Dear Joel -
We've been using TBL extensively for many years now. So, we've tried
many things!
1 - We've tried WebCT for the iRATs but only when we fully expect to not
keep those questions secure. Because we so treasure good MCQs, and we
keep
detailed statistics year-after-year, we keep all materials in the
classroom.
2 - We have an entirely on-line peer evaluation system. Our
programmer set it
up, works like a charm, plus allows additional analysis of data over
time that
is so hard when you use paper. If you have a computer wizard who
would like
to speak with our guy, let me know.
3 - Keep using iRAT/gRAT. We have pretty much eliminated our own and
the
students use of 'quiz' for this since we so value its role in readiness.
I am fascinated by your subject matter and hope that you submit your
materials
to the TBLC for secure posting. Also, hope you can come to the
meeting
in New Orleans! We all know of the plight of the California schools -
hope
you're hanging in there.
Dean
On Nov 24, 2009, at 10:09 AM, Joel Dubois wrote:
> Regarding the discussion about a month ago re: using clickers for
> RATs, I have two follow up questions & one more general question
> about the naming of RATs:
>
> 1. Has anyone experimented with doing iRATs via some on-line
> instructional system (we use WebCT, but I've also used Blackboard)
> prior to coming to class, and then having teams to tRATs in class?
> The down side is that there's no way to restrict using books and
> notes on the iRAT, but for me that's not an issue since I allow
> books and notes due to the complexity and foreignness of the
> material I teach (Asia religions & cultures). Also there's no
> guarantee that students won't "help" each other on the iRAT from
> nearby computers. Still I tried this once and found that there was
> still some good discussion during tRATs, which I required students
> to do without books or notes. I also appreciated having more class
> time for team assignments.
>
> 2. Has anyone tried doing peer evaluations with clickers? Or found
> some more efficient on-line method than paper and pencil? I find it
> grueling to have to do two rounds of peer evals when I have several
> TBL classes, especially if one of them is large.
>
> 3. As a side question, I am wondering about alternative naming of
> RATs. I have heard prior discussions of "test" vs. "quiz" and
> realize the arguments against that latter of the two. But I think
> most students have a hard time understanding "reading assessment" or
> "readiness assurance," and wonder about using something like "start-
> of-unit test," "start-of-unit assessment," or "team preparation
> assessment."
>
> Thanks in advance for your input...
>
> Joël Dubois
>
> ------------------------------------------------------------------
> Dr. Joël Dubois, Associate Professor, Asian Religions
> Department of Humanities & Religious Studies
> Mendocino Hall 2011, 6000 J Street
> California State University, Sacramento
> Sacramento, CA 95819-6083
> (916) 278-5332 // Fax #: (916) 278-7213
> http://www.csus.edu/indiv/d/duboisj/home.html
> ------------------------------------------------------------------
>
>
>
> On Oct 16, 2009, at 10:42 AM, Sweet, Michael S wrote:
>
>> Friends,
>>
>> I am working with someone in history to overhaul a 80-300 student
>> class into full-on TBL.
>>
>> Due to the volume of paperwork that so many students would
>> generate, we are planning to use clickers for RATs and Application
>> activities.
>>
>> Our two choices are CPS and i-Clicker. CPS allows students/groups
>> to be working on different questions at the same time, while i-
>> Clicker does not. However, we have had many, Many, MANY stability/
>> reliability problems with CPS, so we're going with i-Clicker.
>>
>> Here's my plan:
>>
>> (1) In addition to each student having a clicker, each team will
>> have one additional clicker that the teacher brings to and takes
>> from class, distributed and collected on RAT days.
>>
>> (2) Students will be given the quiz form on paper, upon which they
>> circle their individual answers. The quiz will consist of 10
>> knowledge-level questions and 5 conceptual/analytical/application
>> questions.
>>
>> (3) At the given time, the teacher will activate the i-Clicker
>> receiver and the whole class will march through the quiz, keying in
>> their individual answers one-at-a-time using their individual
>> clickers.
>>
>> (4) Once that is complete, then the teams will convene and march
>> through ONLY the five higher-level questions, using their team
>> clicker. They will have, say, five minutes to talk about question
>> number 11, after which the teacher opens up the response system and
>> they key in their answers to get immediate feedback. Then they
>> have five minutes to talk about question number 12, after which
>> they teacher opens up the response system and they key in their
>> answers to get immediate feedback. Then question 13, and so on.
>>
>> Obviously, this is not ideal, as it makes the team discussions a
>> little herky-jerky. But that is an inconvenience/awkwardness that
>> will be predictable and shared by everyone, as opposed to the
>> different handful of random folks every time who's clicker will not
>> register, does not work, etc.. In a large, lower-division,
>> REQUIRED class, we are going to have plenty on our plates to get
>> students on board with TBL ("Navigating the bumpy road" and so on),
>> and I am loathe to introduced the extra anxiety and frustration of
>> a flaky clicker system into it.
>>
>> Your thoughts?
>>
>> -M
>>
>>
>> Michael Sweet, Ph.D.
>> Faculty Development Specialist
>> Division of Instructional Innovation and Assessment (DIIA)
>> University of Texas Austin
>> MAI 2206 * (512) 232-1775
>>
>> "Teaching is the profession that makes all other professions
>> possible." - Todd Witaker
>
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