Using Classroom Communication Device (cps) to Enhance Effectiveness in Large Class Teaching presented by Charles Chiu, Bob Duke, Kathy Schmidt and Art Woods Cps-presentation in RLM4.102, April 28, 2003

Outline  Provost’s new initiative: promoting excellence in large class Teaching (Duke)  Current use of CPS in College of Natural Science (Chiu)  Using CPS as a teaching tool to promote effective teaching (Woods)  Use of CPS in College of Engineering (Schmidt)  Survey/Costs/Tech-support/Discussions

Demo: Using CPS Do you teach a large class? A. Yes. always. B. Yes, sometime. C. Not now, but will teach in future. D. No. It is always small class.

Do you ask questions in the middle of your lecture A. Yes, frequently. B. Yes, occasionally. C. Never.

Use of CPS in a physics class Short Pause: Break monotony of straight lecture. From passive note taking to active thinking. Promote interactive discussion between neighbors. Feedback to instructor/students Resources:  Interactive Quiz library for Phy303, Sec III.3 ~ctalk.  CPS-problems on web (Underconstruction: If interested, contact C. Fred Moore: ): Biology, chemistry, math, physical-science and physics. CPS-problems on web

The CPS-system and Classroom Communication Devices CPS-system is one of Classroom Communication Devices which are designed: to promote classroom attendance and participation, to engage students’ attention, and to make the instructor more aware of the comprehension level of the class. Examples: Classtalk, Classroom Performance System (CPS), Personal Response System (PRS) …

UT-cps-Support Project  We started using classtalk (the wired version of classroom communication device) in  UT-cps-support project was initiated in Help interested instructors to quickly incorporate the use of cps into their teaching repertoire.  We hope this effort will lead to a wider use of cps on our campus and contribute a definite impact on our undergraduate education.

What should an instructor do? Homepage: Instructor, who plans to use CPS next fall in multimedia class rooms equipped with CPS (see handout) should signup at Sec. I.2 of ~ctalk.~ctalk Attend orientation session for instructors/TAs. Get Class ID, student-instructions, and learn a few steps needed in using CPS. During the semester, check ongoing session- records ( see Sec. II.1 of ~ctalk).~ctalk

What should students do? Read student-instructions. Notice the Class ID provided by the instructor. Purchase a remote, which has a unique Remote ID. Enroll online: Input above two IDs, to get the response ID for the class. During the semester, actively participate Q/A sessions and check class record.

Using CPS as a teaching tool to promote effective teaching Presentation by Art Woods

Use of CPS in College of Engineering Presentation by Kathy Schmidt

S1: Do you feel that discussing Classtalk questions during lecture help you to test your understanding of the material? 1.Yes, definitely. 29% 2.Helped frequently. 32% 3.Helped occasionally. 30% 4.Not at all. 9%

S2: Does the use of the system change likelihood that students attend class? 1. Strongly increased 41% 2. Increased 28% 3. Slightly increased 19% 4. No change 12%

S3: Overall, would you rate the system as a positive or a negative addition to this class? 1. Very positive 32% 2. Somewhat positive 42% 3. Indifferent 17% 4. Negative 9% Art’s presentation (~10 min)

Cost to a student (Fall 03)  Student’s enrollment fee: $12.5. One time fee for unlimited access to all cps-classes in one semester.  Remote: ~$5, sell back $2-3.  So far, cps is the most cost-effective system available. We will continue to work with the vendor to keep cost as low as possible to further benefit students.

Technical support UT-cps-support Project: office hours, UT-ITS help desk CIT: contact person Morrie Schulman eInstruction: Toll free technical support Hardware: CNS-Tech-Classroom team