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Technology and Active L earning: Clickers

Technology and Active L earning: Clickers. Drew Kohlhorst, PhD Assistant Director, Emory Center for Science Education Instructor, Georgia State University, Dept of Biology. Clickers and Student Engagement. Personal Response Systems. Types of Clickers. Traditional

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Technology and Active L earning: Clickers

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  1. Technology and Active Learning: Clickers Drew Kohlhorst, PhD Assistant Director, Emory Center for Science Education Instructor, Georgia State University, Dept of Biology

  2. Clickers and Student Engagement Personal Response Systems

  3. Types of Clickers • Traditional • TurningPoint (TurningTechnologies); eInstruction • iClicker (iclicker) • SMART Response • Hardware-minimized • PollEV (PollEverywhere) • SMART Response CE & VE • Socrative • Student Requirements: Handheld response device • Instructor Requirements: Receiver base & handheld response device • Student Requirements: Smartphone, laptop, internet or cellular connection • Instructor Requirements: • Internet-connect device, publisher software

  4. Face the Fats:The Biochemistry of Lipidsby Nancy A. RiceWestern Kentucky University http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=592&id=592

  5. How To Vote via Texting using PollEV EXAMPLE Standard texting rates only (worst case US $0.20) We have no access to your phone number Capitalization doesn’t matter, but spaces and spelling do TIPS

  6. Let’s learn about you… • What level of student-student interaction do you want in your classroom? • What level of control over your classroom are you as an instructor comfortable with having (or NOT having)? • How willing are you to take a risk in your instructional methods?

  7. Classroom Resources for Clickers • Text Publishers • National Center for Case Study Teaching in Science (NCCSTS) • CasesONLINE (http://www.cse.emory.edu/cases/) • BioQuest (bioquest.org) • ScienceCaseNet (sciencecasenet.org) • Adapt & Adopt

  8. Implementation • Understand how the technology fits in with your learning objectives • How will this technology in your classroom setting? • Pick only 1 NEW technology per semester • SELL IT!!! • Have a back-up plan

  9. Technology and Active Learning: Clickers Drew Kohlhorst, PhD Assistant Director, Emory Center for Science Education Instructor, Georgia State University, Dept of Biology

  10. Select Additional Resources • Caldwell, J. “Clickers in the Large Classroom: Current Research and Best-Practice Tips” 2007 CBE – Life Sciences Education • “How to Write a Clicker Case Teachers Want to Teach and Students Enjoy!” Eric Ribbins Western Illinois University Dept of Biology • James R. MacArthur and Loretta Jones “Self-Assembled Student Interactions in Undergraduate General Chemistry Clicker Classrooms” 2013 Journal of Chemical Education • Martyn, M. “Clickers in the Classroom: An Active Learning Approach” 2007 Educause Quarterly • Yun, K. and Maureen Lojo. “The Effect of Clickers on Student Learning” 2010 Academic Exchanges Quarterly v14, 1

  11. Bloom’s Taxonomy Lower Level Bloom’s Learning • Demonstrate rote or surface learning • Declarative or Procedural Knowledge • Answers found in the assigned materials Higher Level Blooms Learning • Meaningful or deep learning • Learning that goes beyond textual material in that they must be inferred or extrapolated from the material in the assigned material. • Creativity, originality and critical thinking required • Student required to think in terms of real world performance

  12. How does technology help students achieve higher order thinking?

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