Clickers Personal Response Systems PRS in University Classrooms

1
Clickers - Personal Response Systems (PRS) in
University Classrooms

• Using interactive technology to promote active
  engagement in the library research process

2
Overview

• Introduction
• Course objectives and the use of clicker
  technology
• Library Component
• Final Class Outcomes
• Key Lessons Learned
• Whats next ?

3
Introduction

• Have you used clickers? ( please raise your hand
  if yes )
• Some reasons we decided to give them a try

4
Course objectives and the use of clicker
technology

• Engage student learning
• Increase classroom participation
• Provoke deep thinking about contemporary issues
  facing managers and leaders
• Promote collaborative learning and knowledge
  sharing in the class and online

5
Library Component

• Potential Pedagogical Benefits
• Goals
• Structure
• Questions
• Results

6
Library Component Pedagogical Benefits

• Encourages two-way communication in large
  enrolment classes
• Encourages greater student participation
• Fosters student engagement
• Streamlines assessment process

7
Library Component - Goals

• Promote not Teach
• We employed the technology not to transfer actual
  skills, but to advertise the existence of online
  library guides and promote the use of the library
  within the context of existing coursework.
• We used the PRS technology to quiz students on
  library use and research styles, and market
  library resources interactively.
• Provoke not Tell
• Sessions were quick, focused, and aimed at
  piquing the students interest in library
  research.
• The library sessions reflected the instructors
  teaching pedagogy and modus opporandi of
  provocation.
• Actual student research practices
• Quizzed students regarding library use mid-way
  through the term and at the end of the term to
  shed light on actual practices and assumptions.

8
What do you think so far?

• Interesting tell me more
• Boring try and keep me awake
• Im somewhat intrigued and willing to listen
• I wish I was walking my dog

9
Library Component - Structure

• Series of questions
• To explore current research practices
• To provoke thought about different avenues for
  research
• Used humour to engage
• Created tag - dog, as a reminder

10
Study and Sample Questions

• 400 students (2 groups of 200 each) were asked a
  series of questions regarding research practices
  and library use
• Research and library related questions were asked
  three times during the 2006 Fall term at the
  beginning, middle (wk 8), and end.
• Following are 3 sets of questions we asked in the
  first meeting.

11
How do you do research?

• I ask my friends questions.
• I go wander around the library.
• I talk to my dog.
• I ask a librarian for help.

12
How will you start the research for your Business
Plan Project?

• I will talk with friends about it.
• I will attend a library workshop.
• I will browse the library website.
• I will review course materials.
• I will consult with my dog.

13
Do you know how to use the library effectively?

• Yes
• No
• I think so
• My dog does

14
Do you like the questions that I asked the
students?

• Theyre o.k.
• Great!
• Funny, but I can be funnier
• Ill ask my dog and get back to you

15
Initial Results

• The majority of students do their research in the
  library (30-33), or by consulting with friends
  (23-25).
• Students begin their research by reviewing course
  materials (33-44) or by consulting with friends
  (28 - 34)
• While over half of the students have not used the
  business library, 39-46 believed they could do
  so effectively
• After this introductory session 63-69 planned to
  use the library for their research and 56-59
  wanted more information about how to do business
  research.

16
Mid-term results

• By the mid-term, close to half of the class had
  not started their research and 70-78 were NOT
  using library resources.
• The vast majority were finding the research
  process either very difficult (27-33) or hard
  but not impossible (29-31)

17
What we did at this point

• At mid-term we provided a brief tutorial/in class
  instruction period for the students.
• Students were invited to ask the librarian their
  research questions and they were answered on the
  spot, including database searching examples.
• After the mid-term session the library had such a
  rush of students, the librarians called to ask us
  what was going on.

18
Emerging Patterns and Final Results

• The majority of the students did their research
  by asking questions of friends or asking a
  librarian
• The overwhelming majority of students did use the
  library
• Only half of the students actually asked a
  librarian for help finding information and 50-75
  found this information useful
• After this experience a large majority of the
  students plan to use the library in the future

19
What do you think of the study results?

• Wow! Unexpected
• Interesting, but Im not surprised
• Boring - same old, same old
• Some intriguing results - I would like to use the
  technology myself

20
Moving Forward

• Actions
• Explore peer learning initiatives (tablets?)
• Involve additional librarians to provide online
  assistance via classroom software (moodle)
• Provide additional library instruction at
  mid-term workshop
• Note
• Reiterated the importance of reminding students
  of the library and the help of librarians
  throughout the term, not just at the beginning of
  classes.

21
Final Class Outcomes

• Engaged student learning
• Increased classroom participation
• Provoked deep thinking about contemporary issues
  facing managers and leaders
• Promoted collaborative learning and knowledge
  sharing in the class and online
• Side benefits for Schulich participation
  continues

22
Key Lessons Learned

• Technology can be intrusive
• Understand the impact on teaching i.e. set up
  preparation time for responses
• Prepare students for patterns of use
• Vary the types of questions
• Participation definitely increases be ready
• Its fun to work on collaborative research!