NAME: OLAFUSI TOSIN AANUOLUWAPO MATRIC NUMBER:YRL/08/3076 DEPARTMENT:YORUBA DATE:15/01/2013 A Clicker simply put, is said to be an instrument used to signify the activation of an operation.It is a classroom interaction gadget.It also known as Classroom Response Systems{CRS}.Similar to TV remote controls.
The clickers can be used in Faculty of Education classes as thus:
The Educator or staff of the Faculty should be trained on the use of the software as well as awareness sessions about the best practices for using them effectively to enhance interaction, engagement, and learning.
Creation of online resources sites that include an introduction for professors who are considering use of clickers, or who have chosen to use them. Case studies and teaching strategies are included.
Clickers can provide added value, however, when compared to some active learning methods such as class discussion. In a normal class discussion situation, only one or two students have the opportunity to answer a question.
Clicker polling questions can be created on the fly and float above any other application or window.
Clicker can be used in any classroom on campus. It is a portable system with a 200-foot range that can record up to 1500 votes on one receiver.
Another benefit of clickers over traditional active learning methods is that they follow the principles of game-based learning. Students of the twenty-first century have grown up using computer games for learning and entertainment.
Although these systems are becoming increasingly popular in higher education, most research has targeted their affective benefits, which include greater student engagement, increased student interest, and heightened discussion and interactivity.
Learning outcomes should be measured by taking the score on the comprehensive final exam at the end of the semester. In addition, a pretest should be given to determine if any statistically significant differences existed between the groups at the beginning of the study.
The study can also compare students’ perceptions about their learning after using one of the two active learning techniques.
It can be used for a very large class in the Faculty of Education.
Learners learn faster with the use of Clickers for some students like to learn with a play way method.
Clickers in the Faculty of Education brings cooperation amongst students and brings group interactions.
NAME: ENIOLA Modupe M. MATRIC No.: YRL/08/3049 DEPARTMENT OF YORUBA.
Background: Student response system or clickers is an electronic application where a receiver in the instructor's computer captures responses to questions from student keypads. Used effectively, clickers can promote learner engagement and serve to improve learning. It can be used in a variety of ways such as to provide feedback to learners and instructor, to start discussions, for peer evaluation, for formative and summative assessment, to build a learning community, and to experiment on human responses. Classroom interactivity is a critical component of teaching and learning. This paper reports on the use of a classroom response system to enhance classroom interactivity in a systems analysis and design course. The success of the project was assessed using both quantitative and qualitative data. A pretest/posttest design was used to examine the effects of a classroom response system on interactivity. The results show that a classroom response system can significantly improve classroom interactivity. Qualitative data was also collected to identify the strengths and weaknesses of using a classroom response system to enhance classroom interaction. Based on the quantitative and qualitative results, suggestions and guidelines on using a classroom response system in the classroom settings are discussed
Aims and Methods: Using our experience in the use of this technology and literature review, we provide twelve tips for successful use of the student response system.
Results and Conclusions: We have found these strategies useful and envisage that the application of these tips can help maximize learner engagement and learning.
Name-Akintehinse Aarinola stella, matric no-yrl/08/3033, Yoruba dept. Group 10. Clickers are hand-held devices that allow students in the classroom to instantly provide feedback, answer questions, and vote in response to questions posed. the following are best practices for implementing clickers in the classroom. 1. keep slides short to optimize legibility. 2. Do not make the questions overly complex. 3. Encourage active discussion with the audience. 4. Do not ask too many questions, use them for key points. 5. Provide clear instructions on how to use the clickers to the audience.
Classroom Presenter is a Tablet PC-based interaction system that supports the sharing of digital ink on slides between instructors and students. Initial deployments show that using the technology can achieve a wide range of educational goals and foster a more participatory classroom environment.
Use of the audience response devices known as “clickers” is growing, particularly in large science courses at the university level, as evidence for the pedagogical value of this technology continues to accumulate, and competition between manufacturers drives technical improvements, increasing user-friendliness and decreasing prices. For those who have not yet tried teaching with clickers and may have heard unsettling stories about technical problems with earlier models, the decision to use them and the choice of an appropriate brand may be difficult. Moreover, like any classroom technology, clickers will not automatically improve teaching or enhance student learning. Clickers can be detrimental if poorly used, but highly beneficial if good practices are followed, as documented in a growing body of educational literature.
