Video from Recent Presentations
Back in September, I gave the keynote at the University of Iowa’s clicker user conference. Video from that keynote is now available from the University of Iowa, as is a PDF of my PowerPoint slides. (My portion of the keynote starts at scene 8.) I demonstrated the peer instruction method of using clickers with the audience, then shared some frameworks for making teaching choices when using clickers.
Also available from the University of Iowa is a video capture of a presentation by Megan Gogerty, adjunct assistant professor in theater arts. She gave a very engaging presentation about her use of clickers in her course on musicals. I’ve met very few instructors in the performing arts using clickers, so I was glad to hear about her experiences.
In October, I was one of two keynotes at the Turning Technologies National User Conference. Knowing that the participants were already using clickers and that Eric Mazur’s keynote the day before would explore the peer instruction pedagogy very well, I skipped the peer instruction demo and went straight to talking about teaching choices. You can view my keynote as well as Eric’s by following the link above.
A number of other conference sessions were recorded and available online now (same link). I had to miss the first day of the conference, so I can’t speak to those sessions other than saying that some of the abstracts looked fascinating. For instance, I’m looking forward to catching up on Timothy Dale and Joseph Foy’s presentation on applying strategies from the science of polling to writing and using clicker questions and Jerry Sarquis’ presentation on using clickers with Process Oriented Guided Inquiry Learning (POGIL).
One session I caught on the second day of the conference was Mary Dave Blackman’s presentation on using clickers in a large music appreciation class. As with Megan Gogerty’s presentation in Iowa, Mary Dave Blackman’s presentation provided great ideas for using clickers in a discipline that hasn’t widely adopted them. She has her students respond to clicker questions about a piece of music while the music is playing, and in her presentation she makes a strong case that this synchronous approach has advantages over the more typical strategy of discussion a piece of music after it is over.