Back in May 2010, I led a webinar on teaching with clickers as part of the CIRTLcast series for the Center for the Integration of Research, Teaching, and Learning (CIRTL), an NSF-sponsored network of six universities interested in preparing future science, engineering, and mathematics faculty. The full webinar was 60 minutes, and you can access the audio recording and my slides in the CIRTLcast archive. However, CIRTL has done a great job taking some excerpts from the session and packaging them as a 10-minute YouTube video, complete with a transcript!

In the video, you’ll hear me talk about using clickers to generate small-group and classwide discussion, create “times for telling,” encourage metacognition, facilitate peer assessment, structure class time, turn quizzes into learning experiences, and make class more fun. Clickers can be used very effectively to engage students in the learning process during class, and this short video is a nice introduction to these uses of clickers.

Thanks to CIRTL for giving me the opportunity to present this webinar and for putting together this great video!

I’ve scheduled this post to appear on the blog just as I’m starting my keynote at the University of Louisville clickers conference in Louisville, Kentucky.

• For those of you not at the conference, you can get a sense of what I’m talking about right now by checking out my Prezi below.  You’re welcome to weigh in on Twitter about these ideas.  Just tag your tweets with #ULclickers so I’ll see them.
• For those of you at the conference, you’ll find below links to a few resources mentioned in my talk.  Feel free to explore these after the keynote!  (Or during… I’m cool with that.)

My talk is titled “Connecting with Participatory Culture: Clickers and Deep Learning.”  Here’s the abstract:

Today’s students vote for their favorite contestants on American Idol, “like” a friend’s wall post on Facebook, comment on news and events on Twitter, and engage in robust online discussions about World of Warcraft.  We live in a participatory culture, one in which voting, commenting, creating, and sharing are the norm and people prefer being contributors to being consumers.  Teaching with clickers is one way to tap into this culture, engaging students in ways that motivate them to participate during class in meaningful ways.  In this talk, Derek Bruff will explore ways that using clickers connects with our students’ participatory culture and how those connections can be leveraged to promote deep learning.

And here’s my Prezi:

Finally, some relevant resources:

Like Buttons / Student Perspective Questions

• Matthew Freeman’s perspective questions come from this article: Campt, D., & Freeman, M. (2009). Talk through the hand: Using audience response keypads to augment the facilitation of small group dialogue. The International Journal of Public Participation, 3(1), 80-107.  Here’s my summary.

Text-to-Vote / Peer Assessment Questions

• A description of Kori Street’s use of clickers for peer assessment can be found on pages 94-96 of my book.

Serious Fans / Misconception Questions

• The research on World of Warcraft forum discussion can be found here: Steinkuehler, C. & Duncan, S. (2009). Informal scientific reasoning in online virtual worlds. Journal of Science Education & Technology. DOI: 10.1007/s10956-008-9120-8.  See also Constance Steinkuehler’s other research.
• Derek Hansen’s visualizations of edits to Lostpedia, a wiki for the TV show Lost
• The “time for telling” idea comes from this article: Schwartz, D. L., & Bransford, J. D. (1998). A time for telling. Cognition and Instruction, 16(4), 475-522.
• My misconception question about lie detectors is adapted from Teaching Statistics: A Bag of Tricks by Andrew Gelman and Deborah Nolan (Oxford University Press, 2002).

Event TV / Critical Thinking Questions

• The connection I made between social media (especially Twitter) and “event” TV comes from “Twitter and TV: How Social Media Is Helping Out Old Media,” an essay by James Poniewozik in the March 22, 2010, issue of Time.
• Here’s my post about critical thinking questions in my recent cryptography course.
• Here’s my post about how to adapt Rob MacDougall’s “counterfactual questions” for use with clickers.
• The terms absolutist, relativist, and evaluative come from this article: Kuhn, D. (1992). Thinking as argument. Harvard Education Review 62(2), 155–178.  Similar ideas are found in the work of William Perry and others, captured well in this essay by Richard Felder.

