UMass Lowell Wiki : clickers : Why use Clickers? - edits

Why use Clickers?

donna_mellen — Tue, 04 Aug 2009 17:34:17 GMT

Why Use Clickers?

Many case studies have been performed to assess learning outcomes. According to Guthrie and Carlin, modern students are primarily active learners, and lecture courses may be increasingly out of touch with how students engage their world. Johnson described how clickers address three of Chickering and Gamson’s seven principles for good practice in undergraduate education. Clickers help instructors:

Actively engage students during the entire class period
Gauge their level of understanding of the material being presented, and
Provide prompt feedback to student questions

In his research, Beatty explained why clickers help students actively engage in the learning process. He wrote that this engagement helps students. . . develop a more solid, integrated, useful understanding of concepts and their interrelationships and applicability. A concerted focus on understanding rather than recall, and on reasoning rather than answers, bolsters the effect.

Even in small enrollment classes, many students are reluctant to respond to faculty questions; the anonymity of responding with a clicker guarantees near or total participation. Johnson described this benefit:
First, many students are hesitant to respond to an answer until they know how others will respond. We have all observed students glancing around the room when a question is asked, gauging the number of hands that have been raised until a “safe” number are in the air for them to add their own. Therefore, the anonymity that an electronic system provides allows students to respond in a safe manner, which encourages them to take risks with their responses.
References:
Beatty, I. "Transforming Student Learning with Classroom Communication Systems." EDUCAUSE Center for Applied Research 3 (2004): 5. < h ~~ttp://net.educause.edu/ir/library/pdf/ERB0403.pdf>~~ http://net.educause.edu/ir/library/pdf/ERB0403.pdf >
Guthrie, R W., and A. Carlin. Waking the Dead: Using Interactive Technology to Engage Passive Listeners in the Classroom . Tenth Americas Conference on Information Systems. New York, 2004.

Johnson, C. "Clickers in your classroom." Wakonse-Arizona E-Newsletter . Vol. 3. Fall 2004. 1. Clte.asu.edu . Arizona State University. 24 Jan. 2007 < http://clte.asu.edu >

Why use Clickers?

donna_mellen — Tue, 04 Aug 2009 17:33:27 GMT

Why Use Clickers?

Actively engage students during the entire class period
Gauge their level of understanding of the material being presented, and
Provide prompt feedback to student questions

In his research, Beatty explained why clickers help students actively engage in the learning process. He wrote that this engagement helps ~~students~~ . students. . . develop a more solid, integrated, useful understanding of concepts and their interrelationships and applicability. A concerted focus on understanding rather than recall, and on reasoning rather than answers, bolsters the effect.
Even in small enrollment classes, many students are reluctant to respond to faculty questions; the anonymity of responding with a clicker guarantees near or total participation. Johnson described this benefit:
First, many students are hesitant to respond to an answer until they know how others will respond. We have all observed students glancing around the room when a question is asked, gauging the number of hands that have been raised until a “safe” number are in the air for them to add their own. Therefore, the anonymity that an electronic system provides allows students to respond in a safe manner, which encourages them to take risks with their responses.

References:
Beatty, I. "Transforming Student Learning with Classroom Communication Systems." EDUCAUSE Center for Applied Research 3 (2004): 5. < ~~http://net.educause.edu/ir/library/pdf/ERB0403.pdf~~ > h ttp://net.educause.edu/ir/library/pdf/ERB0403.pdf>
Guthrie, R W., and A. Carlin. Waking the Dead: Using Interactive Technology to Engage Passive Listeners in the Classroom . Tenth Americas Conference on Information Systems. New York, 2004.

Johnson, C. "Clickers in your classroom." Wakonse-Arizona E-Newsletter . Vol. 3. Fall 2004. 1. Clte.asu.edu . Arizona State University. 24 Jan. 2007 < http://clte.asu.edu >

Why use Clickers?

donna_mellen — Thu, 11 Dec 2008 18:44:33 GMT

Why Use Clickers?

