| In class vs out-of-class work by students |
"Collaborative Assessment Using Clickers"
Maha Bali and Heather Keaney, The American University in Cairo,
"Learning Gains...'My (ARS)' The impact of student empowerment using Audience Response Systems Technology on Knowlege Construction, Student Engagement and Assessment"
Andy Sharp and Angela Sutherland, Glasgow Caledonian University, UK
Expert facilitator: Dr. Steve Draper, University of Glasgow, UK - 
Download review
Please download case study texts by both authors by clicking the links below.
Overview: The American University in Cairo (AUC) started piloting the use of clickers (also known as personal response systems) in fall 2006. Most instructors piloting this new technology were from economics, science or engineering disciplines, as it was found easier to create multiple-choice questions for their classes. In spring 2007, however, clickers were piloted in a history class: We present a unique case of a one-off use of technology in assessment: a graded activity in which students worked in teams to answer questions using clickers. Prior to this activity, instructors at AUC had succeeded when following “best practice” of using clickers for non-graded formative assessment only; however, this graded activity showed improvement in student learning, and 95% of them said they would like to use clickers in a similar activity again.
Overview: This case evaluates the experience of a group of Vision Science students exposed to Audience Response System (ARS) technology. Uniquely students were given ownership of the (ARS) software. Students constructed knowledge on several pre-allocated themes with the aim of engaging peers in self-learning, peer-to-peer learning, discourse and assessment of peer responses using (ARS). Guidance was given on question design, engagement and formative assessment. Findings demonstrate both immediate informal and delayed formal feedback, is significant in assisting students deepen their learning, whilst improving motivation, enjoyment and engagement. Evaluations indicate that students using (ARS) to generate questions can be effective in developing higher order learning.
Session details
A chat session was held here with the Authors and Expert facilitator on the 29th May from 14:00 - 15:00 UK time (BST). You may view a transcript of this chat from the link below.
Chat transcript - In-class vs out-of-class work by students
The discussion forum will be open throughout the conference, and can be accessed through the 'Join the discussion' link below.
Join the DiscussionUse the 'Join the Discussion' link to view all the posts for this session. As a taster, below are the last 5 posts for this session's discussion fora.
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I just thought I would follow-up on what was mentioned during the session - about different uses for clickers in the classroom and best practices This is a great resource: http://www4.uwm.edu/ltc/srs/faculty/best_practices.cfm And there is a lo...
Debrathe other great option is when students are involved in this type of question design as a collaborative element. The degree of self analysis and group discussion around why this would or would not be good to ask as well as the students pre-empt....jpg)
Hi Andy, That's interesting as what you're doing with these questions is opening up debate by exploring experience and belief rather than knowledge. So, in fact, the answer to the question is not really the most important thing, it's the way the a...