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
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