In this Special Feature, we present two reviews that should assist instructors and teachers at all levels in taking the step toward clicker use and choosing an appropriate model. In the first, Barber and Njus compare the features, advantages, and disadvantages of the six leading brands of radio-frequency clicker systems. In the second, Caldwell reviews the pedagogical literature on clickers and summarizes some of the best practices for clicker use that have emerged from educational research. In a related article elsewhere in this issue, Prezsler et al. present the results of a study showing that clicker use can improve student learning and attitudes in both introductory and more advanced university biology courses.
NAME: DAUDU, Idowu Oluwakemi MATRIC No.: YOR/09/3043 GROUP 10.
Although these systems are becoming increasingly popular in higher education, most research has targeted their affective benefits, which include greater student engagement, increased student interest, and heightened discussion and interactivity. According to West,6 however, past studies on learning outcomes suggest that better learning outcomes result from changes in pedagogical focus—from passive to active learning—and not from use of a specific technology or technique.
Clickers can provide added value, however, when compared to some active learning methods such as class discussion. In a normal class discussion situation, only one or two students have the opportunity to answer a question. Even if the answer is correct, the instructor has no way to gauge if the other students knew the correct answer. A student who is unsure of the correct answer may be unwilling to take the public risk of being incorrect. One of the best features of an SRS is that it allows students to provide input without fear of public humiliation and without having to worry about more vocal students dominating the discussion. 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. Second, it is difficult, if not impossible to ask multi-answer questions with a simple show of hands. You can imagine yourself saying "Okay, put up your right hand for A, left hand for B, both hands for C, and stand up for D."7
Another benefit of clickers over traditional active learning methods is that they follow the principles of game-based learning. Students of the twenty-first century have grown up using computer games for learning and entertainment.
Learning outcomes were measured by taking the score on the comprehensive final exam at the end of the semester. In addition, a pretest was given to determine if any statistically significant differences existed between the groups at the beginning of the study.
The study also compared student perceptions about their learning after using one of the two active learning techniques: clickers or class discussion. All four classes were taught in the same semester (fall 2006), had the same instructor, and used the same textbooks, learning materials, and assessments.
The study took place at a small, liberal arts college in the Midwestern United States. Enrollment at the college includes approximately 2,900 full-time undergraduate day students, 800 evening and weekend adult nontraditional learners, and 600 graduate students from across the United States and more than 20 foreign countries.
Classroom clickers or "student response systems" have become high-demand classroom tools in schools, universities, and training programs across the country. After students respond to a question using the response pad, the teacher is able to see immediately how students answer and if they understand the material being taught. This provides data to understand if remediation is needed or if the teacher can forge ahead with new material if it is clear that the students are ready for it. Clicker technology, very similar to the familiar feel of a remote control, is comfortable and fun for students of all ages. The younger generation instinctively knows how this "gadget" works, and the immediate feedback it provides makes learning fun and effective for both young and old.
NAME: AJAYI Kayode .O. MARIC NO: Yor/09/3013 DEPT: Yoruba RESPONSE Clickers are new technology that allow instructor to obtain real-time feedback from the students during the lectures in an anonymous engaging way. The wireless clickers look like a TV remote control and allow student to question feature on an interactive power-point presentation. WAYS TO USE THE CLICKERS 1. Class discussion: The anonymity of responses facilitated by the clicker technology allows faculty to initiate class discussion and debate on sensitive topic that might otherwise be difficult to explore. 2. Retention of reading materials: Clicker technology makes it easy for an instructor to cheek student mastery of lecture content or assigned reading materials. 3. Contingent teaching: Instructor can redirect their lecture base on immediate feedback gain from mufti-Cochise assessment of student knowledge. 4. Course of feedback: The instructor can gain immediate feedback from the students on how the course is gain in other to make adjustment as needed. 5. Participation and attendance: Taking attendance in large lecture course is usually daunting, if not impossible.
