1. AudienceResponseSystemsLESSONS LEARNED AND APPLICATIONS

2. Order of the SessionIntroduction to audience response systems (ARS)Presentation on use of ARS in a low enrollmentchemistry classWorkshop of several ARS models Peer instruction Assessing to Learn (A2L) Contingent teachingGroup work and questions 3. Introduction to audienceresponse systems (ARS)Audience Response System: uses software andhardware to question (poll) a large group ofparticipants.Many systems collect data that can be used forassessment and data analysis. 4. Audience ResponseSystemsiClickereInstructionQwizdomPoll EverywhereTurning Technologies 5. Company Cost License ModeliClicker $45 per clicker- Clicker(Models vary)Students (or departments)purchase clicker. Instructordownloads software.eInstruction $20 per clicker or $1500 forclicker set- (models vary)Students (or departmentspurchase clickers. Instructordownloads Software.Qwizdom $70 per clicker,$500 forinstructor software or $1800for clicker set (models vary)Students purchase a clicker ordepartment purchases aclicker set to share.Poll Everywhere Free- $14 per student/$349+per semester for instructorStudents (or departments)purchase a license andstudents bring a mobile deviceto the classroom. The entirepoll is web-based.Turning Technologies $15 for one year license/$20for two year licenseStudents (or departments)purchase a ResponseWarelicense. Students can use anydevice that can connect to theinternet. Software isbackwards compatible. 6. Results - Features to AvoidHard to use software(proprietary format)Software that upgradeswithout sending anotificationLarge devicesDevices that are notbackwards compatibleDevices without adisplayClickers that are notdiverse in outputoptions (e.g. inability tosend responses inscientific notation) 7. Why we choseResponseWareAccessible customerserviceOn-site training fromcompanyEasy to use softwareBackwards compatiblesoftwareLow cost of entryFree software and updatesfor instructorsFacilitated a Clicker-freecampusHelped students utilizemobile devices foreducationDid not limit the amountof usersWorks with Blackboard 8. ImplementationRESPONSEWARE IN A LOW ENROLLMENTCHEMISTRY COURSE 9. ResponseWare CHE 410CHE 410 -- Inorganic ChemistryLargest class ever at QU for this course -- 14students! (12 Majors, 1 Minor, 1 HS Major)lecture only coursestudents used laptops or phones with internet toanswer questionsattempted each of the methods which will bedemonstrated in this presentation to comparestudent achievement and interest 10. Classroom Responses:Mid-term Exam Results 11. Classroom Responses:Mid-term Exam to FinalExam 12. Classroom Responses:Final Exam ResultsStudents achieved an 88.4% correct response ratefor final exam questions with a similar in-classversion.Students achieved a 71.4% correct response ratefor final exam questions that were new or were nottaught with clickers.Questions remain: How much is because it wasfamiliar? How much is because it was easier?How much is because it was recent? 13. Student EvaluationInformationWhat is your general attitude towards the use ofAudience Response Systems in this course? Pre-course Survey: 3.36(5) (neutral to somewhat positive) Post-course Survey: 3.00(5) (neutral)What was your preferred style of teaching? Contingency Teaching (3.50) Peer Instruction (3.29) Group Discussion (3.00) 14. Student EvaluationInformationWhat type of impact did Audience Response Systemshave on your level of active engagement in a typicalmeeting of this course?4.29(5)1: decreased involvement greatly, 5: increased involvement greatlyTo what extent did you find Audience Response Systemuse to be enjoyable to use in this course?3.43(5) 15. WorkshopARS METHODS 16. ARS modelsPeer instructionAssessing to Learn (A2L)Contingent teaching 17. ARS & Learning TheoriesObjectivist Constructivist(Lecture) Contingent Peer A2L (Experiential)Teaching Instruction 18. Peer instructionA method built around this structure:1. ConceptTest / question2. Individual response3. Group discussion & response4. Teacher lecturehttp://mazur.harvard.edu/research/detailspage.php?rowid=8 19. ConceptTestConceptualBlooms: comprehension & applicationShortMultiple ChoiceIntermediate difficulty 20. QuestionIndividualResponseGroupDiscussionResponseExplanation 21. Concept Test 1PHYSICS 101: MOTION IN TWODIMENSIONS 22. A battleship simultaneously