THE USE OF POLLING TECHNOLOGY AND ITS EFFECT ON LEARNING 電子投票表決工具在教學上的 應用與創新 孫之元 (Jerry Sun) 國立交通大學 教育研究所 數位學習組

Outline  Cone of Distraction  Clickers and Web-based Polling  USC’s PollEverywhere Pilot  Polling Technology Study Phase II  Polling Technology Study Phase III  Other E-Learning Tools  The Future of E-Learning

Clickers Defined  Dedicated classroom devices used by students who "vote" by entering their responses.  Attendance  Concept questions used to gauge student understanding of key themes  Summative assessments that might count as test or quiz grades

A Brief History of Polling  Emerges from CCS’s, Classroom Communication Systems (90’s)  Infrared IR Clicker Systems (early 00's) IR = TV remote Affordable, but limited by shorter range and need for line of sight  RF Clicker Systems (middle 00's) RF = garage opener More reliable reception, longer range, not limited to line of sight  Web-Based Clicker (now) Web device

Meeting the challenge  Use technology: “clickers”  Formative assessment  Summative assessment  Pros  Easy to use  Well-received by students  Cons  Students need to remember to bring them  “Was my answer received?”  $$  A little tricky getting the scores

Pilot Study in Spring 2010  Five classes  TurningPoint (clickers)  PollEverywhere  Survey students about their levels of engagement  Measure the effect of PE on JiTT

Web- or SMS-Based Polling  Alternative technology for web-based polling to complement and/or replace the existing USC polling/clicker standard TurningTechnologies.  Eliminate the need for a dedicated polling device (clicker), resulting in a potential saving for students.  Provide students flexibility in responding to polls (Web- and SMS- based polling).  Provide instructors flexibility in conducting polls (in- and out-of-class polling).  Contribute to assessing the technology demands by applying the evaluation results to other Web 2.0 technologies.  Provide useful information to PollEverywhere, facilitating the process of designing an education specific version to meet the needs of USC academic community.

JiTL/PoTL Study: Phase II  Examined the effects of "Plenty of Time Learning" (PoTL) on student self-efficacy, anxiety, engagement, and academic performance in comparison to "Just in Time Learning" (JiTL).  Focused on examining the role of pre-class polling on self-efficacy and anxiety in a population of freshmen students enrolled in a learning strategies course. Enhancing motivation-related behavior via in-class polling for this student population is particularly important because of its implications on their level of academic performance.

Phase III

E-Learning Tools 1. Blogs 2. Wikis 3. Podcasts 4. E-portfolios 5. Social Networking 6. Social Bookmarking 7. Photo Sharing 8. Second Life 9. Online Forums 10. Video messaging 11. E-books 12. Instant Messaging 13. Skype 14. Games 15. Mashups 16. Mobile Learning 17. RSS Feeds 18. YouTube 19. Audiographics

The Use of Polling Technology and its Effect on Learning 電子投票表決工具在教學上的應用與創新 Thank You! Questions and Comments? 孫之元 (Jerry Sun) 國立交通大學 教育研究所 數位學習組