Karlsruhe University of Applied Sciences will serve as the location for the User Conference.

May 7, 2013 - Youngstown, OH - Turning Technologies, the global leader of response technology, will hold its international user conference at the distinguished institution of Karlsruhe University of Applied Sciences on June 3, 2013.  During the event, attendees will have access to an abundance of knowledge-building sessions and resources that range from best practices and effective implementations to pedagogical strategies and unique challenges.  Attendees will hear from peers on interesting topics such as using response technology for team-based learning, during psychology experiments and in arts and humanities courses.  Keynote presentation “From Questions to Concepts” will feature the developer of the Peer Instruction teaching method, Dr. Eric Mazur.

Dr. Eric Mazur - Balkanski Professor of Physics and Applied Physics, Harvard University and Area Dean of Applied Physics, Author of Peer Instruction: A User’s Manual

Over the years, Dr. Mazur discovered that students in his introductory physics course were passing exams without having understood the fundamental concepts he was trying to teach. In response to this problem, Dr. Mazur developed a variety of interactive techniques linked to each other in ways that help his students learn basic concepts far better than before. He developed a strategy that incorporates "just-in-time" teaching with short lectures punctuated by conceptual questions posed to students, better known as Peer Instruction. The Peer Instruction method engages students through activities that require each learner to apply the concepts being presented. Students then explain those concepts to fellow learners, involving the entire group. Questions are asked, discussed and then displayed using classroom response technology. Peer Instruction provides continuous assessment and feedback, forcing students to learn from each other while in the classroom. You can forget facts, but you cannot forget understanding! Dr. Mazur's ultimate goal is not for students to memorize material for tests, but to create lifelong understanding.

Dr. Mazur’s teaching method has a large national and international following, and has been adapted to teaching many disciplines. He is author or co-author of over 200 publications and 12 patents, and helped produce the award-winning DVD Interactive Teaching.

Conference registration is now open and space is limited.  For full details of the conference, visit http://www.turningtechnologies.com/Karlsruhe-UC.

About Turning Technologies:

Turning Technologies creates leading assessment delivery and data collection solutions for learning environments.  Founded in 2002, the company began with the development of response technology that was affordable, user-friendly and better documented so that users could easily grasp its benefits.  Today, an estimated seven million ResponseCard clickers have been delivered to K-12 schools, universities and businesses worldwide.  Turning has expanded its portfolio of products to include data collection systems that securely transfer digital data for various assessment, testing and certification programs.  Based in Youngstown, OH, information on Turning Technologies can be found at www.TurningTechnologies.com.

Media Contact:                               

Belinda Rooney
SS | PR
609-750-9110
brooney@sspr.com

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Support: Getting to Know You

Supporting clickers takes a village.  Even when you think you are the only person out there supporting clickers, you are not alone.  Here are some places to look for additional support around you on campus:

• Information Technology (Main Campus Office)
  • You set the tone as to how resources and training are distributed on campus.  Make sure that you have a plenty of outlets for your users to find resources and make contact with your office as well as the Turning Technologies’ Support Team.
• Information Technology (Department Specific IT Staff)
  • There are other people that do many of the same jobs that you do.  By reaching out to your Department peers, you can gain strength in numbers.  They can assist in supporting faculty within their specific discipline, leaving those tougher questions for you or the Turning Technologies’ Support Team.
• Help Center (Desk and/or Telephone Support)
  • Having the Help Center staff trained to answer the most basic questions, such as student clicker use questions, or basic faculty how-to questions, can help relieve some of the stress of your day-to-day support.  It is suggested that you keep this support to a scripted minimum, due to staff turnover, their broad spectrum of support calls, etc.  Less is more in this case!
• Center for Teaching and Learning
  • The Center for Teaching and Learning Office can go by several names, but their ultimate role is to support faculty through training.  Reaching out for collaborative trainings and resource distribution can also help lighten your load when it comes to clicker support for faculty.
• Bookstore(s)
  • The Bookstore is often an untapped resource.  Many times they are willing to do basic troubleshooting of student questions and hardware issues.  They also have been known to partner in posting instructional flyers or handing out instructional cards next to or along with the purchase of clickers.

By connecting to the various department outlined above, you can find out who is ready, willing and able to assist with clicker support on campus.  Getting all hands on deck inside and outside of your area can make a difference with increasing the use and support of clickers on your campus!

Are You Missing Something?

Just like the missing socks in the dryer, or e-mails that never make it to your inbox, do you wonder what happens to your students and why they are not on your participant list or receiving points?

Here are a few tips to understanding Results Manager within TurningPoint 5 and how to understand what is going on in those columns!

TurningPoint 5

• Dash (-) for a student with a Registered Device ID could mean:
  • Student did not participate in class that day
  • Student was on the wrong channel
  • Student submitted answer through the wrong mode (i.e. Feedback)
  • Student has a typographical error in their Device ID Registration
• Number (0-9999) means the student received points for using their clicker in the classroom.
• Unassigned Devices could mean:
  • Students have not registered their Device ID
  • The Participant List has not been updated
  • A new clicker was used by a student who might have lost their original clicker

For those unassigned students or students with incorrect Device ID, there is an easy fix to get their information updated in Results Manager.  Any time you wish you wish to update your Participant List, you can do the following:

• Select Manage Tab
• Select your Participant List
• Select Results Manager
• Select Integrations
• Select your Integration (i.e. Blackboard, Canvas, Moodle, D2L, etc.)
• Enter your campus Server URL
  • You may be asked to provide your Username and Password
• Select Connect
• Select Update Participant List
• Select Update List
• Select Close

Any newly registered students should now have data associated to their name and their unassigned Device ID will be removed from the list.

