1	A Library Creates Technology Enhanced Learning by Using a Student Response System OnlineNW February 16, 2007 Jenifer Sigafoes Phelan Education Liaison/Remote Services Librarian
2	Presentation Outline SPU, the Student Response System & the Grant SRS & Librarians SRS & Faculty SRS - Future Plans
3	"I" I. SPU, the Student Response System & the Grant
4	Seattle Pacific University Small Urban Christian University located in Seattle, WA Enrollment (Statistics are based on Autumn Quarter 2006) Total enrollment: 3,830 Undergraduate students: 2,979 Post-baccalaureate students: 57 Graduate Students: 794 Degrees Awarded 2005-06 Doctoral Degrees (Ed.D., Ph.D.): 17 Master's Degrees (M.A., M.A.T, M.B.A., M.Ed., M.S., M.S.N.): 216 Bachelor's Degrees (B.A., B.S.): 737 Total: 970
5	Seattle Pacific University Library SPU Library Statistics: 8 Librarians total 6 of the 8 Librarians are subject liaisons Liaison Librarians provide the information literacy instruction to students 136 information literacy instruction sessions were taught during the 2005-06 academic year
6	The Grant January 2006 the SPU Library was awarded the “SPU Teaching & Technology Grant” for $5,000.00 Purchased two kits of 25 clickers each that arrived in October 2006 Grant Timeline: [ * some librarians ]
7	What is a Student Response System? A Student Response System allows instructors to gain instantaneous feedback to questions posed to their students via a handheld remote unit. A.K.A. Student Response Systems, SRS, are also called: Audience Response Systems, ARS Classroom Response Systems, CRS “Clickers”
8	Which brand to choose? Issues to consider: Cost Software functionality RF vs. IR Allows for feedback Durability Portability Student Registration issues/cost The Qwizdom SRS was chosen once our combined evaluation team of librarians and faculty members, who use the clickers on a regular basis, narrowed the field to four brands and spent time considering the issues above for each.
9	Parts of the SRS A Student Response System is made up of three parts … Handheld student remotes Receiver plugged into the instructor’s computer Software loaded on the instructor’s computer
10	Why use Clickers? Student Engagement & Active Learning Hoffman & Goodwin’s Research Findings: “Clickers are fairly easy to use, and provide a fun way to quickly turn traditional classroom lectures into interactive learning experiences.”¹ Beekes, W. (2006). The ‘Millionaire’ method for encouraging participation. Active Learning in Higher Education, 51, 25-36. Fitch, J. L., (2004). Student feedback in the college classroom: A technology solution. Education Technology Research and Development, 52, 71-81. ¹ Hoffman, C. & Goodwin, S. (2006). A clicker for your thoughts: Technology for active learning. New Library World, 107, 422-433. Lorenzen, M. (2001). Active learning and library instruction. Illinois Libraries, 83, 19-24. (Available in full text online: http://www.libraryinstruction.com/active.html)
11	Demonstration Here is an example clicker presentation using a topic we teach Freshman students in their University Seminar course.
12	Information Ethics Carrie Fry & Jenifer Phelan
13	Information Ethics Introduction Although cutting and pasting from the Internet is easy … it is important to give credit when credit is due. In this presentation … Learn when to cite your sources of information.
14	Clickers Turn on Power Press and briefly hold the MENU button until you see text appear in the window then release Answer a Question Press the button that corresponds to your answer and then submit your answer by pressing the ARROW button
15	Yes or No Is your clicker working?
16	Information Sources Using information in your papers or projects: Some terms to know… Common Knowledge Interpreted facts Quotations Paraphrasing Public Domain
17	Common Knowledge 1. Common Knowledge There is no need to cite information that is a widely known fact. Example: Abraham Lincoln was the 16^th president of the United States.
18	True or False There is no need to cite information that is a widely know fact.
19	Interpreted Facts 2. Interpreted Facts If facts have been subjected to interpretation, such as the paragraph below where opinions such as “immortal words” have been added to time and location facts, you will probably want to add a citation to your paper. Example: “Abraham Lincoln honed the immortal words of his Gettysburg Address at the Wills House, just steps away from the [Gettysburg] hotel.” - http://www.presidentialacademy.org/itinerary.html
20	Multiple Choice It is 78º today Today is Thursday Today is an excellent day The weather outside is warm and sunny
21	Quotations 3. Quotations When you are using someone else's ideas word for word, you should put it in quotation marks and cite the original source. Example: “Four Score and seven years ago our fathers…” – Abraham Lincoln
22	True or False When you are using someone else's ideas word for word, you should put it in quotation marks but you do not need to cite the original source.
