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Re: [school-discuss] Open Source Classroom Response Software "clickers"




The only danger of this is 'hitching your wagon to a star'... is this some sort of universal solution (in terms of the lower end talking to some device) or will this lockin to this device only. Are there other versions of this kind of device available (so that a general solution can be devised to any of these devices)?

Yes, the receiever is a universal IR reciever. It will receive and decode many different types of infrared remote control signals. Also, there are multiple infrared receivers available, from commercial receivers, to DIY plans. Worst case I could design one, but it would be a pretty hefty project.

Secondly, what kind of responses can be tallied? Just T/F or also multiple values?

One can always just ask for a show of hands. What will be the pedagogic value of this? I really don't want to get into testing using a 'Game Show Format'... (grin)


That is exactly the right question. Technology for its own sake is often an obstacle to learning rather than an aid.

First, the type of response that can be accepted by the system can be T/F, Multiple choice (A,B,C,D), numeric (0-9) and even possibly numbers higher than 9, by combining multiple responses in a single answer. It just depends on the number of buttons on the remote and the sophistication of the software. It would be difficult on the other hand to have any kind of word or sentence response.

Secondly, the pedagogic value. I don't see this as a replacement for the paper/pencil tests that I use at the end of a unit. The most important use for this type of technology is as a formative assessment tool. Formative assessment means you assess student understanding throughout the learning process, not just at the end. For instance, A final test would be a summative assessment. An assignment or quiz would be more formative, but you are still assessing after the learning has (supposedly) taken place.

There are multiple ways to do formative assessment. You can have kids raise their hands. The problem with this method is that it is not anonymous. If 30 of your 36 students have no idea what the answer is but they have a good idea who the smart kids in class are, then they simply vote with the smart kid and you get a very poor assessment of the what general understanding of the class is.

You can also use small individual white boards or chalkboards. These tend to be messy and/or smelly, but can be quite effective. You gain some anonymity as long as all the boards are face up or face front most of the time, which they naturally would be. You can get more sophisticated responses from this type of system, but it is very difficult to incorporate into a grading system, and so the level of effort is naturally low. (They know you can't grade them during the 5 to 10 seconds you spend surveying the answers, and if you spend more time than that then you might as well have them hand it in on paper)

The ideal system preserves anonymity by making it difficult for students to know what others have answered, is quick enough to use in the middle of a lecture or demonstration without breaking the flow of the lesson, gives instant feedback to students and teacher about the general level of understanding, and is easily scored, so that the students know they are accountable for their responses. The point is to get a quick but authentic check for understanding before moving on to the next topic, so that you can clear up misunderstandings immediately. The IR response devices come close to being an ideal system. The biggest limitation is that the type of responses is limited to small numbers or multiple choice, T/F type answers. This is not too big a deal if you craft your questions well.

Bryan