NAME AKINFOLARIN ELIZABETH O MATRIC NO YOR/09/3022 GROUP 10 Clickers in the Classroom: An Active Learning Approach Further research will determine whether clickers complement or surpass other active learning approaches in improving learning outcomes Current research describes the benefits of active learning approaches. Clickers, or student response systems, are a technology used to promote active learning. Most research on the benefits of using clickers in the classroom has shown that students become engaged and enjoy using them. However, research on learning outcomes has only compared the use of clickers to traditional lecture methods. Although learning outcomes are higher when using clickers, the question is whether the clickers or the active learning pedagogies are the cause. For this reason, I conducted a study that compared learning outcomes resulting from the use of clickers versus another active learning method—class discussion. Even though both techniques employ active learning, would using clickers increase learning outcomes more than another active learning approach? Two key features distinguish clicker use: • Clickers provide a mechanism for students to participate anonymously. • Clickers integrate a "game approach" that may engage students more than traditional class discussion. The study also investigated students' perceptions of their learning using clickers versus classroom discussion. Active Learning The benefits of active learning are widely acclaimed in higher education. 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. Chickering and Gamson,2 early proponents of active learning, designated "encourage active learning" as one of seven principles of good practice in higher education. A relatively new technology, clickers offer one approach to employing active learning in the classroom. They are more formally denoted as student response systems (SRS), audience response systems (ARS), or personal response systems (PRS).3 Johnson4 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. Beatty explained why clickers help students actively engage in the learning process. He wrote that this engagement helps students
OLALEYE RAFIAT O. YOR/09/3065 YORUBA clicker does provide free receivers and instructor kits when enough clickers have been purchased. Since enough purchases are made across campus, i>clicker agrees to provide receivers and instructor kits to any UC Berkeley instructors that request one. Students, on the other hand, will be responsible for the clicker cost as part of required class materials. When a faculty member decides to use i>clicker with their course, students will need to purchase their own clicker. A student can use their clicker for more than one class. An instructor kit and a computer or laptop is all you need to start using the system. An instructor kit includes: • A base receiver • USB cable • A flash drive loaded with the i>clicker application • User documentation (Do not read the included Read Me FIRST from iclicker. Instead, see our How-To documentation because these have been tailored to the needs of UC Berkeley.) • An instructor remote
NAME ALABI GABRIEL OLUSOLA MATRIC NO YOR/09/3029 GROUP 10 clickers complement or surpass other active learning approaches in improving learning outcomes Current research describes the benefits of active learning approaches. Clickers, or student response systems, are a technology used to promote active learning. Most research on the benefits of using clickers in the classroom has shown that students become engaged and enjoy using them. However, research on learning outcomes has only compared the use of clickers to traditional lecture methods. Although learning outcomes are higher when using clickers, the question is whether the clickers or the active learning pedagogies are the cause. For this reason, I conducted a study that compared learning outcomes resulting from the use of clickers versus another active learning method—class discussion. Even though both techniques employ active learning, would using clickers increase learning outcomes more than another active learning approach? Two key features distinguish clicker use: • Clickers provide a mechanism for students to participate anonymously. • Clickers integrate a "game approach" that may engage students more than traditional class discussion. The study also investigated students' perceptions of their learning using clickers versus classroom discussion. Active Learning The benefits of active learning are widely acclaimed in higher education. 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. Chickering and Gamson,2 early proponents of active learning, designated "encourage active learning" as one of seven principles of good practice in higher education. A relatively new technology, clickers offer one approach to employing active learning in the classroom. They are more formally denoted as student response systems (SRS), audience response systems (ARS), or personal response systems (PRS).3 Johnson4 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. •
OLASOJI MONISOLA G YOR/09/3068 YORUBA Current research describes the benefits of active learning approaches. Clickers,or student response systems are a technology used to promote active learning. Clickers or audience polling systems are growing in popularity among faculty in colleges and universities. When used by faculty in a strategic instructional design, clickers can raise the level of participation and the effectiveness of interaction,promote engagement of students in active learning,foster communication to clarify misunderstanding and incorrect thinking and provide a method to instructionally embed assessment as a learning activity rather than reliance on the traditional approach of summative assessment for assigning grades. BEST PRACTICES FOR IMPLEMENTING CLICKERS IN THE CLASSROOM IN FACULTY OF EDUCATION. 1. Keep slides short to optimize legibility.
2. Keep the number of answer options to five.
3. Do not make the questions overly complex.
4. Keep voting straightforward – systems allow complex branching,but keep it simple.
5. Allow sufficient time for students to answer questions. Some general guidelines - classes of fewer than 30 students 15 -20 seconds per question
