancing research on the transformative potential of interactive pedagogies and classroom networks.
- Banks, D.A. (Ed.). (2006). Audience response systems in higher education: Applications and cases. Hershey, PA: Information Science Publishing.
- Duncan, D. (2005). Clickers in the classroom: How to enhance science teaching using classroom response systems. San Francisco: Pearson Education.
- Guthrie, Rand W., and Anna Carlin, .Waking the dead: using interactive technology to engage passive listeners in the classroom,. presented at the 10th Americas Conference on Information Systems, New York, NY, 2004.
Derek also has a page explaining clickers:
Classroom Response Systems
Articles
- On designing questions:
- Transforming Student Learning with Classroom Communication Systems
Ian Beatty, University of Massachusetts Amherst, EDUCAUSE Research Bulletin,
V2004,Issue 3, 2004.
- Designing Effective Questions for Classroom Response System Teaching
Ian D. Beatty, William J. Gerace, Robert J. Dufresne, Am. J. Phys. 74, 31 (2006).
- Best Practices for Writing Clicker Questions
Derek Bruff, 2010.
- Six Approaches to Clicker Questions: What Are Your Learning Goals?
from the iClicker company.
- Writing Great Clicker Questions: Faculty Workshop is a 50 minute video
by Stephanie V. Chasteen. University of Colorado at Boulder.
with Powerpoint pdf: Writing Clicker Questions and
handout.
More workshop resources are located at the Science Education Initiative at the University of Colorado, Bolder.
- How to Use Clickers Effectively
from the Carl Wieman Science Education Initiative video page.
- Creating a Good Clicker Question for a Flipped Classroom is a seven minute video from
UCSD Center for Teaching Development.
- Improved Learning in a Large-Enrollment Physics Class
Louis Deslauriers, Ellen Schelew and Carl Wieman,
Science 13 May 2011: V l. 332 no. 6031 pp. 862-864
An in-class experiment using Active Learning during 1 week of a second term physics class yields average test scores of 74% versus 41% (for the non-active class) on the week's topic.
- Examining the benefits and challenges of using audience response systems: A review of the literature
Robin H. Kay, Ann LeSage1,
Computers & Education Volume 53, Issue 3, November 2009, Pages 819-827
- Where's the evidence that active learning works?
J. Michael, Advances in Physiology Education 30, 159-167, 2006
- Showing Up: The Importance of Class Attendance for Academic Success in Introductory Science Courses
Editorial: THE AMERICAN BIOLOGY TEACHER, VOLUME 65, NO. 5, MAY 2003, pp 325
One study looked at in particular shows class attendance increasing when weekly reminders over the term spoke of the correlation between attendance and marks.
By using the tools of physics in their teaching, instructors can move students from mindless memorization to understanding and appreciation.
For more than a decade, reports from expert panels have called for improvements in science education. There is general agreement thatscience courses consisting of traditional lectures and cookbooklaboratory exercises need to be changed. What is required instead is"scientific teaching," teaching that mirrors science at itsbest-experimental, rigorous, and based on evidence. This Policy Forumexplores the reasons for the slow pace of change in the way science istaught at research universities and offers recommendations for faculty,staff, and administrators at research universities, funding agencies,and professional organizations in order to accelerate the reform ofscience education. To help faculty initiate change in their ownclassrooms, this forum includes extensive resources to guide thetransition to tested, effective instructional methods, which includegroup-learning in lectures, inquiry-based laboratories, and interactivecomputer modules.
A survey of pre/post-test data using the Halloun-Hestenes MechanicsDiagnostic test or more recent Force Concept Inventory is reported for62 introductory physics courses enrolling a total number of studentsN=6542. A consistent analysis over diverse student populations in highschools, colleges, and universities is obtained if a rough measure ofthe average effectiveness of a course in promoting conceptualunderstanding is taken to be the average normalized gain g. Thelatter is defined as the ratio of the actual average gain(post - pre) to the maximum possible average gain (100 - pre).Fourteen "traditional" (T) courses (N=2084) which made little or nouse of interactive-engagement (IE) methods achieved an average gaingTave=0.23 +/- 0.04 (std dev). In sharp contrast, 48 courses (N=4458)which made substantial use of IE methods achieved an average gaingIEave=0.48 +/- 0.14 (std dev), almost two standard deviations ofgIEave above that of the traditional courses. Results for 30(N=3259) of the above 62 courses on the problem-solving MechanicsBaseline test of Hestenes-Wells imply that IE strategies enhanceproblem-solving ability. The conceptual and problem-solving testresults strongly suggest that the classroom use of IE methods canincrease mechanics-course effectiveness well beyond that obtained intraditional practice.
Subject-related Articles and Clicker Question Collections
- Chemistry concept questions University of Wisconsin-Madison Chemistry Department.
- Undergraduate Astronomy concepTest questions by Paul Green, Center for Astrophysics, Harvard
University.
- Links to Astronomy, Chemistry, Earth Science, Physics, Math concept tests
(some repeats from above).
Videos
- Eric Mazur videos
(Mazur Group
Peer Instruction, Physics and Education, Harvard).
- 2 minute YouTube video
From Questions to Concepts: Interactive Teaching in Physics
- 11 minute video excerpt
From Questions to Concepts: Interactive Teaching in Physics
- Confessions of a Converted Lecturer,
Fall 2009 Physics Department Colloquium, Harvard, 73 min.
- Confessions of a Converted Lecturer,
August 20, 2010, University of Maryland (UMBC), 80 min.
http://www.youtube.com/watch?v=WwslBPj8GgI
- How the Mind Tricks Us (8 parts, each about 10 min)
Insights from neurobiology and cognitive psychology into understanding
how the mind processes information - visual information in this series.
1,
2,
3,
4,
5,
6,
7,
8.
- Not all available right now: A dozen 1 minute video clips about preparation, use of, and reaction to
clickers in a class of about 150 3rd year biology students in BIO 365
courtesy of
Dee Silverthorn,
School of Biological Sciences, UTexas.
A good starter set to watch in 5 minutes is
- Intro: why clickers
- Question-writing skills + Bloom's taxonomy (different question levels)
- Start small
- First steps
- Index Cards
- Limitations
Books
Local web pages about clickers
iClicker clicker information
To instructors using clickers in their course:
- Grab a copy of the iClicker software (see link below).
- Read the page about iClicker settings (see link below).
- Read the page about managing clicker marks (see link below).
- Add a student clicker registration page to your course in LEARN (see IST clicker link below).
Paul Kates
Mathematics Faculty CTE Liaison
pkates@uwaterloo.ca, x37047
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