Volunteerism

• I heard about Ushahidi on the World’s Tech Podcast #274, a production of BBC’s The World.  Here are the current Ushahidi reports from Haiti.
• I also heard about Matter of Trust‘s efforts to collect hair and nylons to make hair booms in the World’s Tech Podcast, episode 287.  I highly recommend the World’s Tech Podcast (hosted by Clark Boyd) as a way to learn about “undercovered” tech news.
• The Alphachimp Studio blog has some information on how graphic designers in Nashville have been responding to the recent floods here.  My “We Are Nashville” t-shirt comes from Cool People Care.  And it was Hands on Nashville that’s done a tremendous job of coordinating volunteer efforts in town.

For more on the notion of a participatory culture, read Henry Jenkins’ white paper, “Confronting the Challenges of Participatory Culture: Media Education for the 21st Century” [PDF].  Also, here’s my blog post that got me started thinking along these lines, the one that references the Campt and Freeman article.

What are your thoughts on the ideas in my keynote?  Do we, especially our students, live in a participatory culture?  What consequences does that have for how we teach?

Image: “skates” by Flickr user marythom / Creative Commons licensed

Gardner Campbell and two of his Baylor University colleagues, librarian Ellen Filgo and first-year student Alexis Tracy, presented a talk at the recent EDUCAUSE Learning Initiative (ELI) conference on their use of Twitter in Gardner’s first-year seminar course on new media.  The talk, “Twitter Symbiosis: A Librarian, a Hashtag, and a First-Year Seminar,” is online (video + slides) thanks to ELI, which meant I could “attend” the presentation in spite of the fact that I didn’t go to the ELI conference.  I recently posted nine uses for backchannel in education, and Gardner’s talk provides another great example of the potential of Twitter-facilitated backchannel conversations in college teaching.

In a nutshell, here’s how Gardner incorporated Twitter in his course: As part of their class participation, Gardner’s students were encouraged to open Twitter accounts and participate in backchannel discussion on Twitter during class sessions, using a course-specific hashtag to make their tweets easy to find and follow.  Moreover, Ellen Filgo, a university librarian, participated in the Twitterstream, too, although she did not attend class sessions in general.  Instead, she followed the Twitter conversation from her office (by loading a column in her Tweetdeck application that searched for the course hashtag) and contributed resources and ideas to the backchannel discussion.

How did Gardner and his students use the backchannel?  I’ll use my “nine uses” as a framework here.  Gardner’s students engaged in notetaking, sharing resources with each other, commenting on the class discussion and presentations given by Gardner and by fellow students, asking questions of Gardner and each other, and helping one another by suggesting answers to those questions.  Also, Gardner was intentional about using the backchannel and other mechanisms (including student blogs “fed” into a course “mother blog” and social bookmarking via Delicious) to build community in his course.

Perhaps what is most interesting about this example is that the inclusion of librarian Ellen Filgo served to open the classroom to those not physically present.  In the talk, Ellen describes her participation in the backchannel as “librarian jazz,” referring to the improvisational quality of her interactions with the students.  She knew the topic of each class session’s conversation, but didn’t always have the readings ahead of time and couldn’t hear the verbal conversation in the room.  This meant that she had to suggest resources and answers to student questions based entirely on the Twitterstream in real time.  In the ELI talk, both Ellen and Gardner referred to “agile” teaching, one of my favorite terms, which made me smile!

Ellen noted that one positive outcome of this participation was that she was involved in the students’ research work at a much earlier point in that work than is typical for her work with students.  She was thus able to assist students in valuable ways, and the students’ understanding of the role of the library in their work was enhanced.

If you watch the talk online, be sure to listen to Gardner’s student, Alexis Tracy, describe her experiences in the course.  Using social media (Twitter, blogs, social bookmarking) in an academic setting was new to her, and she became very interested in Twitter in particular.  She’s remarkably reflective and well-spoken about the impact the backchannel had on her learning in the course.  I was impressed that she described herself as an “epistemologist”–that’s a word I didn’t learn until graduate school!