- classes of 30-100 students, 3o seconds per question
- classes of more than 100 students, 1 minute per question
6. Allow time for discussion between questions.
7. Encourage active discussion with the audience.
8. Do not ask too many questions; use them for the key points.
9. Position the questions at periodic intervals throughout the presentation.
10. Include an ‘answer now’ prompt to differentiate between lecture slides and interactive polling slides.
11. Use a ‘correct answer’ indication to visually identify the appropriate answer.
12. Include a ‘response grid’ so that students know their responses have registered.
13. Increase responsiveness by using a ‘count down timer’ that will close polling after a set amount of time.
14. Test the system in the proposed location to identify technical issues (lighting,signal interference).
15. On the actual day of the session, allow time to set out clickers and start system.
16. Rehearse actual presentation to make sure it will run smoothly.
17. Provide clear instructions on how to use the clickers to the audience
18. Do not over use the system or it will lose its engagement potential.
REFERENCES 1-5, 14- 16 (Robertson)
6-9 and 17 (Duncan)
10-13 ( Turning point technologies)
R.W. Guthrie and A. Carlin : waking the dead; using interactive technology to engage passive listeners in the classroom
C. Johnson ‘clickers in your classroom Wakonse – Arizona E – Newsletter vol 3, No 1, 2004.
A. Chickering and Z. Gamson: seven principles for good practice in undergraduate education AAHE Bulletin
NAME: AKINLADE OLUWAMBE B. MATRIC NUMBER: YRL/08/3025 DEPT: YORUBA
A clicker is any device that makes a clicking sound, usually when deliberately activated by its user. They usually consist of a piece of thin metal or plastic held in a casing so that the metal is slightly torqued; depressing one end of the metal causes it to pop out of alignment and releasing it causes it to pop back into alignment, each time making a sharp click. With some clickers, the user depresses the metal directly with thumb or finger; with others, a button extends above the surface of the casing so that depressing the button makes the metal click. HOW CLLICKERS CAN BE USE IN CLASSROOM IN FACULTY OF EDUCATION
• Clickers are used to provide audible feedback for human students learning using a method called TAGteach. • In World War II Clickers were used by Allied paratroopers preceding and during Operation Overlord as a way of covertly identifying friend from foe. A soldier would click once and if two clicks were received in return from an unidentifiable soldier then his identification was confirmed. • Clickers are also used as a handheld counting device, sometimes digital but more commonly mechanical, used to keep a count of the numbers of people entering a venue. It is often used by nightclub doorstaff to make sure fire limits are not exceeded. • A Clicker is a device used on recurve bows to signal to the archer that correct draw length has been achieved, thus aiding consistency. • Some board games designed after game shows come with clickers that are meant to emulate the buzzers common on such shows. • Clicker is slang for a television remote control, so named because of the clicking sound produced by the device and by the television when it changed channels.
NAME OLATOYINBO TOMISIN, MATRIC YRL/08/3078, 1. This application can help maximize learner engagement and learning. 2. It can be used for a very large class in the faculty of education. 3. Educator or staff of the faculty should be trained on the use of clicker. 5. clickers can provide added value, however, when compared to some active learning methods.
NAME: SATIMEHIN SILEOLA MATRIC NO: YRL/08/3096 Students can use their clickers in multiple classes over many years. the following are the ways to use class room clickers in faculty of education classes. 1. use a correct answer indicator to visually identify the appropriate answer. 2. include a response grid so that students will known that their response are registered. 3. increase responsiveness by using a countdown timer that will close polling after a set among of time. 4. test the system in a proposed location to identify technical issues(lightning,signal interference)etc. 5. on the actual day of the season, allow time to set out clickers and start system. 6. rehearse actual presentation to make sure it run smoothly. 7. provide clear instruction on how to use the clickers. 8. include an 'answer now' prompt to differentiate between lectures slide and interactive pooling slides
Clickers are hand-held devices that allow students in the classroom to instantly provide feedback, answer questions, and vote in response to questions posed. This is referred to as, "polling."
1. clicker is portable and can be used anywhere; it does not matter which classroom you are assigned to. The system is easy to use and accurate. 2. clicker polling questions can be created on the fly and float above any other application or window. You are not required to insert them into your presentation. 3. clicker is less expensive than other systems. The instructor kit is free for UC Berkeley faculty and student clickers cost about $40 new and can be purchased used for less. Recommending one brand benefits students. They can use a clicker for more than one class, thus bringing the cost per course down overall.
NAME: OLAFUSI TOSIN AANUOLUWAPO
ReplyDeleteMATRIC NUMBER:YRL/08/3076
DEPARTMENT:YORUBA
DATE:15/01/2013
A Clicker simply put, is said to be an instrument used to signify the activation of an operation.It is a classroom interaction gadget.It also known as Classroom Response Systems{CRS}.Similar to TV remote controls.
