1. 1 Ask the Audience?…. You Must Be Joking? Andy Sharp Strategy, Operations & Leadership

2. © A Sharp 2006 2 Why Are We Here? NNNNot Solely About Technology TTTThis Is Not a Kit Demo NNNNot Advocating Any System Share Our Experiences From Our Pilot Share Our Experiences From Our Pilot Share Some Research Findings Share Some Research Findings Get a Chance to Actively Participate (Student Experience) Get a Chance to Actively Participate (Student Experience) Explore Potential Applications of Kit Explore Potential Applications of Kit Ask Questions Ask Questions Fun Fun

3. © A Sharp 2006 3  Class Size on Performance Osborne Et Al (2000) Robertson & Ober (1997)  Frequency of Testing Graham, (1999) Keys (1934)  Student Preferences  5-8 Exams Per Semester Butler (2003)  Fewer Tests Produce Greater Anxiety Levels  Feedback  Quality, Quantity  Response Times  Plagiarism  Engagement in Class (Passive /Active Learning?)  How Much Are Students Really Understanding?  Attendance/Progression  Employability Skills Big Issues

4. © A Sharp 2006 4 Name That Show?

5. © A Sharp 2006 5 The CBS Pilot  Electronic Voting System  REAP Project  Transform Assessment  Improve Feedback  3 Student Cohorts  (48) Level 4 Optometrists Average Age 21  (20) Level 1 Dispensers Average Age 18  (57) Level 1 Optometrists Average Age 18  65%-68% Female  2 Different Systems Tested  CPS Einstruction Level 4 (Mac/windows)  Turning Point Level 1 (Windows)

6. 6 Lets See What You Know?

7. © A Sharp 2006 7 How We Collected the Data 9 Questions Posed Using Kit  Age, Gender, Programme  Learned More With Clickers or Not  Levels of  Enjoyment  Participation  Attendance  Interest in Subject  Engagement Paper & Pen  What Was the Best Things About Using Clickers  What Was the Worst Things About Using Clickers

8. © A Sharp 2006 8 Level 4 Results Positive Findings Enjoyed Using Kit Enjoyed Using Kit Paid Greater Attention Paid Greater Attention Attended More Attended More Felt More Engaged Felt More Engaged Preferred Anonymity Preferred Anonymity Instant Feedback Instant Feedback Liked to Gauge Opinions Against Others Liked to Gauge Opinions Against Others Didn’t Have to Listen for a Whole Hour Didn’t Have to Listen for a Whole Hour Feedback on Level of Knowledge Feedback on Level of KnowledgeNegatives  Set-up Time at Beginning of Class  Frustration With Slower Responders  Remembering to Bring the Clicker Each Week  No Significant Improvement in Subject Interest  “Waste of Taxpayers Money!”

9. © A Sharp 2006 9 Level 1 Results Positive Findings Good Fun Good Fun Paid Greater Attention Paid Greater Attention Forces People to Come to Class Forces People to Come to Class Increased Concentration Increased Concentration Answers Come Straight Back Answers Come Straight Back Interesting to See How Everyone Answers Interesting to See How Everyone Answers More Interactive, Stops You Falling Asleep More Interactive, Stops You Falling Asleep Encouraged People to Come to Lectures Encouraged People to Come to Lectures “Can Go Over Last Weeks Stuff See What You Remember” “Can Go Over Last Weeks Stuff See What You Remember” “It Made You Interact & Get Involved Especially in Warmest Room in Uni” “It Made You Interact & Get Involved Especially in Warmest Room in Uni” Negatives  Set-up Time at Beginning of Class  Unreliability of Computer  Clickers Not Working  Battery Issues  Students May Treat It As a Game  Bit of a Distraction  Less Lecture Time  A Pure Waste of Time  Forget to Bring Them  Not Used Enough  “Only Fear of Breaking Them. I Loved the Clickers. Mine Having No Problems May Have Been a Factor”

10. 10 Any Questions ?

11. © A Sharp 2006 11 Is that your final Answer?… Is that your final Answer?…