iClickers
Student response systems (SRS), like iClickers, encourage interactivity between learners and content.  Traditionally didactic lecturers can use SRSs to incorporate multiple-choice questions during lectures that allow students to actively participate in the course by answering the questions and receiving immediate feedback on key concepts.  This can have a positive impact on short-term memory, promote student motivation and increase attention during lectures.

ideaIdeas for Incorporating iClickers

Caldwelllink (2007) provided a great review of the literature and described numerous uses for student response systems, suggestions on best practices and what types of questions can be asked with such tools.  Examples of these questions are listed below.

  • given a term or concept, identify the correct definition from a list, and vice versa
  • given a graph, match it with the best description or interpretation, and vice versa
  • match a method of analysis with an appropriate data set, and vice versa
  • questions that link the general to the specific
  • questions that share a familiar situation or example with several other questions
  • questions that students cannot answer, to motivate discussion and curiosity before introducing a new topic
  • questions that require ideas or steps to be sorted into order
  • questions that list steps and ask “which one is wrong?
  • questions that apply a familiar idea to a new context.

These types of questions are a good start when planning out how you will integrate iClickers into your course.

Student Response Systems (Video)
iClicker Student Response Systems (Video)
iClick Demo (Video)

helpSupport provided by Technology Services

Technical assistance is provided to faculty, students, and staff using iClickers in campus classrooms.

To utilize a classroom set of iClickers in your course contact Textbook Services.

researchResearch

Caldwell, J. E. (2007).  Clickers in the large classroom:  current research and best-practice tipslink.  Cell Biology Education: Life Science Education, 6(1) 9-20.


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