Clickers - Personal Response Systems (PRS) in University Classrooms

Using interactive technology to promote active engagement in the library research process

Overview

Introduction Course objectives and the use of

“clicker” technology Library Component Final Class Outcomes Key Lessons Learned What’s next ?

Introduction

Have you used clickers? (… please raise your hand if yes …)

Some reasons we decided to give them a try …

… … …

Course objectives and the use of “clicker” technology

Engage student learning Increase classroom participation Provoke deep thinking about

contemporary issues facing managers and leaders

Promote collaborative learning and knowledge sharing in the class and online …

Library Component

Potential Pedagogical Benefits Goals Structure Questions Results

Library Component – Pedagogical Benefits

Encourages two-way communication in large enrolment classes

Encourages greater student participation

Fosters student engagement Streamlines assessment process

Library Component - Goals

Promote not Teach We employed the technology not to transfer actual skills, but to

advertise the existence of online library guides and promote the use of the library within the context of existing coursework.

We used the PRS technology to quiz students on library use and research styles, and “market” library resources interactively.

Provoke not Tell Sessions were quick, focused, and aimed at piquing the

students’ interest in library research. The library sessions reflected the instructor’s teaching pedagogy

and “modus opporandi” of provocation. Actual student research practices

Quizzed students regarding library use mid-way through the term and at the end of the term to shed light on actual practices and assumptions.

What do you think so far?

Interesting – tell me more Boring – try and keep me awake I’m somewhat intrigued and willing to

listen I wish I was walking my dog

Library Component - Structure

Series of questions To explore current research practices To provoke thought about different

avenues for research Used humour to engage Created tag - “dog,” as a reminder

Study and Sample Questions

400 students (2 groups of 200 each) were asked a series of questions regarding research practices and library use

Research and library related questions were asked three times during the 2006 Fall term – at the beginning, middle (wk 8), and end.

Following are 3 sets of questions we asked in the first meeting.

How do you do research?

I ask my friends questions. I go wander around the library. I talk to my dog. I ask a librarian for help.

How will you start the research for your Business Plan Project?

I will talk with friends about it. I will attend a library workshop. I will browse the library website. I will review course materials. I will consult with my dog.

Do you know how to use the library effectively?

Yes No I think so … My dog does

Do you like the questions that I asked the students?

They’re o.k. Great! Funny, but I can be funnier I’ll ask my dog and get back to you

Initial Results

The majority of students do their research in the library (30-33%), or by consulting with friends (23-25%).

Students begin their research by reviewing course materials (33-44%) or by consulting with friends (28 - 34%)

While over half of the students have not used the business library, 39-46% believed they could do so effectively

After this introductory session 63-69% planned to use the library for their research and 56-59% wanted more information about how to do business research.

Mid-term results

By the mid-term, close to half of the class had not started their research and 70-78% were NOT using library resources.

The vast majority were finding the research process either “very difficult” (27-33%) or “hard but not impossible” (29-31%)

What we did at this point

At mid-term we provided a brief tutorial/in class instruction period for the students.

Students were invited to ask the librarian their research questions and they were answered on the spot, including database searching examples.

After the mid-term session the library had such a rush of students, the librarians called to ask us what was going on.

Emerging Patterns and Final Results

The majority of the students did their research by asking questions of friends or asking a librarian

The overwhelming majority of students did use the library

Only half of the students actually asked a librarian for help finding information and 50-75% found this information useful

After this experience a large majority of the students plan to use the library in the future

What do you think of the study results?

Wow! Unexpected Interesting, but I’m not surprised Boring - same old, same old Some intriguing results - I would like to

use the technology myself

Moving Forward

Actions: Explore peer learning initiatives (tablets?) Involve additional librarians to provide online

assistance via classroom software (moodle) Provide additional library instruction at mid-term

workshopNote: Reiterated the importance of reminding students of

the library and the help of librarians throughout the term, not just at the beginning of classes.

Final Class Outcomes

Engaged student learning Increased classroom participation Provoked deep thinking about contemporary

issues facing managers and leaders Promoted collaborative learning and

knowledge sharing in the class and online Side benefits for Schulich … “participation”

continues …

Key Lessons Learned

Technology can be intrusive Understand the impact on teaching i.e. set

up preparation; time for responses Prepare students for patterns of use Vary the types of questions Participation definitely increases – be ready

It’s fun to work on collaborative research!