Actively engage students during the entire class period
Gauge their level of understanding of the material being presented, and
Provide prompt feedback to student questions

In his research, Beatty explained why clickers help students actively engage in the learning process. He wrote that this engagement helps students . . . develop a more solid, integrated, useful understanding of concepts and their interrelationships and applicability. A concerted focus on understanding rather than recall, and on reasoning rather than answers, bolsters the effect.
Even in small enrollment classes, many students are reluctant to respond to faculty questions; the anonymity of responding with a clicker guarantees near or total participation. Johnson described this benefit:
First, many students are hesitant to respond to an answer until they know how others will respond. We have all observed students glancing around the room when a question is asked, gauging the number of hands that have been raised until a “safe” number are in the air for them to add their own. Therefore, the anonymity that an electronic system provides allows students to respond in a safe manner, which encourages them to take risks with their responses.

References:
Beatty, I. "Transforming Student Learning with Classroom Communication Systems." EDUCAUSE Center for Applied Research 3 (2004): 5. < http://net.educause.edu/ir/library/pdf/ERB0403.pdf >
Guthrie, R W., and A. Carlin. Waking the Dead: Using Interactive Technology to Engage Passive Listeners in the Classroom . Tenth Americas Conference on Information Systems. New York, 2004.

Johnson, C. "Clickers in ~~Your Classroom."~~ your classroom." Wakonse-Arizona ~~E-Newsletter.~~ E-Newsletter . Vol. 3. Fall 2004. 1. Clte.asu.edu . Arizona State University. 24 Jan. 2007 < ~~http://clte.asu.edu/wakonse/ENewsletter/studentresponse_idea.htm>.~~ http://clte.asu.edu >

Why use Clickers?

donna_mellen — Mon, 07 Jul 2008 15:57:17 GMT

Why Use Clickers?

Actively engage students during the entire class period
Gauge their level of understanding of the material being presented, and
Provide prompt feedback to student questions

In his research, Beatty explained why clickers help students actively engage in the learning process. He wrote that this engagement helps ~~students:~~ students . . . develop a more solid, integrated, useful understanding of concepts and their interrelationships and applicability. A concerted focus on understanding rather than recall, and on reasoning rather than answers, bolsters the effect.
Even in small enrollment classes, many students are reluctant to respond to faculty questions; the anonymity of responding with a clicker guarantees near or total participation. Johnson described this benefit:
First, many students are hesitant to respond to an answer until they know how others will respond. We have all observed students glancing around the room when a question is asked, gauging the number of hands that have been raised until a “safe” number are in the air for them to add their own. Therefore, the anonymity that an electronic system provides allows students to respond in a safe manner, which encourages them to take risks with their responses.

References:
Beatty, I. "Transforming Student Learning with Classroom Communication Systems." EDUCAUSE Center for Applied Research 3 (2004): 5. < http://net.educause.edu/ir/library/pdf/ERB0403.pdf >
Guthrie, R W., and A. Carlin. Waking the Dead: Using Interactive Technology to Engage Passive Listeners in the Classroom . Tenth Americas Conference on Information Systems. New York, 2004.

Johnson, C. "Clickers in Your Classroom." Wakonse-Arizona E-Newsletter. 2004. 24 Jan. 2007 < http://clte.asu.edu/wakonse/ENewsletter/studentresponse_idea.htm>.

Why use Clickers?

donna_mellen — Mon, 07 Jul 2008 15:55:39 GMT

Why Use Clickers?

Actively engage students during the entire class period
Gauge their level of understanding of the material being presented, and
Provide prompt feedback to student questions

In his research, Beatty explained why clickers help students actively engage in the learning process. He wrote that this engagement helps students:
. . . develop a more solid, integrated, useful understanding of concepts and their interrelationships and applicability. A concerted focus on understanding rather than recall, and on reasoning rather than answers, bolsters the effect.

Even in small enrollment classes, many students are reluctant to respond to faculty questions; the anonymity of responding with a clicker guarantees near or total participation. Johnson described this benefit:
First, many students are hesitant to respond to an answer until they know how others will respond. We have all observed students glancing around the room when a question is asked, gauging the number of hands that have been raised until a “safe” number are in the air for them to add their own. Therefore, the anonymity that an electronic system provides allows students to respond in a safe manner, which encourages them to take risks with their responses.