The clickers can be used in Faculty of Education classes as thus:
The Educator or staff of the Faculty should be trained on the use of the software as well as awareness sessions about the best practices for using them effectively to enhance interaction, engagement, and learning.
Creation of online resources sites that include an introduction for professors who are considering use of clickers, or who have chosen to use them. Case studies and teaching strategies are included.
Clickers can provide added value, however, when compared to some active learning methods such as class discussion. In a normal class discussion situation, only one or two students have the opportunity to answer a question.
Clicker polling questions can be created on the fly and float above any other application or window.
Clicker can be used in any classroom on campus. It is a portable system with a 200-foot range that can record up to 1500 votes on one receiver.
Another benefit of clickers over traditional active learning methods is that they follow the principles of game-based learning. Students of the twenty-first century have grown up using computer games for learning and entertainment.
Although these systems are becoming increasingly popular in higher education, most research has targeted their affective benefits, which include greater student engagement, increased student interest, and heightened discussion and interactivity.
Learning outcomes should be measured by taking the score on the comprehensive final exam at the end of the semester. In addition, a pretest should be given to determine if any statistically significant differences existed between the groups at the beginning of the study.
The study can also compare students’ perceptions about their learning after using one of the two active learning techniques.
It can be used for a very large class in the Faculty of Education.
Learners learn faster with the use of Clickers for some students like to learn with a play way method.
Clickers in the Faculty of Education brings cooperation amongst students and brings group interactions.
NAME: ENIOLA Modupe M.
ReplyDeleteMATRIC No.: YRL/08/3049
DEPARTMENT OF YORUBA.
Background: Student response system or clickers is an electronic application where a receiver in the instructor's computer captures responses to questions from student keypads. Used effectively, clickers can promote learner engagement and serve to improve learning. It can be used in a variety of ways such as to provide feedback to learners and instructor, to start discussions, for peer evaluation, for formative and summative assessment, to build a learning community, and to experiment on human responses.
Classroom interactivity is a critical component of teaching and learning. This paper reports on the use of a classroom response system to enhance classroom interactivity in a systems analysis and design course. The success of the project was assessed using both quantitative and qualitative data. A pretest/posttest design was used to examine the effects of a classroom response system on interactivity. The results show that a classroom response system can significantly improve classroom interactivity. Qualitative data was also collected to identify the strengths and weaknesses of using a classroom response system to enhance classroom interaction. Based on the quantitative and qualitative results, suggestions and guidelines on using a classroom response system in the classroom settings are discussed
Aims and Methods: Using our experience in the use of this technology and literature review, we provide twelve tips for successful use of the student response system.
Results and Conclusions: We have found these strategies useful and envisage that the application of these tips can help maximize learner engagement and learning.
Name-Akintehinse Aarinola stella, matric no-yrl/08/3033, Yoruba dept. Group 10. Clickers are hand-held devices that allow students in the classroom to instantly provide feedback, answer questions, and vote in response to questions posed. the following are best practices for implementing clickers in the classroom. 1. keep slides short to optimize legibility. 2. Do not make the questions overly complex. 3. Encourage active discussion with the audience. 4. Do not ask too many questions, use them for key points. 5. Provide clear instructions on how to use the clickers to the audience.
ReplyDeleteNAME: AYOMIDE, Eunice Foluke
ReplyDeleteMATRIC No.: YOR/09/3035
Classroom Presenter is a Tablet PC-based interaction system that supports the sharing of digital ink on slides between instructors and students. Initial deployments show that using the technology can achieve a wide range of educational goals and foster a more participatory classroom environment.
Use of the audience response devices known as “clickers” is growing, particularly in large science courses at the university level, as evidence for the pedagogical value of this technology continues to accumulate, and competition between manufacturers drives technical improvements, increasing user-friendliness and decreasing prices. For those who have not yet tried teaching with clickers and may have heard unsettling stories about technical problems with earlier models, the decision to use them and the choice of an appropriate brand may be difficult. Moreover, like any classroom technology, clickers will not automatically improve teaching or enhance student learning. Clickers can be detrimental if poorly used, but highly beneficial if good practices are followed, as documented in a growing body of educational literature.
