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ResponseCard Channel: 45. Think of something that you are really, really good at. How did you become great at this?

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Presentation on theme: "ResponseCard Channel: 45. Think of something that you are really, really good at. How did you become great at this?"— Presentation transcript:

1 ResponseCard Channel: 45

2 Think of something that you are really, really good at. How did you become great at this?

3 What most closely matches to your answer? 1.Trial and Error 2.Lecture 3.Practice 4.Apprenticeship 5.Other (friend/family)

4 Partnering with Educators to Improve Learning Jeff Mihok Account Manager

5 Student Response Options RESPONSECARD NXT RESPONSECARD RF LCD RESPONSEWARE

6 Turning Technologies MORE THAN HALF OF ALL U.S. COLLEGES AND UNIVERSITIES USE TURNINGPOINT

7 What is your role at the university? 1.Instructor/Faculty 2.Department Chair 3.Dean 4.Instructional Technologist 5.Other

8 Do you or instructors on campus generally… 1.Present only through PowerPoint 2.Use PowerPoint, as well as other media to present 3.Prefer to lecture away from a computer 4.Avoid technology

9 What’s different about TurningPoint?

10 TurningPoint The first Mac & PC poll in ANY environment solution with the same user experience! Polling Environments: Poll in PowerPoint Poll in Any Application Self-Paced Polling Instant Management of: Students Content Data

11 Three Polling Environments, One Application PowerPoint Polling Deliver interactive PowerPoint presentations seamlessly with PowerPoint slides or imported TurningPoint question lists. Anywhere Polling Poll atop web pages, videos, documents or any application using a floating interactive toolbar. Self-Paced Polling Poll assessments, evaluations, and surveys that require students to work at their own pace.

12 Poll within PowerPoint Game Competition Demographic Data Slicing Conditional Branching Ranking Wizard Comparative Linking Moment to Moment Polling Additional Features:

13 Poll in ANY Application PowerPoint Keynote Word PDF Internet Etc.

14 Deliver Self-Paced Assessments Use existing quizzes and exams, or create new ones Randomize multiple test versions Provide students instant results Difficulty and discrimination index reporting Locks students out after test submission

15 Support Learning Theories

16 Dr. Eric Mazur Researcher: Dr. Eric MazurApplication:  “Think-Pair-Share” / Flipped classroom approach  Re-poll feature  Comparative linking

17 Do Polar Bears eat Penguins? 1.Yes 2.No

18 Discuss with your neighbor.

19 1.Yes 2.No Do Polar Bears eat Penguins? Polar Bears are only located in the Northern Hemisphere, and Penguins are only located in the Southern Hemisphere.

20

21 Support Learning Theories Dr. Derek Bruff Researcher: Dr. Derek BruffApplication:  “On-the-fly” polling  Conditional branching  Moment to Moment

22 Support Learning Theories Richard Stiggins Researcher: Richard StigginsApplication:  Anonymous Polling  Review Only Questions  Comparative Linking  TPAW Live Charts

23 Properties of and Operations with Real Numbers Solve the Statement: [4-(5-4(7-2)+7)]+4 RankResponses 1 2 3 4 5 6

24 Solving the Statement [4-(5-4(7-2)+7)]+4 (4 - (5 - 4 * (7 - 2) + 7)) + 4 (4 - (5 - 4 * 5 + 7)) + 4 (4 - (5 - 20 + 7) + 4 (4 – -8) + 4 12+ 4 = 16

25 In Homer’s Odyssey, Odysseus planned to burn the eye of Cyclops after he? 1. 2. 3.

26 Support Learning Theories Dr. Chris Dede Researcher: Dr. Chris DedeApplication:  Competition Questions  Fastest Responder  Leader Boards / Team Slides

27 How long has Turning Technologies been selling student response systems? 1.11 Years 2.9 Years 3.13 Years 4.16 Years 5.20 Years 6.8 Years

28 Fastest Responders SecondsParticipantSecondsParticipant

29 Team Scores PointsTeam

30 What percentage of your current points would you like to wager on the next question? A.0% B.25% C.50% D.75% E.100% Hint For Next Question: GREGORIAN CALENDAR

