1. “Clickers” or “Voting Machines” an exciting innovation! Nancy O’Hanlon and Fred Roecker The Ohio State University Libraries Wuhan, China - March 2007 Classroom Response Systems

2. Goals Describe implications of classroom “clickers” for improving teaching. Discuss available technology. Present examples of questions.

3. Before today, have you heard about “Clickers” 1.Yes 2.No

4. Would you use clickers in your classroom? 1.Yes. 2.No 3.Not sure 0 of 5

5. Definitions Clicker: A ‘‘voting machine’’ or in-class polling system used by students to answer multiple- choice questions during lectures. Can be purchased by university or by students. Some are offered by publishing companies as a teaching aid in support of their textbooks.

6. Rationale Traditional form of lecture instruction is passive, not effective for all learners. Students who are not engaged with the content will not learn. Large classes make interaction difficult. Clickers offer students opportunity to interact with content, instructor, and each other.

7. Uses Take Attendance Facilitate Class Discussion Guide Lectures Formative Assessment Quizzes and Exams

8. Asking Good Questions Keep questions and answer options short and simple. Avoid confusing questions with multiple correct answers. Have no more than five answer options. Number all answer options to match the keypad system (i.e. do not use letters). Prepare the audience with a warm up question. Don’t ask too many in one session.

9. Methodology Researchers recommend use of a three- question sequence in which all three questions focus on the same concept, but have different features. Voting summaries are shown to the class after each question, followed by a discussion with students. ( Reay, et al, 2006. http://www.votingmachine.net)

10. To learn, students must see concepts in several contexts velocity STUDENT: 3 unrelated problems (initially) EXPERT: Conservation of energy

11. Question Design Question 1: easy warm-up; builds confidence. Question 2: more difficult; creates impasse. Question 3: also difficult, with surface features different from others; checks whether students have assimilated the concept.

12. Effectiveness OSU study: Students using voting machines and three question sets tend to perform better on a concept-oriented question than lecture sections not using the devices. (Reay, Bao & Li, http://www.votingmachine.net) U. Wisconsin study: Comparison of course sections shows a statistically significant impact of clicker use on student performance (final grade). (Kaleta & Joosten, http://clickers.uwm.edu)

13. Student Attitudes OSU: Mean for ‘‘I like using the voting machine’’ was 1.30 out of 2. Wisconsin: Majority of students reported that they were happy with clickers. Students like the response graphs, even when their answers are wrong.

14. Are Clickers New? First used about 15 years ago in higher education First used at Ohio State about 10 years ago 2 years ago publishers began marketing clickers with textbooks Price of devices dropped with marketing and technology advances

15. Technology choices Infrared (IR) Radio frequency (RF) “Virtual” clicker (software on WiFi laptop/PDA) IR: RF: Virtual

16. Infrared (IR) = beam of light; must aim!

17. Radio Frequency (RF) = radio signal; no need to aim. 2-way communication Use “polling” or other methods to handle traffic and avoid “collisions”

18. Virtual Clicker Software is installed on students’ wireless laptops or PDAs

19. InfraRed vs. Radio Frequency (IR) (RF)  Cheaper than RF (per clicker) Large Room - Hardware requires dozens of receivers, mounts, connected to WiFi relay that send to server/hub Costs more than IR (per clicker)  Large Room - Hardware is one antenna connected to lectern computer (up to 1,000 clickers 300- foot away)

20. Clicker Proliferation Issues Many different brands, not compatible Each one uses different software Different types of clicker technology

21. Problems? Different textbooks need different clickers New activation code needed each quarter Infrared clickers cannot be used in large classrooms Different software installed in classrooms

22. Questions for campuses Should campus support audience response systems? How many different ones? Should campus standardize on one brand/software – for sake of classroom support and that of students, professors? To what extent should they be supported? (Classroom services/design, help desk, training, professional development)

23. More Questions Which type (IR, RF, virtual, combination?) Which brand? (receiving hardware, software, clickers) Implementation: How widespread should they be installed? (Every classroom in every building?) Should some be available for check out at equipment loan for occasional use?

24. InfraRed vs. Radio Frequency (IR) (RF)  Clickers cheaper Hardware expensive (requires dozens of receivers, mounts, connected to WiFi relay that send to server/hub) Must point at receiver Requires multiple clicks (collisions) Was response received? (view pad # on screen) Clickers cost more  Hardware cheaper (1 antenna only)  No pointing  One click success; system gathers responses  Keypad indicates with light if answer received

25. InfraRed vs. Radio Frequency (IR) (RF) Receives and records responses from 700 students in 30-60 seconds Requires many people many days to install in large rooms (500 and 720 students).  Receives and records responses from 700 students in 5 seconds  Requires only one person several minutes to install software and antenna

26. Best Clicker for Ohio State... Infra Red clickerRadio Frequency clicker

27. OSU clicker chosen Selection (Autumn ‘05): TurningPoint 2006 software and ResponseCard RF keypads [ www.turningtechnologies.com/] Winter 2006: Loaner kits available (six with 60 each); software will be in all classrooms Spring 2006: Full support (training, help desk)

28. Students love clickers if: They are reliable and easy to use Votes register in seconds They see that their vote is recorded (Turning Point does the above) Also Clickers are entertaining. Students feel that clickers help them learn.

29. One-time costs to students Students pay for clickers (campus pays for rest): $4 to $20 – one time for clicker (IR – RF) Campus costs: $90 to $250 – 1 antenna per room RF; $8 to $30 – per student per year for “site license” (covers software, activation, registration site, upgrades, support)

30. Clickers in the classroom Cost-efficient lectures Students become active and involved!

31. Let’s Build a Question

32. Compare: Would you use clickers in your classroom? 1.Yes. 2.No 3.Not sure 0 of 5

33. Contacts and additional details Nancy O’Hanlon (ohanlon.1@osu.edu) Fred Roecker (roecker.1@osu.edu) ___________________________________ Final OSU report on Clickers www.telr.osu.edu/clickers TurningPoint Technologies (clickers) www.turningtechnologies.com/