fires two shells at enemyships. If the shells follow the parabolic trajectoriesshown, which ship gets hit first?A. Ship AB. Ship BC. They will both be hit at the same timeD. Need more information 23. Explanation 24. A battleship simultaneously fires two shells at enemyships. If the shells follow the parabolic trajectoriesshown, which ship gets hit first?A. Ship AB. Ship BC. They will both be hit at the same timeD. Need more information 25. Concept Test 2SOCIOLOGY OF GENDER: SEX LABELINGOCCUPATIONS 26. Does the sex labeling of occupations affectsupply-side gender discrimination, demand-side gender discrimination, or both?A. Supply-side onlyB. Demand-side onlyC. BothD. Neither 27. Concept Test 3GASTRO NURSING: PAIN EXAMINATION 28. Mr. Lim was admitted to the hospital due to on-and-off pain that started yesterday. Whichmethod must Nurse Max perform to identifyareas of tenderness and swelling?A. Light palpationB. Deep palpationC. Direct percussionD. Direct fist percussionE. Indirect auscultation 29. Assessing to Learn (A2L)A method built around this structure:1. ConceptTest / question2. Group discussion & response3. Whole class discussion4. Teacher lecture /demonstrationhttp://www.bedu.com/Publications/UMASS.pdf 30. QuestionGroup WorkResponseClassDiscussionTeacherExplanationor Demo 31. Goals of A2LSolve usingconceptsAnalyze usingconceptsIntegrate relatedconceptsExplore nave concepts 32. Concept Test 1PHYSICS 101: ROTATIONAL MOTION 33. A child is standing on a merry-go-round holding a rock. If therock is dropped at the instant shown, which path most nearlyrepresents the path of the rock as seen from above?A. Path (1)B. Path (2)C. Path (3)D. Path (4)E. Path (5) 34. Whole Class DiscussionDiscuss reasoningQuestions to help rejecting incorrect options What would the motion be if the child kept holding therock? What would have to happen to cause the rocks motion tobecome perpendicular to its current path? What might the path of the rock look like to the child? 35. Demonstration 36. Contingent teachingImagine:you are a student in my Inorganic Chemistry classyou were asked to read the chapter about acidsand basesclass begins as follows: 37. Question 1Under80% correctRemediationLectureRetest &Question 2Over80% correctQuestion 2Remediation orQuestion 3 38. Branching LectureACID-BASE ANDDONOR-ACCEPTORCHEMISTRY 39. Which of the following is anexample of an Arrhenius acid?1) HCl in acetic acid2) HCl in water3) both 1 & 24) neither 1 nor 2 40. History:Antoione Lavoisier (~1776): oxide of N, P, SJustis von Liebig (1838): compound with Hreplaceable by metalSvante Arrhenius (1884): forms H+ in water 41. DefinitionsJohannes Nicolaus Brnsted & Thomas MartinLowry (independently in 1923): proton donorGilbert Lewis (1923): electron pair acceptorChristopher Kelk Ingold & Robert Robinson (1932):electrophile (electron pair acceptor)Hermann Lux & Hkon Flood (1939): oxide ionacceptorMikhail Usanovich (1939): electron acceptor 42. Which of the following is anexample of a Brnsted-Lowryacid?1) HCl in acetic acid2) HCl in water3) both 1 & 24) neither 1 nor 2 43. Brnsted-Lowry acid-basechemistryGeneral Chemistry textbooks focus on this definition of an acid and a base.Acids are proton donors.Bases are proton acceptors.Protons are hydrogen ions. (Note: 99.985 % of the natural isotopes ofhydrogen are H-1. Making H+ out of it results in ONLY a proton present. Thisdoes NOT make acid-base chemistry the same as nuclear chemistry!)e.g., acetic acid is a BASE if it is in the presence of hydrogen chloride (a strongeracid):CH3COOH + HCl CH3COOH2+ + Cl-What if you arent working in a solvent system with H+? 44. Which of the following is anexample of a Lewis acid?1) BF3 in the presence of F-(to form BF4-)2) HCl (g) in the presence of NH3 (g)3) both 1 & 24) neither 1 nor 2 45. Which of the following is anexample of a Lewis acid-basereaction?1) Ca with S to form CaS2) Na with Cl2 to form NaCl3) both 1 & 24) neither 1 nor 2 46. When to step in andteachQuestions are of increasingly complexityLecture/remediate when 20%+ incorrectOnce objective met, question on next topic 47. Think-Pair-ShareIndividually: Pick a course and a topic Match the topic to an approachIn pairs: Share chosen approach Design 1 or 2 questionsShare: An example question Describe thought process 48. Comments from groups 49. Questions? 50. Thank You!