I've been thinking about the use of classroom response systems (aka clickers http://www.einstruction.com/index.cfm?fuseaction=HigherEd.Display&header =HigherEd&content=engage) used along with team learning. Initially I was wondering whether the clickers could substitute for paper for the R.A.T. Now in reading Maureen's questions below, I am wondering they have some other uses, such as allowing the simultaneous reporting she wants in lieu of handing out cards. The clickers seem to be a way to accomplish interaction and simultaneous response even in larger classes, like Alice's Physicians Assistants, or in classes with numbers in the hundreds. (I have not used them yet so I am not speaking from experience. Our campus is just placing our orders to get started with the clickers.) Have any of you tried combining that technology with team learning? Kathy Kathy Ross, Ph.D. Instructional Technologist Center for Teaching, Learning & Assessment Indiana University Kokomo 2300 South Washington PO Box 9003 Kokomo, IN 46904-9003 765-455-9392 [log in to unmask] ------------------------------ Date: Wed, 5 Oct 2005 13:18:17 -0500 From: Maureen Jonason <[log in to unmask]> Subject: Re: translating conversations to the larger group This is a multi-part message in MIME format. ------=_NextPart_000_0003_01C5C9AF.413EED70 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit I have been having a similar reaction to my RATs: critiquing my test questions. I do find some of their concerns legitimate and appreciate sincere efforts to suggest appropriate revisions, but I sometimes feel what they really want are easy questions. In terms of discussion, I have a much smaller class, but sometimes the same thing happens. I know I need to do more simultaneous reporting of responses (Who agrees or disagrees? Choose the best example from 1, 2, or 3) so that they can see that there are different ways of looking at an application and are then inspired to debate the issue as a whole class rather than hiding behind an erroneous assumption of agreement. It would require having index cards with choices handed out to all and a call for simultaneous reporting, much easier in a smaller class. I have used it to discuss ethical issues (is this scenario ethical or unethical?) and had good results. -----Original Message----- From: Team Learning Discussion List [mailto:[log in to unmask]] On Behalf Of Automatic digest processor Sent: Thursday, October 06, 2005 12:01 AM To: Recipients of TEAMLEARNING-L digests Subject: TEAMLEARNING-L Digest - 14 Sep 2005 to 5 Oct 2005 (#2005-45) There are 2 messages totalling 417 lines in this issue. Topics of the day: 1. translating conversations to the larger group (2) ---------------------------------------------------------------------- Date: Wed, 5 Oct 2005 13:35:22 -0400 From: "Fox, Alice" <[log in to unmask]> Subject: translating conversations to the larger group This is a multi-part message in MIME format. ------_=_NextPart_001_01C5C9D3.29B000A0 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: quoted-printable I have just begun to use team-based learning in a class of 41 Physician Assistant students; the current course is on communication in the medical encounter and I have found the team approach very enlivening. However, what I have noticed is that the team discussions are very intense and lively and then when we come back together as a group, the conversation halts. Reviewing the questions poorly understood on the R.A.T. has taken a kind of semantic turn, as well (pointing to some of my limitations as a test question designer), rather than what seem to be the more substantive issues. I am wondering if others have some techniques of transitioning, or making use of the energy of the teams to share some of the insights with the entire class. Or does it matter? I had the experience of spending time with a team, engaged in a great conversation and then when I suggested the topic be shared later on, the interest in discussing it seemed gone. Thanks, Alice =20 Alice B. Fox, DrPH, PA-C Mercy College Graduate Program in Physician Assistant Studies 1200 Waters Place Bronx, N.Y. 10461 (914)674-7658 email: [log in to unmask] fax: (718)678-8605 Kathy Kathy Ross, Ph.D. Instructional Technologist Center for Teaching, Learning & Assessment IU Kokomo 765-455-9392 [log in to unmask]