References:
Beatty, I. "Transforming Student Learning with Classroom Communication Systems." EDUCAUSE Center for Applied Research 3 (2004): 5. < http://net.educause.edu/ir/library/pdf/ERB0403.pdf >

Guthrie, R W., and A. Carlin. Waking the Dead: Using Interactive Technology to Engage Passive Listeners in the Classroom . Tenth Americas Conference on Information Systems. New York, 2004.

Johnson, C. "Clickers in Your Classroom." Wakonse-Arizona E-Newsletter. 2004. 24 Jan. 2007 < http://clte.asu.edu/wakonse/ENewsletter/studentresponse_idea.htm>.

Why use Clickers?

donna_mellen — Mon, 07 Jul 2008 15:50:06 GMT

Why Use Clickers?

Many case studies have been performed to assess learning outcomes. According to Guthrie and Carlin, modern students are primarily active learners, and lecture courses may be increasingly out of touch with how students engage their world. Johnson described how clickers address three of Chickering and Gamson’s seven principles for good practice in undergraduate education. Clickers help instructors:

Actively engage students during the entire class period
Gauge their level of understanding of the material being presented, and
Provide prompt feedback to student questions

In his research, Beatty explained why clickers help students actively engage in the learning process. He wrote that this engagement helps students:

. . . develop a more solid, integrated, useful understanding of concepts and their interrelationships and applicability. A concerted focus on understanding rather than recall, and on reasoning rather than answers, bolsters the effect.

Even in small enrollment classes, many students are reluctant to respond to faculty questions; the anonymity of responding with a clicker guarantees near or total participation. Johnson described this benefit:

First, many students are hesitant to respond to an answer until they know how others will respond. We have all observed students glancing around the room when a question is asked, gauging the number of hands that have been raised until a “safe” number are in the air for them to add their own. Therefore, the anonymity that an electronic system provides allows students to respond in a safe manner, which encourages them to take risks with their responses.

References:
Beatty, I. "Transforming Student Learning with Classroom Communication Systems." EDUCAUSE Center for Applied Research 3 (2004): 5. < http://net.educause.edu/ir/library/pdf/ERB0403.pdf >

Guthrie, R W., and A. Carlin. Waking the Dead: Using Interactive Technology to Engage Passive Listeners in the Classroom . Tenth Americas Conference on Information Systems. New York, 2004.

Johnson, C. "Clickers in Your Classroom." Wakonse-Arizona E-Newsletter. 2004. 24 Jan. 2007 < http://clte.asu.edu/wakonse/ENewsletter/studentresponse_idea.htm>.

Why use Clickers?

donna_mellen — Mon, 07 Jul 2008 15:48:58 GMT

Why Use Clickers?

Many case studies have been performed to assess learning outcomes. According to Guthrie and Carlin, modern students are primarily active learners, and lecture courses may be increasingly out of touch with how students engage their world. Johnson described how clickers address three of Chickering and Gamson’s seven principles for good practice in undergraduate education. Clickers help instructors:

Actively engage students during the entire class period
Gauge their level of understanding of the material being presented, and
Provide prompt feedback to student questions

In his research, Beatty explained why clickers help students actively engage in the learning process. He wrote that this engagement helps students:

. . . develop a more solid, integrated, useful understanding of concepts and their interrelationships and applicability. A concerted focus on understanding rather than recall, and on reasoning rather than answers, bolsters the effect.

Even in small enrollment classes, many students are reluctant to respond to faculty questions; the anonymity of responding with a clicker guarantees near or total participation. Johnson described this benefit:

First, many students are hesitant to respond to an answer until they know how others will respond. We have all observed students glancing around the room when a question is asked, gauging the number of hands that have been raised until a “safe” number are in the air for them to add their own. Therefore, the anonymity that an electronic system provides allows students to respond in a safe manner, which encourages them to take risks with their responses.

Why use Clickers?

donna_mellen — Thu, 03 Jul 2008 17:53:58 GMT

Why Use Clickers?

Many case studies have been performed to assess learning outcomes. According to Guthrie and Carlin, modern students are primarily active learners, and lecture courses may be increasingly out of touch with how students engage their world. Johnson described how clickers address three of Chickering and Gamson’s seven principles for good practice in undergraduate education. Clickers help instructors:

Actively engage students during the entire class period
Gauge their level of understanding of the material being presented, and
Provide prompt feedback to student questions

In his research, Beatty explained why clickers help students actively engage in the learning process. He wrote that this engagement helps students:

. . . develop a more solid, integrated, useful understanding of concepts and their interrelationships and applicability. A concerted focus on understanding rather than recall, and on reasoning rather than answers, bolsters the effect.