In this Special Feature, we present two reviews that should assist instructors and teachers at all levels in taking the step toward clicker use and choosing an appropriate model. In the first, Barber and Njus compare the features, advantages, and disadvantages of the six leading brands of radio-frequency clicker systems. In the second, Caldwell reviews the pedagogical literature on clickers and summarizes some of the best practices for clicker use that have emerged from educational research. In a related article elsewhere in this issue, Prezsler et al. present the results of a study showing that clicker use can improve student learning and attitudes in both introductory and more advanced university biology courses.
NAME: DAUDU, Idowu Oluwakemi
ReplyDeleteMATRIC No.: YOR/09/3043
GROUP 10.
Although these systems are becoming increasingly popular in higher education, most research has targeted their affective benefits, which include greater student engagement, increased student interest, and heightened discussion and interactivity. According to West,6 however, past studies on learning outcomes suggest that better learning outcomes result from changes in pedagogical focus—from passive to active learning—and not from use of a specific technology or technique.
Clickers can provide added value, however, when compared to some active learning methods such as class discussion. In a normal class discussion situation, only one or two students have the opportunity to answer a question. Even if the answer is correct, the instructor has no way to gauge if the other students knew the correct answer. A student who is unsure of the correct answer may be unwilling to take the public risk of being incorrect. One of the best features of an SRS is that it allows students to provide input without fear of public humiliation and without having to worry about more vocal students dominating the discussion. 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. Second, it is difficult, if not impossible to ask multi-answer questions with a simple show of hands. You can imagine yourself saying "Okay, put up your right hand for A, left hand for B, both hands for C, and stand up for D."7
Another benefit of clickers over traditional active learning methods is that they follow the principles of game-based learning. Students of the twenty-first century have grown up using computer games for learning and entertainment.
Learning outcomes were measured by taking the score on the comprehensive final exam at the end of the semester. In addition, a pretest was given to determine if any statistically significant differences existed between the groups at the beginning of the study.
The study also compared student perceptions about their learning after using one of the two active learning techniques: clickers or class discussion. All four classes were taught in the same semester (fall 2006), had the same instructor, and used the same textbooks, learning materials, and assessments.
The study took place at a small, liberal arts college in the Midwestern United States. Enrollment at the college includes approximately 2,900 full-time undergraduate day students, 800 evening and weekend adult nontraditional learners, and 600 graduate students from across the United States and more than 20 foreign countries.
AKINSOLA YEMISI
ReplyDeleteYOR/09/3027
YORUBA
GROUP10
Classroom clickers or "student response systems" have become high-demand classroom tools in schools, universities, and training programs across the country.
After students respond to a question using the response pad, the teacher is able to see immediately how students answer and if they understand the material being taught. This provides data to understand if remediation is needed or if the teacher can forge ahead with new material if it is clear that the students are ready for it. Clicker technology, very similar to the familiar feel of a remote control, is comfortable and fun for students of all ages. The younger generation instinctively knows how this "gadget" works, and the immediate feedback it provides makes learning fun and effective for both young and old.
NAME: AJAYI Kayode .O.
ReplyDeleteMARIC NO: Yor/09/3013
DEPT: Yoruba
RESPONSE
Clickers are new technology that allow instructor to obtain real-time feedback from the students during the lectures in an anonymous engaging way. The wireless clickers look like a TV remote control and allow student to question feature on an interactive power-point presentation.
WAYS TO USE THE CLICKERS
1. Class discussion: The anonymity of responses facilitated by the clicker technology allows faculty to initiate class discussion and debate on sensitive topic that might otherwise be difficult to explore.
2. Retention of reading materials: Clicker technology makes it easy for an instructor to cheek student mastery of lecture content or assigned reading materials.
3. Contingent teaching: Instructor can redirect their lecture base on immediate feedback gain from mufti-Cochise assessment of student knowledge.
4. Course of feedback: The instructor can gain immediate feedback from the students on how the course is gain in other to make adjustment as needed.
5. Participation and attendance: Taking attendance in large lecture course is usually daunting, if not impossible.
NAME AKINFOLARIN ELIZABETH O
ReplyDeleteMATRIC NO YOR/09/3022
GROUP 10
Clickers in the Classroom: An Active Learning Approach
Further research will determine whether clickers complement or surpass other active learning approaches in improving learning outcomes
Current research describes the benefits of active learning approaches. Clickers, or student response systems, are a technology used to promote active learning. Most research on the benefits of using clickers in the classroom has shown that students become engaged and enjoy using them. However, research on learning outcomes has only compared the use of clickers to traditional lecture methods. Although learning outcomes are higher when using clickers, the question is whether the clickers or the active learning pedagogies are the cause. For this reason, I conducted a study that compared learning outcomes resulting from the use of clickers versus another active learning method—class discussion. Even though both techniques employ active learning, would using clickers increase learning outcomes more than another active learning approach? Two key features distinguish clicker use:
• Clickers provide a mechanism for students to participate anonymously.
