Enhancing Learning and Retentionthrough Technology
Sean SempleProgrammer
Jeff WaitsVideo / Multimedia
Specialist
Enhancing Learning and Retentionthrough Technology
Problems with a typical Statistics Class:
1) Not enough time to collect homework
2) Not enough time to give in-class quizzes
3) Attendance drops off after few weeks
4) Average exam score = “ F ”
Hyper-Interactive Teaching Technology
REVOLUTION IN TEACHINGALL-DIGITAL CLASSROOM:
Personalized Remote Control Units For Every Student!
• Every student participates• Track performance daily• Instant, accurate feedback• Better education/lower costs
Ken Armstrong
Instructor of Information Systems
Walton College of Business Administration
Key Properties of Remote Control Units
• Unique transmission code for each remote
• Each student is responsible for having their own remote
• Instantaneous acquisition, so class time is not sacrificed
• All information is digital, allowing the computer to do all the grading
CLASSROOM HARDWARE
How it Works
QUESTION: Which of the following is not the goal of descriptive statistics?
Enter “A” Summarizing dataEnter “B” Displaying aspects of the collected data Enter “C” Estimating characteristics of the populationEnter “D” Reporting numerical findingsEnter “E” None of these
ComputerProjector
Receiver
RemoteControl
How it Works
ComputerProjector
Receiver
RemoteControl
How it Works
Histogram“A” “B”“C”“D”“E”
(1) Mandate Attendance(2) Mandate Participation(3) Mandate Pre-Class Preparation
EMPOWERMENT!!
TRANSLATION:Student’s are doing Statistics everyday of the semester!
PHYSICS EXAMPLE:
In chapter 12, which quantity is always measured to be the same for all observers?
“A” force of gravity“B” speed of sound“C” force of friction“D” speed of light“E” None of these
ACTION: “Reading Question”
Instructor’s Ideal Goal:students should read chapter before coming to
class
Action: “Concept Question”
PHYSICS EXAMPLE:
When compared to bulb#1, bulb#2 will be?“A” brighter“B” dimmer“C” no change is brightness“D” not enough information to determine“E” None of these
Battery
Bulb#1
Wires
Bulb#2
Wires
Battery
Bulb#3
Instructor’s Ideal Goal:students develop reasoning ability
ACTION: “Quantitative Question”
PHYSICS EXAMPLE:
To get to school you drive 2.7 mi East in 5 min., then 1.2 mi South in 10min. followed by 3.7 mi at 30º South of East in 15 min.What is the magnitude of your average velocity?
“A” 12 mi/hr “B” 13 mi/hr “C” 14 mi/hr “D” 15 mi/hr “E” None of these
Instructor’s Ideal Goal:students can solve word problems
How The Responses Get Graded
• Instructor remote “educates” computer
• Grading scheme: 3 pts for correct, 1 pt for wrong, 0 no answer
• Course Grade: In-Class pts equal 10%, 20%, or 50%!
• YTD results can be exported to Excel and then made available to
students on-line
Dr. Rita Littrell
Associate Director, Bessie Moore Center for Economic Education
Benefits to Instructor
(1) Students attend the class everyday, all semester
(2) Students pay attention during class
(3) Accurate and immediate feedback on student skill level
(4) Students actively participate during class
(5) Pace of class determined by students
(6) Students come to class prepared
(7) Students are doing Statistics everyday! Not only on exam day.
(1) Students like the instantaneous feedback
(2) Students like having grade credit spread out over many questions
(3) Students like grade credit for reading the chapter
(4) Students like that they develop better study habits
(5) Students like to fantasize that they are on
“Who Wants To Be A Millionaire?”
Benefits to Student
Results of Our Study(same students over two semesters without and with remotes)
Without Remotes With Remotes
Summary: A Revolution in Teaching is Happening• I’ll never teach a class again (large or small)
without using remotes– benefits too great
• Remotes are a simple, flexible, powerful tool for mandating student action
• Remotes “even the playing field” – everyone anonymously participates (benefits unknown!)
• Remotes allow everyone to share information (good students bring up rest of class)