Even in small enrollment classes, many students are reluctant to respond to faculty questions; the anonymity of responding with a clicker guarantees near or total participation. Johnson described this benefit:

First, many students are hesitant to respond to an answer until they know how others will respond. We have all observed students glancing around the room when a question is asked, gauging the number of hands that have been raised until a “safe” number are in the air for them to add their own. Therefore, the anonymity that an electronic system provides allows students to respond in a safe manner, which encourages them to take risks with their responses.

Why use Clickers?

donna_mellen — Tue, 17 Jun 2008 21:23:08 GMT

Actively engage students during the entire class period
Gauge their level of understanding of the material being presented, and
Provide prompt feedback to student questions

Why use Clickers?

donna_mellen — Tue, 17 Jun 2008 21:22:08 GMT

Actively engage students during the entire class period
Gauge their level of understanding of the material being presented, and
Provide prompt feedback to student questions

In his research, Beatty explained why clickers help students actively engage in the learning process. He wrote that this engagement helps students:
. . . develop a more solid, integrated, useful understanding of concepts and their interrelationships and applicability. A concerted focus on understanding rather than recall, and on reasoning rather than answers, bolsters the effect.

Even in small enrollment classes, many students are reluctant to respond to faculty questions; the anonymity of responding with a clicker guarantees near or total participation. Johnson described this benefit:
First, many students are hesitant to respond to an answer until they know how others will respond. We have all observed students glancing around the room when a question is asked, gauging the number of hands that have been raised until a “safe” number are in the air for them to add their own. Therefore, the anonymity that an electronic system provides allows students to respond in a safe manner, which encourages them to take risks with their responses.

References:
Beatty, I. "Transforming Student Learning with Classroom Communication Systems." EDUCAUSE Center for Applied Research 3 (2004): 5. < ~~http://net.educause.edu/ir/library/pdf/ERB0403.pdf>.~~ http://net.educause.edu/ir/library/pdf/ERB0403.pdf >

Guthrie, R W., and A. Carlin. Waking the Dead: Using Interactive Technology to Engage Passive Listeners in the Classroom . Tenth Americas Conference on Information Systems. New York, 2004.

Johnson, C. "Clickers in Your Classroom." Wakonse-Arizona E-Newsletter. 2004. 24 Jan. 2007 < http://clte.asu.edu/wakonse/ENewsletter/studentresponse_idea.htm>.<span

Why use Clickers?

donna_mellen — Tue, 17 Jun 2008 21:17:29 GMT

Actively engage students during the entire class period
Gauge their level of understanding of the material being presented, and
Provide prompt feedback to student questions

In his research, Beatty explained why clickers help students actively engage in the learning process. He wrote that this engagement helps students:
. . . develop a more solid, integrated, useful understanding of concepts and their interrelationships and applicability. A concerted focus on understanding rather than recall, and on reasoning rather than answers, bolsters the effect.

Even in small enrollment classes, many students are reluctant to respond to faculty questions; the anonymity of responding with a clicker guarantees near or total participation. Johnson described this benefit:
First, many students are hesitant to respond to an answer until they know how others will respond. We have all observed students glancing around the room when a question is asked, gauging the number of hands that have been raised until a “safe” number are in the air for them to add their own. Therefore, the anonymity that an electronic system provides allows students to respond in a safe manner, which encourages them to take risks with their responses.

References:
Beatty, I. "Transforming Student Learning with Classroom Communication Systems." EDUCAUSE Center for Applied Research 3 (2004): 5. < ~~http://net.educause.edu/ir/library/pdf/ERB0403.pdf~~ http://net.educause.edu/ir/library/pdf/ERB0403.pdf>. >.

Guthrie, R W., and A. Carlin. Waking the Dead: Using Interactive Technology to Engage Passive Listeners in the Classroom . Tenth Americas Conference on Information Systems. New York, 2004.