23	Paraphrasing 4. Paraphrasing Paraphrasing is probably where students have the most difficulty knowing when to cite. Basically, when you put someone else’s ideas into your own words you must give appropriate credit to the originator of the idea. Example of inappropriate paraphrase: 87 years ago our ancestors founded a new country. Example of appropriate paraphrase: In the Gettysburg Address, Abraham Lincoln mentioned that 87 years before the battle of Gettysburg, our ancestors… Additional examples of how to paraphrase correctly, http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml#original
24	Which is an example of an appropriate Paraphrase? Surely goodness and mercy shall follow me all the days of my life. Mark Twain once said, a man cannot be comfortable without his own approval. 87 years ago our ancestors founded a new country.
25	Public Domain 5. Public Domain These are items that are no longer under copyright, but when citing them you should still attribute the author. Example: The Gettysburg Address is now in the public domain, but you would not want to use it without attributing the words to Abraham Lincoln.
26	Public Domain TRUE or FALSE: Public Domain means an item is no longer under copyright but you should still cite the source of the information.
27	"II" II. SRS & Librarians
28	Librarians Training – Demo presentations during our regularly scheduled librarian meetings and individual instruction as needed Use – Questions can be inserted into an existing PowerPoint presentation or created in a separate presentation just for Qwizdom questions using Qwizdom’s “ActionPoint” software
29	Clickers work for all levels Librarians have used the clickers for … Visiting Elementary Schools 3 classes of 5^th graders from two local elementary schools Undergraduate Students GS 1001: Success Skills for College USEM 1000: University Seminar FCS 3710: Family Housing Graduate Students EDU 6975: Interpreting & Applying Educational Research I
30	Tips for Integrating the Clickers into IL Instruction Begin your presentation with the clicker slide explaining how to turn on the clicker and submit answers. Ask a few sample ‘no pressure’ questions to orient the students to the technology. Use either fun questions like “Who do you think will win the World Series?” or IL related questions like “Have you ever had a library session before?” or “Have you ever logged into the Library’s online resources from off-campus?” You can then choose to disperse your questions throughout your presentation or place them at the end. I have reports of success with both styles. You can then add questions to the end of your presentation to get feedback from the students about your session.
31	ILI Examples Here are some example questions from an Information Literacy Instruction session about searching the Internet.
32	Which Search Engine do you use the most? Google Yahoo Dogpile Ice Rocket Banana Slug Other
33	In Google, how do you search for a phrase? By using < > By using ( ) By using “ ” By using * *
34	In Google, how do you limit your search to university sites? Add site:.edu to your search Use the Google advanced search All of the above
35	Librarians - Assessment A questionnaire was emailed to the librarians half way through the quarter asking them three questions. Have you used the clickers? If not, why? If yes, how was your experience?
36	Librarians using Clickers Some quotes from the questionnaire … “The experience was excellent for me and the students. We benefited from the immediate feedback that the clickers provide since I was able to instantly tailor the session to needs of the students based on their answers to my questions.” “The clickers were easy to use and the questions were simple to add to my presentation.” “The course’s professor was present for the library session and was amazed by how engaged the students became in the presentation. He now wants to use the clickers for his class.”
37	Librarians not using Clickers Some quotes from the questionnaire … “Partly because I haven’t yet figured out how to incorporate them into the sorts of sessions I’ve had, and partly because I just haven’t had or blocked off the time to do this thinking. They look like a great idea, though.” “Clickers weren’t ready [at the beginning of] fall quarter and I didn’t have enough time (in my session given the material I needed to cover) for Winter Quarter. I do worry that the clickers will take more time when there is much material to cover.” “I am excited about next year as the professor and I have discussed combining the class material and the library instruction into one lecture that includes benchmarking questions that would go well with the clickers.” No time
38	Student Assessment Questions about using the clickers were added to the library session evaluation form for Education graduate students. Did you enjoy using the Clickers? All “Yes” Did you feel using the clickers made the learning experience more engaging? All “Yes” Would you like to use the clickers again in the future? Mostly “Yes”, one “Depends on the circumstance”
39	Student Assessment Cont. Do you think the clickers enhanced your learning experience? If so, how? If not, why? “Yes, it leveled the playing field because I could answer at the same time as my classmates.” “No, but it was fun” “Yes!! It was a great way to engage the topic.” “Yes, they were fun.” “They kept my attention well.” “Made it fun and interesting” “Yes. Nice to answer questions after learning about a topic. Helps retain info.”