31 How many months have 28 days? RankResponses 1 2 3 4 5 6

32 Final Team Scores PointsTeam

33 Clickers made class material more engaging (87%), motivational (63%) and enhanced learning (73%). Source: “A Student Response System for Increasing Engagement, Motivation and Learning in High Enrollment Lectures” (Hall et al., 2005)

34 91% of students affirmed that they experienced deeper learning as a consequence of the discussions that follow clicker questions. Source: “'Learning By Remote Control': Exploring the Use of an Audience Response System as a Vehicle for Content Delivery” (Williams, 2003)

35 increase in attendance with the use of response technology. Source: “An Empirical Study of Personal Response Technology for Improving Attendance and Learning in a Large Class” (Shapiro, 2009)

36 Test scores improved by 27% when learning was integrated with response technology. Source: “Student Response Systems: Interactivity in a Classroom Environment” (Horowitz, 1988)

37 Support Services and Programs

38 Registration and Data Management Learning Management Systems Seamlessly pull rosters and import/export into Blackboard. On-demand integrations are easy to maintain, secure and 100% FERPA complaint.

39 Potential Uses: Everyday formative assessments Standardized testing throughout semester Midterms, final exams and course evaluations Highly secure, no to low bandwidth, eliminates need for standard bubbles sheets.

40 Partnering with you. Jeff Mihok Account Manager jmihok@turningtechnologies.com 330.884.6045

41 Recall Conceptual Understanding Application Critical Thinking Evaluative Individual Perspective/Opinion Confidence Level Monitoring

42 Recall Requires that information is recognized or recalled Remembering is the key intellectual activity Asks the learner to define, recall, memorize, name, list, recognize

43 How many...? Recall Questions What happened after...? List the different ways to classify …

44 Conceptual Understanding Requires understanding to organize and arrange material mentally Answer choices are often based on common misconceptions Asks the learner to explain, classify, compare, contrast, describe, restate in other words

45 What differences exist between...? Conceptual Understanding Questions What was the main idea...? What do you think could of happened next...?

46 Application Requires application of information, demonstration of principles or rules, and using what was learned in particular situations/contexts Asks learners to apply, classify, solve, demonstrate, employ, practice

47 What factors would you change if...? Application Questions Would this information be useful if you had a...? What questions would you ask of...? How is... an example of...?

48 Critical Thinking Requires learners to identify reasons, uncover evidence, reach conclusions, engage in discussion, and defend reasoning Asks learners to support, analyze, deduce, justify, differentiate

49 What do you see as other possible outcomes? Critical Thinking Questions Why did... changes occur? What was the underlying theme of...? How is... related to...?

50 Evaluative Requires sophisticated levels of cognitive and/or emotional judgment (e.g., value or truth of the text or its contents) Might solicit an informed opinion on an issue Asks learners to judge, value, appraise, assess, rate

51 Is this fact or opinion? Evaluative Questions Which stage in the process is most important? Place the following in order of priority … What criteria would you use to assess...?

52 Individual Perspective/Opinion Engage learners who are uncomfortable expressing their opinions in front of peers or to bring up sensitive topics

53 Opinion Questions What would be an alternative to _____? What are the strengths/weaknesses of _____?

54 Confidence Level Questions Prompting learners to assess their confidence can aid in metacognition (learn about one’s own learning).

55 Confidence Level Question How confident are you in your answer to the previous question? 1.Very confident 2.Somewhat confident 3.Not at all confident

56 Monitoring Questions Gauge where learners are in a long-term project, where they’re having issues, or what they need/want to discuss.

57 How far along are you with completion of the project? Monitoring Question A.Project is finalized B.Near completion C.About half-way there D.Just getting started E.We need some assistance to get started F.What project?

58 Asking Meaningful Questions The key to keeping students engaged and involved is asking the right questions. Student response technology can provide the tools for interactive lectures, but utilizing the system to its full potential takes more than “yes,” “no” and fact recall questions. Employ critical thinking or reveal interesting results will encourage interaction, collaboration and communication. Seeing instant feedback will allow instructors to understand and address the needs of students in real-time.