Johnson, C. "Clickers in Your Classroom." Wakonse-Arizona E-Newsletter. 2004. 24 Jan. 2007 < http://clte.asu.edu/wakonse/ENewsletter/studentresponse_idea.htm>.<span

Why use Clickers?

donna_mellen — Tue, 17 Jun 2008 21:16:54 GMT

Actively engage students during the entire class period
Gauge their level of understanding of the material being presented, and
Provide prompt feedback to student questions

In his research, Beatty explained why clickers help students actively engage in the learning process. He wrote that this engagement helps students:
. . . develop a more solid, integrated, useful understanding of concepts and their interrelationships and applicability. A concerted focus on understanding rather than recall, and on reasoning rather than answers, bolsters the effect.

Even in small enrollment classes, many students are reluctant to respond to faculty questions; the anonymity of responding with a clicker guarantees near or total participation. Johnson described this benefit:
First, many students are hesitant to respond to an answer until they know how others will respond. We have all observed students glancing around the room when a question is asked, gauging the number of hands that have been raised until a “safe” number are in the air for them to add their own. Therefore, the anonymity that an electronic system provides allows students to respond in a safe manner, which encourages them to take risks with their responses.

References:
Beatty, I. "Transforming Student Learning with Classroom Communication Systems." EDUCAUSE Center for Applied Research 3 (2004): 5. < ~~http://www.educause.edu/LibraryDetailPage/666?ID=~~ http://net.educause.edu/ir/library/pdf/ERB0403.pdf ~~ERB043>.~~ >.

Guthrie, R W., and A. Carlin. Waking the Dead: Using Interactive Technology to Engage Passive Listeners in the Classroom . Tenth Americas Conference on Information Systems. New York, 2004.

Johnson, C. "Clickers in Your Classroom." Wakonse-Arizona E-Newsletter. 2004. 24 Jan. 2007 < http://clte.asu.edu/wakonse/ENewsletter/studentresponse_idea.htm>.<span

Why use Clickers?

donna_mellen — Tue, 17 Jun 2008 21:10:34 GMT

Many case studies have been performed to assess learning outcomes. According to Guthrie and ~~Carlin,1~~ Carlin, modern students are primarily active learners, and lecture courses may be increasingly out of touch with how students engage their world. ~~Johnson2~~ Johnson described how clickers address three of Chickering and Gamson’s seven principles for good practice in undergraduate education. Clickers help instructors:

Actively engage students during the entire class period
Gauge their level of understanding of the material being presented, and
Provide prompt feedback to student questions

In his research, Beatty explained why clickers help students actively engage in the learning process. He wrote that this engagement helps students:
. . . develop a more solid, integrated, useful understanding of concepts and their interrelationships and applicability. A concerted focus on understanding rather than recall, and on reasoning rather than answers, bolsters the ~~effect.3~~ effect.

Even in small enrollment classes, many students are reluctant to respond to faculty questions; the anonymity of responding with a clicker guarantees near or total participation. Johnson described this benefit:
First, many students are hesitant to respond to an answer until they know how others will respond. We have all observed students glancing around the room when a question is asked, gauging the number of hands that have been raised until a “safe” number are in the air for them to add their own. Therefore, the anonymity that an electronic system provides allows students to respond in a safe manner, which encourages them to take risks with their ~~responses.4~~ responses.

References:
Beatty, I. "Transforming Student Learning with Classroom Communication Systems." EDUCAUSE Center for Applied Research 3 (2004): 5. < http://www.educause.edu/LibraryDetailPage/666?ID= ERB043>.

Guthrie, R W., and A. Carlin. Waking the Dead: Using Interactive Technology to Engage Passive Listeners in the Classroom . Tenth Americas Conference on Information Systems. New York, 2004.

Johnson, C. "Clickers in Your Classroom." Wakonse-Arizona E-Newsletter. 2004. 24 Jan. 2007 < ~~http://clte.asu.edu/wakonse/ENewsletter/studentresponse_idea.htm~~ http://clte.asu.edu/wakonse/ENewsletter/studentresponse_idea.htm>..

