Creating an Active Learning Environment with Audience

Response System

Christy K. Boscardin, PhDOffice Of Medical Education

Tymothi Peters Office of Continuing Medical Education

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Timeline

Welcome & Introduction: 9:00 ~ 9:10Introduction to the Technology: 9:10 ~9:20Introduction to ARS Research: 9:20 ~ 9:50Small Group Exercise I: 9:50 ~ 10:20Assessment Types: 10:20 ~ 10:30Small Group Exercise II: 10:30 ~ 10:50Report out & Wrap Up: 10:50 ~ 11:00

Disclosure

Neither of the presenters today have any financial relationships relevant to the material being presented.

Learning Objectives

Describe how the features and components of ARS can be used to promote an interactive learning environment

Describe how the various questioning modes can elicit different types of learning outcomes

Develop instructional strategies for optimal implementation of ARS into teaching

Introduction to Audience Response System (ARS)

Features of ARSCurrent Systems Available on Campus

• iClicker• TurningPoint

Key Features of TurningPointLevel of Current Usage on CampusHow to obtain the system

Features of ARS

ARS = Audience Response System; sometimes called "student response systems" (SRS)

Keypad = “Clicker” Student Interactivity, Engagement (Fun!)Learner AnonymityInstructor and Learner Feedback

summative or formative evaluationmaterial delivery & pacing learner comprehensiondata collection

Introduction to Audience Response System (ARS)

Features of ARSCurrent Systems Available on Campus

• iClicker• TurningPoint

Key Features of TurningPointLevel of Current Usage on CampusHow to obtain the system

Key Features of TurningPoint

Easy to use…For instructors

• Five Steps to Success• The ShowBar

For students…

Display controls Polling Status

Quick! Pick a number...

1 2 3 4 5

0% 0% 0%0%0%

1. 1

2. 2

3. 3

4. 4

5. 5

10

Key Features of TurningPoint

Easy to use…Automatically generate “Ice Breaker” slidesAutomatically insert Indicators in slides

Answer NowCountdown TimerResponse GridsCorrect AnswerComparison Slides

Statistics (mean, mode, variance, std. deviation)Conditional Branching

1 2 3 4 5

Answer Now

Mean =

10

Basic

Q: Are you aware the hip bone is connected to the thigh bone?

1. Yes

2. No

3. Maybe

Skip to Arm Anatomy.

Skip to re-review Leg Anatomy.

Skip to Lunch.

(Conditional Branching based on poll results…)

Student Response Action to Take

Key Features of TurningPoint

Upload participant lists for tracking by session or yearGrading (assigning points to answers)Team/Individual CompetitionsData Slicing (crosstab responses with demographic info)Reporting (Excel)

Advanced

Introduction to Audience Response System (ARS)

Features of ARSCurrent Systems Available on Campus

• iClicker• TurningPoint

Key features of Turning PointLevel of Current Usage on CampusHow to obtain the system

• iClicker (ICLICKER.COM): supported by Classroom Support (IRTS)

• TurningPoint (TurningTechnologies.com): supported by OCME.• Ask your CME conference planner, or e-mail info@ocme.ucsf.edu.

end

Brief Overview of ARS

Level of UsageAlmost all Universities Over 3000 high schools

Alternative to traditional didactic lecture environmentPassive student participationLow Retention Rate of information

Types of UsageEngagementFormative AssessmentSummative Assessment

How much did Lucy charge for the Psychiatric consultation in Charlie Brown’s Christmas?

A) 10 centsB) $1C) 50 centsD) nothing

Q.1: Have you used ARS as an instructor or as a learner before?

Answer NowAnswer Now

Yes N

o

0%0%

1. Yes

2. No

Q.2: What are the benefits of using ARS?

Answer Now

Incr

ease

in L

earn

er ..

.

Incr

ease

in E

valu

atio

...

Form

ativ

e Ass

essm

e..

All

of the

Above

0% 0%0%0%

1. Increase in Learner Engagement

2. Increase in Evaluation Ratings

3. Formative Assessment Tool

4. All of the Above

Taxonomy of Clicker Questions

To Engage LearnersTo Promote Engagement/Interest in the Topic

Allow learners to assess their own understanding (self-assessment ~ metacognition)

Determine future direction for the lecture (Formative Assessment)Baseline or Diagnostic InformationTo gauge the level of understanding after the lectureTo identify key misconceptions

To Engage Students in Discussion & Small Group Learning

Learner Engagement

Out of 39 studies, 50% cite increase in learner participation

Active engagement -> Increase in Participation -> Increase in Performance

(Finnish Study) Uhari et al: medical students in a pediatric course stated that, “[ARS] allows all the students to express their opinions

and not only those opinion leaders who are active and brave enough to express their thoughts aloud.”

Anonymity encourages active participation

How many children do you WANT to have? (Corroto)

1. 0

2. 1

3. 2

4. 3

5. 4

6. More than 4

0 of 50

Although you may want to have more, how many children do you realistically think you

will have?

1. 0

2. 1

3. 2

4. 3

5. 4

6. More than 4

0 of 50

Childbearing Trends in the U.S.

Measures of Childbearing- FERTILITY: COMPARE YEARLY NUMBER OF BIRTHS TO THE

NUMBER OF WOMEN OF CHILDBEARING AGE (15-44) IN THE POPULATION.