59 Recall Conceptual Understanding Application Critical Thinking Evaluative Individual Perspective/Opinion Confidence Level Monitoring

60 Recall Requires that information is recognized or recalled Remembering is the key intellectual activity Asks the learner to define, recall, memorize, name, list, recognize

61 How many...? Recall Questions What happened after...? List the different ways to classify …

62 Conceptual Understanding Requires understanding to organize and arrange material mentally Answer choices are often based on common misconceptions Asks the learner to explain, classify, compare, contrast, describe, restate in other words

63 What differences exist between...? Conceptual Understanding Questions What was the main idea...? What do you think could of happened next...?

64 Application Requires application of information, demonstration of principles or rules, and using what was learned in particular situations/contexts Asks learners to apply, classify, solve, demonstrate, employ, practice

65 What factors would you change if...? Application Questions Would this information be useful if you had a...? What questions would you ask of...? How is... an example of...?

66 Critical Thinking Requires learners to identify reasons, uncover evidence, reach conclusions, engage in discussion, and defend reasoning Asks learners to support, analyze, deduce, justify, differentiate

67 What do you see as other possible outcomes? Critical Thinking Questions Why did... changes occur? What was the underlying theme of...? How is... related to...?

68 Evaluative Requires sophisticated levels of cognitive and/or emotional judgment (e.g., value or truth of the text or its contents) Might solicit an informed opinion on an issue Asks learners to judge, value, appraise, assess, rate

69 Is this fact or opinion? Evaluative Questions Which stage in the process is most important? Place the following in order of priority … What criteria would you use to assess...?

70 Individual Perspective/Opinion Engage learners who are uncomfortable expressing their opinions in front of peers or to bring up sensitive topics

71 Opinion Questions What would be an alternative to _____? What are the strengths/weaknesses of _____?

72 Confidence Level Questions Prompting learners to assess their confidence can aid in metacognition (learn about one’s own learning).

73 Confidence Level Question How confident are you in your answer to the previous question? 1.Very confident 2.Somewhat confident 3.Not at all confident

74 Monitoring Questions Gauge where learners are in a long-term project, where they’re having issues, or what they need/want to discuss.

75 How far along are you with completion of the project? Monitoring Question A.Project is finalized B.Near completion C.About half-way there D.Just getting started E.We need some assistance to get started F.What project?

76 Basic Recall Questions Used to assess student understanding of material. Conduct pre- and post-testing to gauge lecture effectiveness. Ensure students have an understanding before moving on to next topic. Ask students to recall facts or concepts.

77 Application Questions Predict ways students will misapply a concept and integrate into answer choices. If significant number answer incorrectly, ask for an explanation of reasoning. Particularly useful when discussing case studies, allow for argument of choices. “What would your response to a situation be if you had the role of X?” Asks students to apply knowledge and understanding of concepts to a particular situation or context.

78 National Accounts Arizona State University University of Maryland Abilene Christian University James Madison University Northwestern University Oregon State University Ohio State University Texas State University Boston University Few of our current clients Regional Accounts Christopher Newport University Virginia Commonwealth University Liberty University Old Dominion University Norfolk State University Hampton University Virginia State University University of Richmond Eastern Virginia Medical School Tidewater Community College

79 Higher Education Clicker Market Share in the Americas The United States accounts for 97% of share. Futuresource Consulting

80 Turning Technologies has changed the way The clickers are equally I deliver content. The clickers are equally effective in both large and small classroom settings. settings. I can instantly tell what students are hearing, regardless of what I think I may be saying. Jim Turk, MS, ATC Lecturer and Clinical Coordinator University of Northern Colorado School of Sport & Exercise Science

81 70% of students agreed they were more likely to participate because of the anonymity of clickers. Source: “'Learning By Remote Control': Exploring the Use of an Audience Response System as a Vehicle for Content Delivery” (Williams, 2003)

