iClickers: Technology and Pedagogy Michigan Tech eLearning Center for Teaching and Learning

Downloading the iClicker Software Point your browser to iclicker.com Select Downloads in the Support Menu

Choosing a Version Be sure to choose Windows or Mac Select the type of computer you will use in the classroom : Your laptop? Classroom computer?

iClicker Software After saving the file, right click and choose “Extract All” to unpack the files below in a location of your choice iClicker can be run from your H: drive or a flash drive – any location which you can access during class. The place you run it from is where data will be saved. Double click the iclicker executable to start iclicker

Create or choose a Course Click the NEW button and name or your course or…. Highlight and choose your existing course

The Main Clicker Screen Normally, you’ll start a session, but on your first trip you might want to adjust some settings… …which you can do with this button.

Some clicker options Enter the code on the back side of your blue instructor clicker to turn it into a remote that not only advances slides, but starts and stops polling and shows results. Don’t have an instructor clicker? Get one from eLearning! Most classrooms suggest a 2 letter frequency to avoid “crosstalk”. Unless you use the default frequency (AA), students have to make the change on their clicker too. This controls a message that reminds them to make that change.

Some clicker options Select Canvas Select what you would like displayed for roll call

The Polling Tab Having the timer count down creates a sense of urgency, and you can add more time if needed. You can set a default time that makes sense in your context. You can always adjust time as necessary during class.

There are two main “systems” you can use to score iclicker work The Scoring Tab The “participation” system gives a set number of points for meeting a selected criteria. (e.g. 5 points for answering at least 75% of questions asked.) Note that you can also cap the total number of points earned in each clicker session. (e.g. a maximum of 5 or 10 per class.) The “performance” system allows you to give a certain number of points for responding at all, and additional points if the answer is correct. (e.g. 1 point for responding, and 1 additional point for the correct answer.) After making any changes, hit “Set for Course” to save changes and return to the main screen.

Getting started in class Now that things are setup, you can just start a session each day. Starting a session will make this toolbar appear – you can move it to anywhere you like on the desktop

The toolbar Clicking this button shows or hides a bar graph of received responses. Remember that if you set up your instructor clicker, you can also do these things with your clicker! Clicking this button starts a question poll While a poll is active, the start button becomes a stop button, and the timer counts up or down as you set it.) The third button has additional tools used less often in iclicker

Class Roster (Version 6.23) Before you use the most common of those tools (roll call registration) to connect clicker numbers with students, a comma delimited roster file needs to be updated. http://www.iclicker.com/uploadedFiles/Content/Support/User_Guides/Canvas_Instructor_Guide.pdf You will need a list of students in your class in the order last name, first name, username separated by commas and no more than one space. Downloading your Canvas gradebook gives you a good starting point…

Class Roster (Version 6.1 or older) Within the downloaded iclicker software, save the gradebook csv file by toggling to the “Classes” folder and then the folder with your class name. Don’t forget to save the file as roster_canvas.csv!

Roll Call Registration Once you’ve updated your roster, you can choose “Roll Call Registration” from the tools menu off of this button. Each student hits a sequence of two letters (the first shown here) to attach his/her clicker number and name The registration program scrolls through everyone in the roster 5 names at a time.

Pedagogical Suggestions… It’s important to realize that most learning gains due to clickers come from using them in specific ways within class. Eric Mazur’s Peer Instruction encourages questions to be asked TWICE – with a discussion between neighboring students in between. Clicker questions can be used as effective ways for students to commit to predictions before demonstrations that address common misconceptions. Clicker questions can also be used to review material recently covered, check previous knowledge, or gauge opinions Clickers should generally NOT be used just to take attendance, as students generally resent being asked to buy a clicker for this purpose.

Advantages of clickers Active learning lasts longer than passive listening When answering questions, they remember the answers better They will remember answers better if they discuss with peers Allow you to find out whether they understand without their having to raise their hands

Kinds of clicker questions Factual questions (learning begins with knowledge and information details) Conceptual questions (addressing common student misconceptions about the material’ getting students to discuss/argue/debate and try to convince each other of the correct answer) Thought-provoking questions (including polling)

Question example 1 An object has zero velocity. Its acceleration Could be positive or negative Must be zero Could be positive, negative, or zero

Question example 1 An object has zero velocity. Its acceleration Could be positive or negative Must be zero Could be positive, negative, or zero

Question example 1 An object has zero velocity. Its acceleration Could be positive or negative Must be zero Could be positive, negative, or zero

iGrader are After class, you can manage the grades, points and questions using iGrader. Double click the igrader executable

In your first class Discuss why students will be using clickers. Discuss how you will assign clicker grades (5-10%). If your emphasis is on discussion and learning the concept, tell them this explicitly. Describe participation credit. Explain how you will handle clicker problems or absences. (Possibly drop lowest four scores.) Talk about cheating.

Other suggestions Include conceptual questions on exams Share questions with others Practice

Center for Teaching and Learning Questions? For further pedagogical ideas or questions about clickers, please contact: Michigan Tech’s Center for Teaching and Learning 487-2046 eLearning@mtu.edu