Enhancing Learning and Retention through Technology Sean Semple Programmer Jeff Waits Video / Multimedia Specialist

Enhancing Learning and Retention through Technology Problems with a typical Statistics Class: 1) Not enough time to collect homework 2) Not enough time to give in-class quizzes 3) Attendance drops off after few weeks 4) Average exam score = “ F ” H yper -I nteractive T eaching T echnology

REVOLUTION IN TEACHING ALL-DIGITAL CLASSROOM: Personalized Remote Control Units For Every Student! Every student participates Track performance daily Instant, accurate feedback Better education/lower costs Ken Armstrong Instructor of Information Systems Walton College of Business Administration

Key Properties of Remote Control Units Unique transmission code for each remote Each student is responsible for having their own remote Instantaneous acquisition, so class time is not sacrificed All information is digital, allowing the computer to do all the grading

CLASSROOM HARDWARE

How it Works

QUESTION: Which of the following is not the goal of descriptive statistics? Enter “A”Summarizing data Enter “B”Displaying aspects of the collected data Enter “C”Estimating characteristics of the population Enter “D”Reporting numerical findings Enter “E”None of these Computer Projector Receiver Remote Control How it Works

Computer Projector Receiver Remote Control How it Works Histogram “A” “B” “C” “D” “E”

(1) Mandate Attendance (2) Mandate Participation (3) Mandate Pre-Class Preparation EMPOWERMENT!! TRANSLATION: Student’s are doing Statistics everyday of the semester!

PHYSICS EXAMPLE: In chapter 12, which quantity is always measured to be the same for all observers? “A”force of gravity “B”speed of sound “C”force of friction “D”speed of light “E”None of these ACTION: “Reading Question” Instructor’s Ideal Goal: students should read chapter before coming to class

Action: “Concept Question” PHYSICS EXAMPLE: When compared to bulb#1, bulb#2 will be? “A”brighter “B”dimmer “C”no change is brightness “D”not enough information to determine “E”None of these Battery Bulb#1 Wires Bulb#2 Wires Battery Bulb#3 Instructor’s Ideal Goal: students develop reasoning ability

ACTION: “Quantitative Question” PHYSICS EXAMPLE: To get to school you drive 2.7 mi East in 5 min., then 1.2 mi South in 10min. followed by 3.7 mi at 30º South of East in 15 min. What is the magnitude of your average velocity? “A”12 mi/hr “B”13 mi/hr “C”14 mi/hr “D”15 mi/hr “E”None of these Instructor’s Ideal Goal: students can solve word problems

How The Responses Get Graded Instructor remote “educates” computer Grading scheme: 3 pts for correct, 1 pt for wrong, 0 no answer Course Grade: In-Class pts equal 10%, 20%, or 50%! YTD results can be exported to Excel and then made available to students on-line Dr. Rita Littrell Associate Director, Bessie Moore Center for Economic Education

Benefits to Instructor (1)Students attend the class everyday, all semester (2)Students pay attention during class (3)Accurate and immediate feedback on student skill level (4)Students actively participate during class (5)Pace of class determined by students (6)Students come to class prepared (7)Students are doing Statistics everyday! Not only on exam day.

(1)Students like the instantaneous feedback (2)Students like having grade credit spread out over many questions (3)Students like grade credit for reading the chapter (4)Students like that they develop better study habits (5)Students like to fantasize that they are on “Who Wants To Be A Millionaire?” Benefits to Student

Results of Our Study (same students over two semesters without and with remotes) Without Remotes With Remotes

Summary: A Revolution in Teaching is Happening I’ll never teach a class again (large or small) without using remotes– benefits too great Remotes are a simple, flexible, powerful tool for mandating student action Remotes “even the playing field” – everyone anonymously participates (benefits unknown!) Remotes allow everyone to share information (good students bring up rest of class)