Classroom Interaction Using Wireless Technology

Charles B. Chiu

Department of Physics

and

H. Arthur Woods

School of Biological Sciences

To be presented at Discovery Learning Seminar Jan. 31, 2002

Scheduled use of the wireless system in our college

· Spring 2002: Biology 301M AW (First use at UT)

· Summer 2002: Physics 303L CC

· Fall 2002: Over 6 courses in physics are scheduled to use the system.

Special thanks to:

· Mel Oakes: for his encouragement and advice to go from its precursor the Classtalk system to the wireless system.

· Classtalk users: Harry Swinney and others, who

o have spent time and effort using the classtalk system do their interactive teaching and

o have received numerous compliments from students.

· Kevin Nelson for his tireless effort to make the posting of classtalk record on the web work properly. With some effort, the same computer code can be replicated for the wireless system.

· Jeff Brumfield: for a special grant for the purchase of two wireless systems.

· Michael Marder: for his personal interest and the support of the project

· Kurt Bartelmehs: Installation of the system

· Janis Lariviere for her coordination effort

Presentation by A. Woods

Initial demonstration: Mendelian genetics.

Question: Bob and Kate both carry a recessive Mendelian disease (gene located on chromosome 12). If Bob and Kate have a kid, what’s the chance the kid will have the disease?

Audience responds using the transmitting pads. This is followed by a 1 minute refresher on Mendelian inheritance and then another, slightly different, question.

Three kinds of questions that CPS facilitates.

1. Fact or process questions. Most of our subjects depend on some grasp of basic facts or processes. These are easily tested and reinforced using CPS. An example is the lifecycle of HIV, which can be seen at: http://www.hopkins-aids.edu/hiv_lifecycle/hivcycle_txt.html

2. Problem solving questions. These questions require students to think through a concept, or series of concepts, and arrive at an answer. Examples include the Mendelian genetics question asked above. An audience member suggested the good strategy of having students answer a question first by themselves, then discussing with other classmates before answering the same question again. One downside to using the transmitters is that there is no mechanism for transmitting quantitative answers.

3. Survey of opinions or beliefs. Often our students’ opinions and beliefs are difficult to ascertain. By having students randomly swap transmitting pads, the instructor can effectively make their responses anonymous. I demonstrated this use during the presentation by asking the following question (which is asked most years to 1,000 American adults by the Gallup poll folks):

‘Which of the following statements comes closest to your views on the origin and development of human beings?—

A. Human beings have developed over millions of years from less advanced forms of life, but God guided this process;

B. Human beings have developed over millions of years from less advanced forms of life, but God had no part in this process;

C. God created human beings pretty much in their present form at one time within the last 10,000 years of so.’

D. No opinion

During the presentation, 19% of responders said A, 56% said B, 6% said C, and 3% said D (the other 16% did not respond). This set of responses is quite different than those released by the Gallup organization for the American public at large: 37% A, 12% B, 45% C, 6% D. The ability to obtain anonymous ‘group opinions’ like this should be a powerful tool for stimulating class discussions.

The Bookstore Model. How do students obtain transmitter pads and become associated with the signal their own pad transmits?

For a detailed explanation, see the company’s page: http://www.einstruction.com/highered.htm

Presentation by C. Chiu

Interactive quiz (IQ) session:

· Question: The walking dog problem. When pulled horizontally, which direction will the spool roll?

o Pre-test: No classroom interaction among students.

o Instruction on rotation dynamics: pivot point and torque

o Post-test: Allowing classroom interaction

· Post session discussion:

o Find the answer by doing the experiment

o Instruction: Same torque when determined by two different pivot points: the contact point and the center

· Followup question: Is there a critical angle so that when pulled along this direction the spool will not roll?

o An equivalent question: Determine the critical angle such that the torque will be zero

Grading and Records:

· Question Grid: A comprehensive record:

· Sample classtalk classrecord: click Physics 303K, Chiu ap_record http://www.ph.utexas.edu/~ctalk/classrecords/fall01/ap_student.html

· Sample individual student’s record:

LastName:     SAMPLE, FirstName:     SAMPLE, SSN:      000000000

ID:       0000  , Handle:          Mikey0, Password:     0000

-------------------------------------------------------------------------------------------

Date      ID      Q1  Q2  Q3  Q4  Q5  Q6  Q7  Q8  Q9  Q10  AP  CAP  CAP%     IQ  CIQ  CIQ%

-------------------------------------------------------------------------------------------

01/18/02  7787    10   0                                    1    1  100.0    1    1  100.0

01/23/02  7787    10                                        1    2  100.0    1    2  100.0

01/25/02  7787    10   0  10                                1    3  100.0    1    3  100.0

01/28/02  7787    10   2  10   0                            1    4  100.0    1    4  100.0

01/30/02  7787    10   2   2                                1    5  100.0    1    5  100.0

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Outlook

Interactive teaching: Intersperse lecture with interactive quiz (IQ) sessions:

· Help to highlight the key points of the lecture: Make a lecture more organized.

· Encourage students’ in class participation.

· Engage students attention to follow along the lecture.

· Instant feedback for the instructor. The instructor can fine tune the presentation as the lecture progresses.

· Other benefits …

The system is affordable. Disclaimer: I am not affiliated with the commercial company. We promote the use of wireless technology on the ground that we believe in its educational merits.

Cost to the school:

· About ~$250 per small classroom

· About ~$1000 per large classroom

Net cost to a student: A student needs to purchase a receiver, which can be used in all classes where the wireless system is in used.

· About $16 dollars for a new user.

· About $10 dollars for a continued user per semester.

Our vision: We hope that some time in the near future, the system can be installed in many classrooms in our college, and also on UT campus.