Here are a few other points that Gardner and his colleagues make in their talk:

• It’s important to use a course-specific hashtag.  That makes finding class tweets easy and helps to create a sense of community.
• Be sure to archive the class tweets using a service like Twapper Keeper which creates a permanent archive of all tweets using a particular hashtag.  They didn’t do this and regretted it later when they discovered that Twitter’s search function doesn’t go that far back.
• Gardner’s students all gave class presentations.  During the presentations, the other students participated in the backchannel as usual.  This provided a useful source of feedback to the presenting students, who would frequently read through those tweets after class.  I’m tempted to call this a “tenth” use of backchannel.  It falls under the category of students helping one another, but when the student being helped is the presenter, this use is, in a way, more significant.
• Near the end of the talk, Gardner says, “If you want your students to tweet well, then you need to tweet well.”  If not, that is, if you ask your students to engage in an activity in which you yourself do not engage, your students are likely to view it as busywork and not view it as a valuable learning activity.  Gardner has enough experience blogging and having his students blog that I consider this sound advice.

See the online archive of the talk for other points, including Gardner’s approach to grading backchannel participation, a great anecdote about how a question moved from the backchannel to the frontchannel, and some warnings about what can go wrong when students aren’t prepared well for this kind of participation.  Thanks to Gardner, Ellen, and Alexis for sharing their experiences with this very new form of classroom interaction!

In my last post, I shared a few ideas for how using mobile devices (particularly smart phones like the iPhone) as part of classroom response systems might enhance or detract from the effectiveness of such systems.  I brainstormed these ideas while preparing for my presentation at the recent ConnectEd Summit at Abilene Christian University.  I have a few more ideas to share today…

Feedback to Instructors – Today’s classroom response systems all feature a great tool for making quick sense out of student responses to multiple-choice questions–bar charts.  For multiple-choice questions, you can’t beat the bar chart as an aggregation tool.  Instructors can quickly see the distribution of answers in their classes and make on-the-fly teaching decisions in response to these data.

Mobile devices make it easier for students to submit responses to free-response questions since they have more efficient text input tools than most clickers.  For instructors to make use of these kinds of responses, however, it would be useful to have tools that help them quickly aggregate and analyze answers to free-response questions.  What kinds of reporting tools make sense for numeric responses?  For short answers (words or phrases)?  For longer answers (sentences or even essays)?  For non-text responses like drawings, diagrams, or photos?  Development of such tools will make it easier for instructors to make good use of free-response questions during class.

Feedback to Students - Something that comes up frequently in surveys of students about clickers is that students appreciate finding out during class whether or not they understand ideas presented in class.  They don’t need to wait until they received a graded homework set or quiz or test back to gauge their own understanding.  Providing this kind of feedback to students on multiple-choice questions with single correct answers is easy.  A given student’s answer is either the correct one or it’s not, and as long as instructors make clear the correct answer before moving on to the next topic, students receive useful feedback.

Providing this kind of feedback to students for free-response questions answered via mobile devices is harder.  Each student might have a different response to the question, so feedback to students on their answers would need to be customized (perhaps to a small degree, perhaps to a large degree) for each student.  This kind of individual feedback might be impractical for the instructor to give during class.  But what if each student’s response was sent to the mobile devices of two other randomly chosen students for review?  That wouldn’t necessarily provide the same kind of feedback that an instructor can provide, but it would certainly have some value.  I can imagine classroom response systems that would make this kind of peer-to-peer feedback system somewhat automatic.

During the conference, Eric Mazur pointed me to the Calibrated Peer Review project at UCLA.  Mobile devices might be used to implement a version of this well-developed process during class.

More ideas later this week…

In a recent blog post, Dave Foord, an education consultant in the UK, describes his use of clickers in a sports science course.  The course included a leadership component and so he had each of his students lead part of a class session.  He then had the other students provide feedback, but he found that the students were hesitant to publicly criticize their peers, leaving him to be the bad guy.

One year, however, he had his students provide feedback using clickers, which allowed them to provide anonymous and thus more-honest feedback.

This had a much better effect on the learner who had lead, than me just ploughing in with critiscisms – instead I was able to pick up on the feedback from their peers, and pick out the reasons why, and what to do next time to better effect.

The use of clickers to have students assess their peers’ work (presentations, papers, works of art, performances) seems to have a lot of promise, primarily for the reason Dave points out.  A couple of months ago, I met Ray Miller, a theater and dance instructor, and he said that in the performing arts, peer critique is an important learning activity, one that could be enhanced with the use of clickers in this fashion.

Have you had students assess their peers’ work using clickers?  If so, how did it go?