• Clickers integrate a "game approach" that may engage students more than traditional class discussion.
The study also investigated students' perceptions of their learning using clickers versus classroom discussion.
Active Learning
The benefits of active learning are widely acclaimed in higher education. 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. Chickering and Gamson,2 early proponents of active learning, designated "encourage active learning" as one of seven principles of good practice in higher education.
A relatively new technology, clickers offer one approach to employing active learning in the classroom. They are more formally denoted as student response systems (SRS), audience response systems (ARS), or personal response systems (PRS).3
Johnson4 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.
Beatty explained why clickers help students actively engage in the learning process. He wrote that this engagement helps students
OLALEYE RAFIAT O.
ReplyDeleteYOR/09/3065
YORUBA
clicker does provide free receivers and instructor kits when enough clickers have been purchased. Since enough purchases are made across campus, i>clicker agrees to provide receivers and instructor kits to any UC Berkeley instructors that request one.
Students, on the other hand, will be responsible for the clicker cost as part of required class materials. When a faculty member decides to use i>clicker with their course, students will need to purchase their own clicker. A student can use their clicker for more than one class.
An instructor kit and a computer or laptop is all you need to start using the system. An instructor kit includes:
• A base receiver
• USB cable
• A flash drive loaded with the i>clicker application
• User documentation (Do not read the included Read Me FIRST from iclicker. Instead, see our How-To documentation because these have been tailored to the needs of UC Berkeley.)
• An instructor remote
NAME ALABI GABRIEL OLUSOLA
ReplyDeleteMATRIC NO YOR/09/3029
GROUP 10
clickers complement or surpass other active learning approaches in improving learning outcomes
Current research describes the benefits of active learning approaches. Clickers, or student response systems, are a technology used to promote active learning. Most research on the benefits of using clickers in the classroom has shown that students become engaged and enjoy using them. However, research on learning outcomes has only compared the use of clickers to traditional lecture methods. Although learning outcomes are higher when using clickers, the question is whether the clickers or the active learning pedagogies are the cause. For this reason, I conducted a study that compared learning outcomes resulting from the use of clickers versus another active learning method—class discussion. Even though both techniques employ active learning, would using clickers increase learning outcomes more than another active learning approach? Two key features distinguish clicker use:
• Clickers provide a mechanism for students to participate anonymously.
• Clickers integrate a "game approach" that may engage students more than traditional class discussion.
The study also investigated students' perceptions of their learning using clickers versus classroom discussion.
Active Learning
The benefits of active learning are widely acclaimed in higher education. 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. Chickering and Gamson,2 early proponents of active learning, designated "encourage active learning" as one of seven principles of good practice in higher education.
A relatively new technology, clickers offer one approach to employing active learning in the classroom. They are more formally denoted as student response systems (SRS), audience response systems (ARS), or personal response systems (PRS).3
Johnson4 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.
•
OLASOJI MONISOLA G
ReplyDeleteYOR/09/3068
YORUBA
Current research describes the benefits of active learning approaches. Clickers,or student response systems are a technology used to promote active learning. Clickers or audience polling systems are growing in popularity among faculty in colleges and universities. When used by faculty in a strategic instructional design, clickers can raise the level of participation and the effectiveness of interaction,promote engagement of students in active learning,foster communication to clarify misunderstanding and incorrect thinking and provide a method to instructionally embed assessment as a learning activity rather than reliance on the traditional approach of summative assessment for assigning grades.
BEST PRACTICES FOR IMPLEMENTING CLICKERS IN THE CLASSROOM IN FACULTY OF EDUCATION.