Why use Clickers?

donna_mellen — Tue, 17 Jun 2008 20:55:10 GMT

Many case studies have been performed to assess learning outcomes. According to Guthrie and Carlin,1 modern students are primarily active learners, and lecture courses may be increasingly out of touch with how students engage their world. Johnson2 described how clickers address three of Chickering and Gamson’s seven principles for good practice in undergraduate education. Clickers help instructors:

Actively engage students during the entire class period
Gauge their level of understanding of the material being presented, and
Provide prompt feedback to student questions

In his research, Beatty explained why clickers help students actively engage in the learning process. He wrote that this engagement helps students:
. . . develop a more solid, integrated, useful understanding of concepts and their interrelationships and applicability. A concerted focus on understanding rather than recall, and on reasoning rather than answers, bolsters the effect.3

Even in small enrollment classes, many students are reluctant to respond to faculty questions; the anonymity of responding with a clicker guarantees near or total participation. Johnson described this benefit:
First, many students are hesitant to respond to an answer until they know how others will respond. We have all observed students glancing around the room when a question is asked, gauging the number of hands that have been raised until a “safe” number are in the air for them to add their own. Therefore, the anonymity that an electronic system provides allows students to respond in a safe manner, which encourages them to take risks with their responses.4

References:
Beatty, I. "Transforming Student Learning with Classroom Communication Systems." EDUCAUSE Center for Applied Research 3 (2004): 5. < http://www.educause.edu/LibraryDetailPage/666?ID= ERB043>.

Guthrie, R W., and A. Carlin. Waking the Dead: Using Interactive Technology to Engage Passive Listeners in the Classroom . Tenth Americas Conference on Information Systems. New York, 2004.

Johnson, C. "Clickers in Your Classroom." Wakonse-Arizona E-Newsletter. 2004. 24 Jan. 2007 < http://clte.asu.edu/wakonse/ENewsletter/studentresponse_idea.htm >.

UMass Lowell Wiki : clickers : Why use Clickers? - edits

Why use Clickers?

Why Use Clickers?

Why use Clickers?

Why Use Clickers?

Why use Clickers?

Why Use Clickers?

Why use Clickers?

Why Use Clickers?

Why use Clickers?

Why Use Clickers?

Guthrie, R W., and A. Carlin. Waking the Dead: Using Interactive Technology to Engage Passive Listeners in the Classroom . Tenth Americas Conference on Information Systems. New York, 2004.

Why use Clickers?

Why Use Clickers?

Actively engage students during the entire class period

Gauge their level of understanding of the material being presented, and

Provide prompt feedback to student questions

In his research, Beatty explained why clickers help students actively engage in the learning process. He wrote that this engagement helps students:

. . . develop a more solid, integrated, useful understanding of concepts and their interrelationships and applicability. A concerted focus on understanding rather than recall, and on reasoning rather than answers, bolsters the effect.

Even in small enrollment classes, many students are reluctant to respond to faculty questions; the anonymity of responding with a clicker guarantees near or total participation. Johnson described this benefit:

Why use Clickers?

Why Use Clickers?

Actively engage students during the entire class period

Gauge their level of understanding of the material being presented, and

Provide prompt feedback to student questions

In his research, Beatty explained why clickers help students actively engage in the learning process. He wrote that this engagement helps students:

. . . develop a more solid, integrated, useful understanding of concepts and their interrelationships and applicability. A concerted focus on understanding rather than recall, and on reasoning rather than answers, bolsters the effect.

Even in small enrollment classes, many students are reluctant to respond to faculty questions; the anonymity of responding with a clicker guarantees near or total participation. Johnson described this benefit:

Why use Clickers?

Why Use Clickers?

Actively engage students during the entire class period

Gauge their level of understanding of the material being presented, and

Provide prompt feedback to student questions

In his research, Beatty explained why clickers help students actively engage in the learning process. He wrote that this engagement helps students:

. . . develop a more solid, integrated, useful understanding of concepts and their interrelationships and applicability. A concerted focus on understanding rather than recall, and on reasoning rather than answers, bolsters the effect.

Even in small enrollment classes, many students are reluctant to respond to faculty questions; the anonymity of responding with a clicker guarantees near or total participation. Johnson described this benefit:

Why use Clickers?

Why use Clickers?

Why use Clickers?

Why use Clickers?

Why use Clickers?

Why use Clickers?