82 Sample Reports: Results by Question Demographic Comparison Results by Participan t Comparative Results Results Details Reporting with Customizable Views

83 “The fact that TurningPoint is the same from Mac to PC is a HUGE improvement and one that will significantly simplify our lives.” Iowa State University

84 “TurningPoint does what I need a clicker system to do, reliably and simply. It hits the sweet spot between too limited and too complex.” Ian Beatty, Ph.D. Assistant Professor of Physics University of North Carolina at Greensboro

85 In order of importance, select your top 3 concerns… 1.Accessibility 2.Data Management 3.Distance Learning 4.Engagement 5.Graduation Rates 6.LMS Registration 7.Retention 8.Self-Paced Testing

86 Campus-Wide Solutions Accessible Solutions ResponseCard RF – A and ResponseWare applications have enhanced capabilities to support the needs of all learners. Faculty Meetings & Student Government Track meeting attendance and allow for prompt voting processes with clickers. Data Collection & Management Assess understanding and analyze results for a comprehensive approach to data management. Distance Learning Connect multiple classrooms through the Internet to immediately gather and display results from all locations. Course Evaluations Administer course evaluations with clickers and eliminate cost, time and the hassle of paper-based surveys. Trainings & Orientations Use clickers for pre- and post- assessments to check for understanding or to address popular concerns of students and parents in real-time.

87 Publisher Relationships In order to reduce student costs, Turning Technologies will work with any textbook publisher to offer packaged content and student discounts. Bookstore Purchase Model e-Commerce Site Private URL Ships directly to student Direct Sale Purchase Options

88 TurningPoint Polling Tab 1.Select Participants 2.Select Content 3.Select Polling Environment Start Polling!

89 TurningPoint Content Tab Import/Export Content Organize Existing Content Create Question Lists Robust HTML Editor Include pictures, special characters and equations Create content once and use it in all polling environments

90 TurningPoint Manage Tab Create Participant Lists Manage Aggregate Session Data Set Benchmarks and Performance Scale Run Reports Import LMS Participant Lists and “Sync” Sessions

91 Presenter Tools

92 Poll Without a Computer or Projector ResponseCard AnyWhere Handheld Receiver Poll without a computer or projector Display student results anywhere, anytime

93 Best Practice Webinars Recent Webinar Series: Using Turning Technologies’ Tools for Exams, Attendance and More Dr. Michael LaPointe, Associate Professor of Biology at Indiana University Northwest Combining Both Clickers and ResponseWare in the Same Environment Matt Morgan, Ph.D., Senior Lecturer of Chemistry at Hamline University Anonymous or Not? The Pros & Cons of Clickers in Registration Mode Elizabeth Scheyder, Instructional Technology Specialist at the University of Pennsylvania Informative webinars that introduce new ideas and unique uses to help you enhance your experience with clickers.

94 Distance Learning ResponseWare Allow students to respond via web browsers on any web enabled device to immediately transfer their selection to polling applications. RemotePoll Simultaneously poll students in multiple classrooms to gather and display results from all locations for complete analysis.

95 Accessibility ResponseCard RF − A Braille characters for identification Orientation bump on the 5/E key Vibration motor confirms various actions Works with other ResponseCards NEW ResponseWare Coming Soon Server with enhanced readability Applications native to iOS and Android Works with other ResponseCards

96 User Community Share content, explore resources and participate in blogs and forums on our user community designed so educators can connect in meaningful ways.

97 Regional User Conference Collaborative, peer-driven sessions to bring educators together in an effort to share experiences with each other. Eric Mazur, Harvard UniversityDerek Bruff, Vanderbilt University

98 Focus Areas Include: Pedagogical uses of response technology Effective authoring of purposeful content Ways to differentiate instruction with clickers Expert users that share instructional practices and research based pedagogical uses of clickers.

99 Implementation Programs Implementation specialists run campus workshops, hold user meetings and assist individual instructors with the creation of rosters and presentations.

100 Customer Support Specialists are available to assist you 7 a.m. - 9 p.m. EST, Monday – Friday via phone and e-mail. Feature-specific tutorials are online to guide you through our products.


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