Agreed.
There's just something visceral about a team of students huddled
around the scratch-off card that is hard to replicate huddling over a
clicker (IMHO). However, I DO like the use of clickers for IRATs (as
an alternative to scantron machines). And I'm an IT guy! But the IF-
AT's are one "old school" technology that I think is just about
perfect for its intended purpose: building teams.
To me, the clicker (IRAT) and scratch offs (TRAT) is a nice blend of
digital and analog technology to facilitate the TBL process.
John
John Fritz
Asst. Vice President
Instructional Technology & New Media
UMBC Div. of Information Technology
410.455.6596 | [log in to unmask] | www.umbc.edu/~fritz
On Oct 19, 2009, at 11:13 AM, Larry Michaelsen wrote:
> Michael,
>
> I'm with Jim and Gary. I've done and seen a lot of different
> options. I strongly feel that the combination of immediate feedback
> on each choice and the fact that everyone "leans in" to watch the
> scratching with the IF-AT's gives you a boost for team-building that
> I don't think can be matched by any type of a clicker. I'd do more
> than running it past the teacher. I'd encourage him/her to use the
> IF-AT's.
>
> Larry
>
>
> --
> Larry K. Michaelsen
> Professor of Management
> University of Central Missouri
> Dockery 400G
> Warrensburg, MO 64093
>
> [log in to unmask] <---PLEASE NOTE NEW E-MAIL ADDRESS !!!
> 660/543-4124 voice
> 660/543-8465 fax
>
>
>>>> "Sweet, Michael S" <[log in to unmask]> 10/19/09 9:39 AM >>>
> Gary,
>
> I like the clicker/IF- AT combo.
>
> I'll run that past the teacher and see if she is open to it.
>
> Thanks for taking the time to share that! :- )
>
> - M
>
>
> ----- Original Message-----
> From: Team- Based Learning [mailto:TEAMLEARNING- [log in to unmask]]
> On Behalf Of Sibley, Jim
> Sent: Saturday, October 17, 2009 10:27 AM
> To: TEAMLEARNING- [log in to unmask]
> Subject: Re: i- Clicker strategy for very large TBL class: Your
> feedback?
>
> Thanks Gary this is helpful
>
> one wrinkle for michael is that iClicker doesn't have homework mode
>
>
>
> Jim Sibley
> Director
> Centre for Instructional Support
> Faculty of Applied Science
> University of British Columbia
> 604- 822- 9241
>
>
>
> ----- Original Message-----
> From: Team- Based Learning on behalf of Gary D Lynne
> Sent: Sat 10/17/2009 7:59 AM
> To: TEAMLEARNING- [log in to unmask]
> Subject: Fw: i- Clicker strategy for very large TBL class: Your
> feedback?
>
> Michael:
>
> We use the Response clicker system, in a similar way (albeit for a
> class
> of only 50- students, 9- teams, in a 3- period evening class, 6:30-
> 9:20.. so
> we have time to do a variety of things!):
> 1. iRAT distributed on paper at start of class (typically 20- 25 4-
> point
> questions): Individual students use the Homework feature in
> Response to
> "click" in their answers.
> 2. Classroom computer immediately grades the Homework, gives us the
> summary data by question... we process, study this for purposes of a
> "mini- lecture" later in the class, while the Teams are working.
> Also, we
> just "copy and paste" the individual grades from the Excel spreadsheet
> produced in Response into our Excel gradebook for the course
> 2. tRAT is done on IF- AT forms by the 9- teams; however, each Team
> is also
> given a Team clicker during class, and asked to key in their FIRST
> choice,
> the one they "scratch" first.
> 3. Classroom computer also gives us the data on the "first scratch"
> results from the Teams
> 4. Team IF AT forms are collected; these grades hand- entered into
> the
> class gradebook (but, only 9- of these, so not so burdensome)
> 5. Mini- lectures based on the data collected into the Response
> system
> from both the iRAT and tRAT
> 6. All students see the IF AT forms again at Exam time.. drawing
> mulitiple choice questions out of the same data base used in
> designing the
> iRAT and tRAT exams, for 1/2 the points on the Exam (but we also use
> tRAT
> scores at this point, 60% individual, 40% tRAT). The other 1/2 of the
> points on each of the 3- semester exams is from applications...
> problem
> solving, essays, etc., helped by in- class problem solving and the
> RATs
> 7. Using RATs mainly for the concepts and constructs, mainly in the
> early
> part of the semester. Late in the semester, we focus on guest
> presenters
> from the "real world" (this is a 200 level course, albeit we get
> mainly
> juniors and seniors, in natural resource, environmental and
> ecological
> economics... so lots of real world issues to bring to their
> attention!),
> and applications of constructs...
>
> Anyone see "holes" in this approach? Ways to improve it? We have
> gone
> to Response clickers because the University supports same... they
> seem to
> be working just fine... albeit no way to use an IF AT form within the
> clicker system. We lose the IF AT in the iRATs, but do gain the
> benefits
> of same in the tRATs and in the 3- course Exams.
>
> Gary
>
> Gary D. Lynne, Professor
> Department of Agricultural Economics and
> School of Natural Resources
> 103B Filley
> University of Nebraska- Lincoln
> Lincoln, NE 68583- 0922 USA
> Website: http://www.agecon.unl.edu/facultystaff/directory/lynne.html
> Phone: 1- 402- 472- 8281 Cell: 1- 402- 430- 3100
> This message and any attachments are confidential, may contain
> privileged
> information, and are intended solely for the recipient(s) named
> above. If
> you are not the intended recipient, or a person responsible for
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> to the named recipient, any review, distribution, dissemination or
> copying
> by you is prohibited. If you have received this message in error, you
> should notify the sender by return e- mail and delete the message
> from your
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>
> "We are always only one failed generational transfer of knowledge away
> from darkest ignorance" (Herman Daly)
> "We do not just have our own interests. We share interests with
> others.
> Empathy ... exemplifies the implicit solidarity of human
> nature" (Robert
> Solomon)
> "Whoever frames the debate tends to win the debate" (George Lakoff)
> ----- Forwarded by Gary D Lynne/AgEcon/IANR/UNEBR on 10/17/2009
> 09:41 AM
> -----
>
> "Sweet, Michael S" <[log in to unmask]>
> Sent by: Team- Based Learning <TEAMLEARNING- [log in to unmask]>
> 10/16/2009 12:43 PM
> Please respond to
> "Sweet, Michael S" <[log in to unmask]>
>
>
> To
> TEAMLEARNING- [log in to unmask]
> cc
>
> Subject
> i- Clicker strategy for very large TBL class: Your feedback?
>
>
>
>
>
>
> 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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