1. Student Response Systems Phil Fraley & Brian Yontz 2/6/13

2. Introduction--Brian Student response system selection—including specifications/descriptions of the hardware/software Anywhere Polling® Powerpoint® Polling Who is here? (polling on the fly) Objectives for the session (using a Word® document) Identify research connected to student response systems Articulate pedagogical practices connected to student response systems Identify opportunities for use of student response systems within different contexts What does research suggest?

3. Pedagogical support (Learning Theory Research)— BrianLearning Theory Research We are currently using the system in these areas: Active learning (Bonwell & Eison) Engagement (Prensky) Immediate Feedback (Epstein) Positive Reinforcement (Reid) Motivation (Keller) Assessment for Learning (Stiggins) We have yet to utilize the system in these areas: Game based learning (Dede) Learning styles (Keefe) Peer Instruction (Mazur) Socratic Questioning (Hake) Spacing Effect (Greene)

4. Other Research--Brian Becoming very context specific A lot of emphasis on how students/teachers “like” clickers. Little on influence of student learning. Nearly all like clickers The influence in student learning is varied: Bojinova & Oigara (2011)—no significant difference in class mean final exam scores Bartsch & Murphy (2011)—does help with engagement during lecture on comprehension quiz at end class session Gray & Steer (2012)—clickers are not more effective than lecture guides/tutorials in overall course grades. Case Studies From Research to Practice

5. Other uses for Anywhere® Polling--Brian Iphoto® Engagement Immediate Feedback Positive Reinforcement Safari ® (internet browser)--A Look at Trenton (short answer)Trenton Active Learning Immediate Feedback Assessment For Learning Saving your sessions

6. Assessment for Learning & Positive Reinforcement Monitoring what participants know and understanding Utilizing background information to guide instructional decision making Determine the degree to which participants attain outcomes

7. According to Bartsch & Murphy (2011) student response systems … 1.Yield a significant difference in class mean final exam scores 2.Help with engagement during lecture on comprehension quiz at end class session 3.Are superior to lecture guides/tutorials in having a positive impact on overall course grades Response Grid

8. The previous activity exemplified the following pedagogical support(s) 1.Active learning (Bonwell & Eison) 2.Engagement (Prensky) 3.Immediate Feedback (Epstein) 4.Positive Reinforcement (Reid) 5.Motivation (Keller) 6.Assessment for Learning (Stiggins) 7.None of the above 0% 0 of 10

9. Which statement most aligns with what you would say? 1.I use a response system as part of my instructional approach 2.I currently do not use a response system, but I would like to add it to my instructional strategies 3.I do not use a response system and I have no desire to add it to my instructional strategies. Response Grid

10. The previous activity exemplified the following pedagogical support(s) 0% 0 of 10 1.Active learning (Bonwell & Eison) 2.Engagement (Prensky) 3.Immediate Feedback (Epstein) 4.Positive Reinforcement (Reid) 5.Motivation (Keller) 6.Assessment for Learning (Stiggins) 7.None of the above

11. I can identify research connected to student response systems 0% 0 of 10 1.Strongly Agree 2.Agree 3.Disagree 4.Strongly Disagree Response Grid

12. I can articulate pedagogical practices connected to student response systems 0% 0 of 10 1.Strongly Agree 2.Agree 3.Disagree 4.Strongly Disagree Response Grid

13. I can identify opportunities for use of student response systems within different contexts 0% 0 of 10 1.Strongly Agree 2.Agree 3.Disagree 4.Strongly Disagree Response Grid

14. Questions?