1. Keep slides short to optimize legibility.
2. Keep the number of answer options to five.
3. Do not make the questions overly complex.
4. Keep voting straightforward – systems allow complex branching,but keep it simple.
5. Allow sufficient time for students to answer questions. Some general guidelines
- classes of fewer than 30 students 15 -20 seconds per question
- classes of 30-100 students, 3o seconds per question
- classes of more than 100 students, 1 minute per question
6. Allow time for discussion between questions.
7. Encourage active discussion with the audience.
8. Do not ask too many questions; use them for the key points.
9. Position the questions at periodic intervals throughout the presentation.
10. Include an ‘answer now’ prompt to differentiate between lecture slides and interactive polling slides.
11. Use a ‘correct answer’ indication to visually identify the appropriate answer.
12. Include a ‘response grid’ so that students know their responses have registered.
13. Increase responsiveness by using a ‘count down timer’ that will close polling after a set amount of time.
14. Test the system in the proposed location to identify technical issues (lighting,signal interference).
15. On the actual day of the session, allow time to set out clickers and start system.
16. Rehearse actual presentation to make sure it will run smoothly.
17. Provide clear instructions on how to use the clickers to the audience
18. Do not over use the system or it will lose its engagement potential.
REFERENCES
1-5, 14- 16 (Robertson)
6-9 and 17 (Duncan)
10-13 ( Turning point technologies)
R.W. Guthrie and A. Carlin : waking the dead; using interactive technology to engage passive listeners in the classroom
C. Johnson ‘clickers in your classroom
Wakonse – Arizona E – Newsletter vol 3, No 1, 2004.
A. Chickering and Z. Gamson: seven principles for good practice in undergraduate education AAHE Bulletin
NAME: AKINLADE OLUWAMBE B.
ReplyDeleteMATRIC NUMBER: YRL/08/3025
DEPT: YORUBA
A clicker is any device that makes a clicking sound, usually when deliberately activated by its user.
They usually consist of a piece of thin metal or plastic held in a casing so that the metal is slightly torqued; depressing one end of the metal causes it to pop out of alignment and releasing it causes it to pop back into alignment, each time making a sharp click.
With some clickers, the user depresses the metal directly with thumb or finger; with others, a button extends above the surface of the casing so that depressing the button makes the metal click.
HOW CLLICKERS CAN BE USE IN CLASSROOM IN FACULTY OF EDUCATION
• Clickers are used to provide audible feedback for human students learning using a method called TAGteach.
• In World War II Clickers were used by Allied paratroopers preceding and during Operation Overlord as a way of covertly identifying friend from foe. A soldier would click once and if two clicks were received in return from an unidentifiable soldier then his identification was confirmed.
• Clickers are also used as a handheld counting device, sometimes digital but more commonly mechanical, used to keep a count of the numbers of people entering a venue. It is often used by nightclub doorstaff to make sure fire limits are not exceeded.
• A Clicker is a device used on recurve bows to signal to the archer that correct draw length has been achieved, thus aiding consistency.
• Some board games designed after game shows come with clickers that are meant to emulate the buzzers common on such shows.
• Clicker is slang for a television remote control, so named because of the clicking sound produced by the device and by the television when it changed channels.
NAME OLATOYINBO TOMISIN, MATRIC YRL/08/3078, 1. This application can help maximize learner engagement and learning. 2. It can be used for a very large class in the faculty of education. 3. Educator or staff of the faculty should be trained on the use of clicker. 5. clickers can provide added value, however, when compared to some active learning methods.
ReplyDeleteNAME: SATIMEHIN SILEOLA
ReplyDeleteMATRIC NO: YRL/08/3096
Students can use their clickers in multiple classes over many years. the following are the ways to use class room clickers in faculty of education classes.
1. use a correct answer indicator to visually identify the appropriate answer.
2. include a response grid so that students will known that their response are registered.
3. increase responsiveness by using a countdown timer that will close polling after a set among of time.
4. test the system in a proposed location to identify technical issues(lightning,signal interference)etc.
5. on the actual day of the season, allow time to set out clickers and start system.
6. rehearse actual presentation to make sure it run smoothly.
7. provide clear instruction on how to use the clickers.
8. include an 'answer now' prompt to differentiate between lectures slide and interactive pooling slides
NAME: Agoke Odunayo Omolade
ReplyDeleteMATRIC NO: YRL/08/3020
DEPT: Yoruba
Clickers are hand-held devices that allow students in the classroom to instantly provide feedback, answer questions, and vote in response to questions posed. This is referred to as, "polling."
1. clicker is portable and can be used anywhere; it does not matter which classroom you are assigned to.
The system is easy to use and accurate.
2. clicker polling questions can be created on the fly and float above any other application or window. You are not required to insert them into your presentation.
3. clicker is less expensive than other systems. The instructor kit is free for UC Berkeley faculty and student clickers cost about $40 new and can be purchased used for less.
Recommending one brand benefits students. They can use a clicker for more than one class, thus bringing the cost per course down overall.