40	Lessons Learned Librarians who tried the clickers liked them. Librarians who did not try them all said time was a factor, whether it was no time to create the presentation or the short amount of time they are given to talk to a class. Technology issues, technology can be glitchy – be relaxed about it and your students will be too. If you plan to show the students how everyone has responded to the question … wait until everyone has submitted their answer. The clickers have been a rewarding tool to engage students and keep the learning process active.
41	"III" III. SRS & Faculty
42	Clickers on Campus Several academic departments have committed to using the clickers with their classes. At SPU Chemistry, Biology, and Physics have the textbook publishers bundle clickers with the textbooks the students purchase . As the students get familiar with and grow to like the clickers, the other faculty get interested and want to give the clickers a try. Word has been traveling fast.
43	Faculty Training – Interested faculty members have been trained in group workshops during the quarter break or on an individual point-of-need basis. Use – Five faculty members have borrowed and used the library’s clickers with their classes in the School of Education, the School of Health Sciences, and the General Education program.
44	Popular Feature A clicker feature the faculty like … Clickers can be anonymous Clickers can also run from a participant list
45	Faculty Use Check for Understanding Some faculty use the clickers at the beginning of class to make sure students have completed the homework reading assignment. Some faculty periodically check understanding during the lecture to decide if they can advance to the next topic. Sensitive Issues Faculty in the School of Education for multicultural issues in the classroom or School Counseling have been using the clickers to create an anonymous, safe environment to ask students personal questions regarding issues like multicultural awareness.
46	Faculty - Assessment An Adobe PDF electronic form was emailed to faculty members after they borrow the clickers. (Likert scale with 1=low and 5=high) 1. How well did the training you receive prepare you to use the clickers? 4,5,5,5 2. How well did the clickers meet you expectations? 1,4,5,4 3. How easy was it to adapt this technology to your existing course? 3, 5,5,5 (Yes/No) 4. Did you experience any problems with the technology during your presentation? yes, yes, yes, no 5. Do you have plans to use the clickers again in the future? no, yes, yes, yes
47	Faculty Comments “I used them in two classes on the first day session as a way to get interaction … I would do the same again.” “Great way to get responses in cases where students may wish to remain anonymous, which is the case in some of my classes.” “Allows for quick review of the content.” “I used the clickers to check for understanding prior to a class discussion about a reading assignment. I felt it gave me a good idea of who had actually done the reading.” “In the multicultural class I often ask what students think about sensitive issues and I find that they are reluctant to share because they fear being judged in some way. By using the clickers they can respond to the questions without that fear. I think it also helps them open up in discussion when they can see that they are not the only one feeling or thinking a certain way.” “It would have been great if it had actually worked.”
48	Lessons Learned It worked the best when I or another trained librarian could be present the first time a faculty member used the clickers with their class. Be clear that time for training is necessary as well as time for installing the appropriate software in classrooms and faculty offices. Some of our tech-savvy faculty have helped me figure out clicker problems. Helping faculty with the clickers is time consuming. Once all of our librarians are up and running with the clickers the load will be more evenly shared.
49	"IV" IV. SRS – Future Plans
50	Future Plans Get more librarians trained and using the clickers for Information Literacy Instruction Launch Student Learning Outcomes Assessment for the use of the clickers with Information Literacy Instruction
51	Final Questions Let’s take a moment to find out a little bit about the audience.
52	What type of Library do you work for? Public Library Academic Library School Library Special Library Other Not a Librarian
53	Yes or No Have you ever used “Clickers” before today?
54	Yes or No Did you learn something you did not previously know during this presentation?
55	Questions? Presentation Web Address: http://www.spu.edu/library/pres/srs.htm This work is licensed under a Creative Commons License. Contact Information: Jenifer Sigafoes Phelan Education Liaison / Remote Services Librarian Seattle Pacific University Library sigafoes@spu.edu