Audience Response Systems Using Clickers at the Ed School ABCD-TIE Meeting April 7th, 2008

Initial Research Summer 2007 –Faculty members express interest in the technology –Began researching various audience response systems Communication with fellow Harvard affiliates –Information from Douglas von Wieren –Personalized system in use at FAS Demo by Turning Point sales representative –One of the industry leaders in clicker technology –Already dealing with Harvard University

Pilot Classroom Professor Meira Levinson –A-127: Civic Identity/Education in a Multicultural Context –Analyze and evaluate civic education approaches Class overview: –20 students –Light lecture combined with heavy class discussion –Students are arranged in a u-shaped configuration  Designed to encourage open dialogue –Laptop computers are not used

Pedagogical Challenge Incorporate “real-time” question and answer interaction –Poll students to get a feel for overall opinions and ideas Receive “in-the-moment” responses from all students –Response results trigger class discussion and debates Analyze and compare response data throughout semester –Look for patterns and changes Fit this process efficiently into a two hour class period

Initial Design Professor polls the class through question and answer –Each student takes a moment to orally respond –Responses are noted manually Benefits: –Easy implementation –Students are used to this traditional format Drawbacks –Trying to solicit initial information takes time –Leaves less time for analysis and discussion

Current Pilot Design Professor polls the class using an Audience Response System –PowerPoint slides display questions (multiple choice) –Each student responds using a clicker –Responses are instantly tabulated and displayed to the class Benefits: –Quick and efficient way to gather information –More time left over for data analysis and discussion –Results can be stored and used in later class sessions Drawbacks –Professor must take time to learn the software

Student Feedback “Clicker results are a good starting point for deeper discussions.” “Displaying the results seemed to facilitate observations that might have been difficult to detect in a traditional discussion.” “It was fun to feel like we had quickly co-constructed something and then could immediately wrestle with the displayed ideas.” “I appreciate the effort that went in to trying something new in the classroom.” “Comparing past and present results has been interesting.” “The clicker exercise was very revealing, but after our follow-up discussion, I wish I could go back and change my answers!”

Pedagogical Challenge Incorporate “real-time” question and answer interaction –Poll students to get a feel for overall opinions and ideas Receive “in-the-moment” responses from all students –Response results trigger class discussion and debates Analyze and compare response data throughout semester –Look for patterns and changes Fit this process efficiently into a two hour class period