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 > delivery > 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 > computer system and destroy any copies in any form. > > "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 >