Tool or Toy Using Personal Response Devices in Information Literacy Instruction

1. Tool or ToyUsing Personal Response Devices in Information Literacy Instruction Patrick Griffis June 5, 2008

2. Outline • Overview of Personal Response Systems/Clickers • Scalable Options of Clicker Systems • Benefits/Drawbacks for Using Clickers in Instruction • Experimenting with Clickers/Lessons Learned • Clicker Use Considerations • Proposed Experimentation Method

3. Personal Response Systems ‘Clickers’ • System allowing instructors to pose questions to students which students can answer anonymously • Anonymous response feature encourages participation from students which enhances student engagement in the classroom and provides instructors immediate feedback • Personal Response Systems were developed as a tool to increase student feedback and engagement in large class settings

4. Hardware: Receivers • Infrared Receivers • Line of sight with Clicker Devices • Support only 40 Clickers • Receivers not portable---have to be installed in classrooms • Outdated model • Radiofrequency Receivers • Increased range---no line of sight required • Supports virtually unlimited number of clickers • Receivers are portable---can be used anywhere • Popular model

5. Hardware: Student Clicker Devices • Simple Keypad • True False/Multiple Choice • No Text/Numeric Entry • No Display Screen • Supports limited range of questioning • Small, easy to use with less features to play with • Feature Rich Keypad • LCD Display Screen • Text/Numeric Character Entry---Up to 12-15 Characters • Supports wider range of questioning • Larger, more complicated entry, more distracting

6. Virtual Clicker • Web Based Response Keypad (VPad) • Downloadable software based clicker • No need for students to carry around clickers • Accessible via computer or laptop or PDA with internet access • Can be used along with regular clicker devices • Individual user license and site licenses available

7. Virtual Clicker

8. Scalable Options: Common Model • Clicker Software + Receiver + Clicker Devices • Standard Model • Students pay cost of Clickers • Instructor responsible for receiver and software • Requires software download to instructor’s computer

9. Scalable Options: Software Only • Clicker Software + Virtual Response Keypads • Receiver not required and Clicker Devices not required • Local Area Network and/or Wireless Network • Student computers connect via broadcasted IP Address • Requires software download to instructor computer and Virtual Clicker download to student computers

10. Scalable Options: Clicker Only • Clicker Devices Only • LCD screen handheld receiver • Computer and projector not required • Answers from student keypads displayed and stored on handheld receiver and can be exported via USB to a computer • Easiest system to implement/Can be used anywhere

11. Scalable Options: Clicker Only

12. Tool: Clicker Benefits • Can increase student interactivity and engagement in bibliographic instruction with a ‘workshop’ feel • Can help instructor to assess what students already know coming into the session allowing instruction to be tailored to what students don’t know • Can help instructor assess what students have retained/learned in a session as well as areas that need reinforcement

13. Toy: Clicker Drawbacks • Learning curve for students can take time away from an instruction session which might already be hurting for time • Some instructors feel that Clickers are another of many slick gadgets/technologies that already serve to distract students in the classroom • Clickers Good---Cell Phones Bad---Mixed Message for Students

14. Toy: Clicker Drawbacks • Clicker use more expensive for Libraries which have the burden of purchasing Clicker Devices • More feasible for classes that meet regularly to require students to purchase clicker devices • It costs more to use Clickers for Library Instruction Sessions than for Term Courses and Library Instruction Sessions have a much smaller window of opportunity to use these devices • Nascent need to experiment for feasibility

15. Experimentation Issues: Trial Kit Size • Vendor ‘Trial Kits’ limited in scale • Trial Kits typically no larger than 10 Clicker Devices • Could not experiment with using Clickers in large class settings for which Clicker Systems are intended • Could not negotiate to have a site license trial of a Virtual Clicker • Trial Kits allow for familiarity with a Clicker System before purchase but does not allow for real class feasibility experimentation

16. Experimentation Issues: Trial Duration • Vendor Trials Limited in Time • Typically one to three month duration • Limited time for experimentation after learning curve • Only enough time to learn how to use the Clicker System leaving little time for significant feasibility experimentation

17. Experimentation Recommendation • Collaborate with Professors who Already Use Clickers • Simply visit their classroom and use their Clicker System • Requires familiarity with their Clicker System • Students already have Clickers and know how to use them • No learning curve for Students taking away instruction time • No cost ideal solution to experimentation issues • Real classroom feasibility experimentation

18. Further Considerations • Experiment with a Personal Response System which is widely used on campus • Which system is used most on campus? • Has your campus adopted a standard system? • If your campus is in the process of adopting a campus standard, try to arrange for a representative from your library system to be on the campus working group/committee

19. Further Considerations • Libraries have burden to purchase a set of Clicker Devices or a Virtual Clicker Site License • Students often are required to purchase Clicker Devices for Term Classes. • Becomes a sore spot for students if they rarely use Clicker Device they had to buy • Not Feasible to expect students to bring their own Clicker Devices to an Instruction Session

20. Proposed Experimentation Method • Determine the Clicker System used most often on campus • Request a Trail Kit of that Clicker System and familiarize yourself with it • Collaborate with a Faculty Member that already uses the same Clicker System to experiment with incorporating Clickers in Instruction Sessions