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Click Now: Integrating Clickers into Library Instruction (VLA 2010). Gail Flatness, Marymount University Mary Hanlin, Tidewater Community College, [email protected] or (757) 822.2133 Barbara Siller , Marymount University. What best describes your position. Teaching Librarian

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Click now integrating clickers into library instruction vla 2010
Click Now: Integrating Clickers into Library Instruction(VLA 2010)

Gail Flatness, Marymount University

Mary Hanlin, Tidewater Community College,

[email protected] or (757) 822.2133

Barbara Siller, Marymount University


What best describes your position
What best describes your position

  • Teaching Librarian

  • Instructional Technologist

  • Other librarian

  • Teaching/Research Faculty

  • Administrator

  • Other


Where do you work
Where do you work?

  • College/University Library

  • Public Library

  • School

  • Other



Rate your ability to use an audience response system
Rate your ability to use an audience response system

  • No experience

  • Beginner

  • Moderate

  • Pretty good

  • Expert user



Clickers is a generic term for
CLICKERS is a generic term for:

  • Audience Response System (ARS)

  • Classroom Response System (CRS)

  • Classroom Performance system (CPS)

  • Personal Response System (PRS)

  • Student Response System (SRS)


Audience response systems can be useful for
Audience response systems can be useful for

  • Engaging students

  • Motivating students

  • Obtaining rapid feedback

  • Assessment of an LI program

  • All of the above


Types of questions
Types of Questions

  • Demographic

  • Assess level of pre-knowledge

    • Self or pre-test

  • Recall

    • Assess ongoing learning in class

  • Conceptual

    • Promote Discussion

  • Formal assessment

    • Post test

Questions:

Demographic

Recall

Conceptual



Maximize your success
Maximize your success to learn

  • Have clear learning objectives and idea of how clickers can support

  • Design good questions

  • Allow extra time in class

  • Practice

  • Test each classroom

  • Allow extra time before and after class

  • Explain to students why and what you are doing


More advice
More Advice to learn

  • Show question before deliver possible answers

  • Don’t show results as voting

  • Discussion: all partly right. Show question vote; discuss; vote again and then show answers.

  • Polling:


Advantages to clickers
Advantages to clickers to learn

  • Active learning

  • Good in large classrooms, especially if no chance for practice

  • Quick gauge of understanding

  • Assessment

    • Formative and summative

  • Foster discussion

  • Give students voice in what will be taught


Disadvantages
Disadvantages to learn

  • Takes time in class

    • Cover less content

  • May not cover all learning objectives if students feedback shows there are problems

  • Technology can be an issue if

    • you teach in many different rooms and students not used to using clickers

    • you are not comfortable with technology

  • Difficult in one shot LI to get “deeper” learning


What have you liked most about vla so far clickers responses are anonymous
What to learn have you liked most about VLA so far? (Clickers responses are anonymous.)

  • The speakers.

  • The sessions.

  • The vendors.

  • The food.

35

Mean =


Assessment using clickers
Assessment Using Clickers to learn

  • Formative Assessment: Can be used to very quickly determine how to reframe and adapt class content.

  • Summative Assessment: Can evaluate overall learning outcomes and combine data from multiple classes.

  • Learning outcomes: Can create consistent and standardized learning goals and while focusing on what students really need to know for a particular class.

  • Data: Can capture measurable and quantifiable student knowledge/learning.


What i do
What I do: to learn

  • I begin with a few clicker questions to gauge extant student knowledge.

  • Based on responses of first few questions, I determine what to focus on.

  • Not using clickers: I have the student spend most of her/his time working on prepared searches, and then do their own searches.

  • I return to a “clicker quiz” at the end.


Clicker philosophy
Clicker Philosophy to learn

  • I try to be consistent with the questions I ask and only occasionally revise the questions.

  • I generally only use clickers if I have an 1:15 minute class.

  • I focus on using them in Freshman Composition classes and do not use them with Developmental classes.

  • Try to focus more on students conducting their own research, rather than using the clickers.


Formative assessment
Formative Assessment to learn

  • Using “clickers” in the first few slides, serves to

    • 1. engage them early on

    • 2. Quickly determine what they really know.

  • Using “clickers” early on and letting them know that there will be a “clicker” quiz at the end, makes them more vested in the learning process.



Summative assessment
Summative Assessment to learn

  • Can be used to aggregate student responses from many different classes.

  • Can suggest over time what is being retained and what is being lost.

  • Can allow the librarian to change her pedagogy focusing more on the areas that students conceptually struggle with.


Learning outcomes
Learning Outcomes: to learn

  • Learning Outcomes (my definition): What you want the student to learn and why you want the student to learn it.

  • Allow the instructor to implement standardized learning goals without focusing too much time on the things students already know.


Data: to learn

  • Generally speaking, it takes less time to conduct a clicker quiz that to have students respond to a “grade-able” paper quiz.

  • Data are incredibly easy to produce with clicker software.

  • Provides a quantifiable way of showing that the students not only “liked” something, but learned something.

  • Can be used to clearly articulate the viability of library instruction.

  • Aren’t methodologically sound to be used as a scientific instrument of assessment.


Some final practical observations
Some to learn final practical observations:

  • Clickers can be overused and may be a technology that students become bored with.

  • A computer needs at least two gigs of RAM to work well with clickers.

  • The clickers’ batteries die after two years but can easily be replaced.

  • Slides sometimes freeze, especially at the end, so save data as soon as you are finished conducting session.

  • Overall, they are worth learning and using, but consider the context before you determine their use.


What more would you like to know about clickers
What more would you like to know about clickers? to learn

  • How to actually create clicker slides and conduct assessment.

  • What they cost.

  • What type of brands to consider.

  • Nothing.

:35


Thanks again
Thanks Again to learn

Gail Flatness, Marymount University

Mary Hanlin, Tidewater Community College,

[email protected] or (757) 822.2133

Barbara Siller, Marymount University


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