- General fertility rate: in 2000 general fertility rate was 67.5 births per 1000 women in the US

- In 2000, 4,059,786 babies born in US (one of the most ever) – however fertility rate is down – number of women up.

Formative Assessment

Formative assessment (Black & William, 1998)Frequent assessment & monitoring to adjust instructionUse questioning and classroom discussion as an

opportunity to increase their learners' knowledge and improve understanding

Previous studies report significant learning gainsARS can help facilitate formative assessment

Baseline assessment Frequent checks

Need pedagogical expertise to execute appropriate instructional modification

What is an Earthquake?

An earthquake is the vibration of the Earth caused by a rapid release of energy.

The focus is point in the Earth where the release of energy originates.

The location on the surface of the Earth directly above the focus is called the epicenter.

An earthquake occurred on the Erie Fault 5 km below Ashtabula. Damage from the earthquake was greatest in nearby Chardon. The furthest report of

shaking was recorded in Akron. Where was the

earthquake’s epicenter?

25% 25%25%25%

1. The Erie Fault2. Ashtabula3. Chardon4. Akron

An earthquake occurred on the Erie Fault 5 km below Ashtabula. Damage from the earthquake was greatest in nearby Chardon. The furthest report of shaking was recorded in Akron. Where

was the earthquake’s epicenter?

Answer NowAnswer Now

The

Erie F

ault

Ash

tabul

a

Char

don

Akr

on

0% 0%0%0%

1. The Erie Fault

2. Ashtabula

3. Chardon

4. Akron

Examples of ARS Use (Formative Assessment)

Small Group Exercise I

In groups of 2 or 3, please generate:1) One question that can be used to for formative

assessment

2) One question that can be used to engage or motivate learners to get interested in a topic. (Hint: you can elicit opinions, generate responses with more than one correct answer or common misconceptions novices may have)

3) Please also provide: Curriculum Context Learning Objectives

Small Group Discussion

Collaborative learning environment Through Discussion (Cobb, Boufi, McClain, & Whitenack, 1997; Vygotsky,1978) Students are responsible for one another's learning as well as their

own Increase conceptual Understanding

Vote individually on the response optionsForm small groups to discuss the answers or conduct

experimentsVote again using group consensus responsePileggi and O’Neil: significant increase in final examination

scores for groups with TBL combined with ARS.Jacobs et. al: more honest or divergent judgment

outcomes on peer-review judgments of peer trauma performance

What is the difference between embryonic and adult stem cells?

The use

of e

mbry

onic...

It is

eas

ier t

o induce

d...

Embry

onic

stem

cel

ls a

..

Embry

onic

stem

cel

ls a

..

0% 0%

100%

0%

1. The use of embryonic stem cells raises fewer ethical issues than the use of adult stem cells.

2. It is easier to induce dedifferentiation in adult stem cells.

3. Embryonic stem cells are undifferentited; adult stem cells are partially differentiated.

4. Embryonic stem cells are harder to isolate than are adult stem cells.

7%

17%

66%

10%

What is the difference between embryonic and adult stem cells?

The

use o

f em

bryon

ic...

It is

eas

ier t

o indu

ce ..

.

Em

bryonic

ste

m c

ells

...

Em

bryonic

ste

m c

ells

...

0% 0%0%0%

1. The use of embryonic stem cells raises fewer ethical issues than the use of adult stem cells.

2. It is easier to induce dedifferentiation in adult stem cells.

3. Embryonic stem cells are undifferentited; adult stem cells are partially differentiated.

4. Embryonic stem cells are harder to isolate than are adult stem cells.

Long-Term Retention/Conceptual Understanding

This set of four cards satisfies the property that if there is a vowel on one side of the card, then there is an odd number on the other.

How many cards do you need to turn over to be absolutely certain that the cards have been correctly chosen to satisfy this property?

K 2 A 7

Contextual Problem

You are serving as the chaperone and bouncer at a local student bar and coffee house.

Rather than standing at the door checking IDs all the time, you have occupied a table so you can do some work. When patrons come in and give their order, the servers bring you cards with the patron’s order on one side and their best guess of the patron’s age on the other. You then decide whether to go and check IDs.

16 Coke 52 Beer

Typical Recall Question

The production of a human protein in a bacterium can occur because:

A. Humans and bacteria use exactly the same codons to specify each amino acid.

B. Humans and bacteria use almost the same codons to specify each amino acids.

C. Humans and bacteria use different codons to specify each amino acid, but there is enough similarity that the protein made in bacteria still works.

To Generate Discussion for Small Group

RR is a 22-year-old Mexican American newly diagnosed with type 1 diabetes. He weighs 68kg. You need to start him on an insulin regimen. He has no insurance and speaks limited English. What insulin regimen would you start him on?A. Glargine 15 units at bedtime plus sliding-scale lispro with

mealsB. NPH 30 units twice dailyC. Mixed insulin 70/30, 20 units in the morning and 10 units

at bedtimeD. Glargine 15 units at bedtime & lispro 5 units with mealsE. Levemir 15 units twice daily

Small Group Exercise II

In groups of 2 or 3, 1) Please generate a lesson plan that incorporates

small group discussion. Please include:• The setting (course or grand rounds etc)• Number of learners• Potential topic• Example question• Potential barriers to implementation of this lesson plan

2) Describe how you are planning to incorporate ARS in general into your instruction (i.e. for formative assessment, for summative assessment, to generate discussion, etc.)