Journal of Academic Development and Education JADE Issue 11 Summer 2019 | Page 29

CLICKERS & PLICKERS: WHAT’S BEST FOR PROBLEM-BASED LEARNING? Russell Pearson ([email protected]) Abstract: Under the heading of Project Ponder the role of audience response technology on student engagement, debate and collaboration during problem-based learning (PBL) sessions was explored. Particular focus was placed upon improving students’ exam performance, retention and TEQ feedback when using different clicker approaches. This 4-year project also pitches the author’s established clicker work alongside an alternative paper-based clicker system known as plickers. Clicker handsets were used individually and in a team-based model to explore their effectiveness in PBL sessions involving large cohorts (N=94-146). Simple RF handsets for MCQs were compared with NXT handsets for MCQs and SAQs. Software functions that alter the live display of cohort results were thoroughly evaluated, as was the use of paper-based plickers. Students’ exam marks were tracked, whilst in-class behaviour, performance and anonymous student feedback were regularly scrutinised using Snagit recordings and Turning Technology report cards. Results from individual and team-based clicker usage led to 3.7% and 4.9% increases in exam grades, respectively, whilst attrition rates improved by 4.4-5.8%. 94-100% of students agreed that clickers improved their learning experience with 95% preferring the team-based model. Screen- shot analysis highlighted how many teams change responses when subjected to live polling displays, suggestive of both intra- and inter-team peer instruction. Finally, in certain teaching environments, plickers successfully replaced clickers as a cheaper and more flexible platform. Creating Shared Spaces for Co-Production * Steve Rogers ([email protected]) Abstract: Students want to work with staff on extra-curricular activities, they have particular ideas they wish to investigate, people they want to work with, journeys they want to follow, or just a morbid curiosity into what research is. Mostly the same could be said for staff working with students, although they hopefully know what research entails! Co-production between staff and students isn’t a new process, it’s been happening for years. However, the co-production process isn’t always recognised and sufficient acknowledgement not always given to the student partner(s). In the School of Geography, Geology and the Environment this has been recognised and acted upon. With student perceptions of ‘undergraduate research’ in mind, a scheme, the school of Geography, Geology and the Environment Undergraduate Research Opportunities Programme (GGE-UROP) has been established. Similarly, with student input and perceptions at the forefront of design an outlet for student research has also been established, The Student Journal of Natural Sciences encompasses the whole of the natural sciences and is designed to enable the publication of student work, and provide the opportunity to experience peer review and journal editing. These two fledgling initiatives have co-production at heart and provide space and meaning to the student research experience. Encouraging debate by having students do nothing except debate in class Jon Parker ([email protected]) Abstract: One of the most often requests from students in Politics and International Relations is to engage in more debate and discussion around political issues. In the age of populism, fostering this potentially Re f l e c t i o n s o n K ee l e Lea r n i n g a n d Tea c h i n g C o n f e r e n c e 29