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Software and Hardware Versions – Are you in the know?

Often times the smallest things are overlooked when it comes to technology.  Version numbers and firmware upgrades are not what we look for with regard to using technology in the classroom. Whether you are IT staff or faculty, it is important to be sure that all of your software is up-to-date.

• Classroom Computer
• Office Computer/Laptop
• Home Computer

IT staff, you are encouraged to check the Turning Technologies website at least twice a year for any and all updates. Reviewing the release notes will help determine whether or not you need to update your software. On occasion, some upgrades are behind the scenes, aesthetic  or features that are not used on your campus.

Faculty, make sure you check with your IT staff before each semester to ensure you have the same version of software as the campus. Running on the same software helps to eliminate compatibility issues and frustrations in the classroom.

Below you will find charts that outline the different receivers, software and ResponseCards that are available. When possible, it is always best to be using the most current receiver and software. As for ResponseCards, models on campus will vary based on your use in the classroom. By reviewing the chart below, you will be able to find the right clicker to meet your assessment needs.

… now you are in the know!

Receivers:

Software: 

Clickers:

Support Websites

Something often forgotten in building a support infrastructure for student response on campus is a support website. Often times a support team is one person on campus, so having a self-service resource to assist faculty, staff and students is a tremendous asset when support is unavailable. There are many ways to design a support website for your campus. Some of the most valuable suggestions include:

Branding of Site and E-mail

• Clickers @ XYX school is the best way to brand your website – it is easy to search for and remember.
• Similarly, an easy to remember e-mail address such as clickers@XYZschool.edu is a great way to have faculty reach you.

Training Page
Have a section on your website that directs faculty to training. The following information is recommended:

• Scheduled New User Trainings (Spring and Fall).
• Scheduled Refresher Trainings (Spring and Fall) – more of a Q&A meeting for faculty who have been using clickers and have some follow up questions.
• On average, training will take approximately 1 hour. Consider including a 30 minute buffer to allow for additional questions.
• Indicate the type of training provided – PowerPoint, Anywhere or Self-Paced Polling for Mac/PC.
• Indicate additional training availability during the academic year (this might be MWF 9-10:30 and TTH 1-2:30).

Having a link on the website that is directed to your e-mail or a Google document will make tracking training reservations quick and easy! If you choose to make a reservation form, you may want to consider requesting the following information:

• Are you Co-Teaching? With whom? *It is suggested that both faculty members attend training at the same time.
• Will you have a TA(s)? Names: *It is suggested that TA(s) attend training with their respective faculty.
• I am with IT Support

Finally, you will want to remind everyone that attends training to bring a laptop and USB drive.

Instructional Resources Page

Having a dedicated page for Instructional Resources is a great way to keep faculty in the loop.  Here you can provide them with links to Turning Technologies’ resources as well as some of your own campus specific resources. 

We all learn in different ways, so having video tutorials and written documentation is helpful. Listen to faculty questions and find ways of creating materials in “their language.” Through years of experience we have found a few best practice approaches to training:

• Before Class – This is the preparation time used to create lecture materials and participant lists prior to class.
• Class Time – During this time you will set up in the classroom, present the lecture, and save/close the TurningPoint session.
• After Class – This is the time devoted to reviewing the events of the lecture by viewing reports, grading and/or uploading grades.

Receiver Channel Number Page

Consider a page to include dedicated receiver channels for each room on campus using TurningPoint.

• It is recommended to have designated receiver channel numbers for your classrooms to avoid any possible interference with nearby rooms.
• Setting channel numbers at least 2 channels apart is recommended.
• Creating a table such as the one below will help you keep organized.  NOTE: If you do not have multiple campuses, you will not need the Campus column.

Student Resources

Have a page that answers common student questions. Below are some ideas on how to structure your Student Resource and FAQ page.

• How to Purchase a ResponseCard clicker or ResponseWare mobile license
• How to Set Up ResponseWare
• How to Register a clicker or ResponseWare Device ID
• Basic Troubleshooting tips for the clicker
• Basic Troubleshooting tips for ResponseWare
• A Support Form directed to a Clicker E-mail address
• Academic Honesty/Dishonesty Policy
• FAQ Page

• What type of clicker is used on campus?
• Can I use ResponseWare on campus?
• Where can I buy a ResponseCard clicker?
• Where can I buy a ResponseWare license?
• How much does a ResponseCard cost?
• How much does a ResponseWare license cost?
• What type of batteries do I need for my clicker?
• How do I use my clicker?
• How do I use ResponseWare?
• My clicker has a blank screen, what do I do?
• How do I change my answer?
• What is the bookstore’s policy for returns and buy backs?
• What is the Turning Technologies return policy?

Faculty Resources

Below are some additional resources that faculty find helpful when being introduced to clickers.

• Faculty Newsletter – Semester by Semester or Quarter by Quarter
• Hardware/Software Version Updates on campus (What’s currently being used)
• How do I get started using ResponseCard clickers in my classroom?

• Sign up for Training >> Training (Link faculty to your Training Page/Reservation Form)

• Download Software >> Software (Provide faculty with software versions supported on campus and how/where to download the software)

• Using ResponseWare? (Cell Phones/Laptops) Request Access >> ResponseWare(You may want to create a request form or link to your e-mail for ResponseWare Access requests)

• Order clickers through your Department or Bookstore >> Turning Technologies ResponseCard NXT clickers - ISBN # 978-1-934931-45-5

• Review Student Resources (Link to resources here so they are easily accessible)

• 1^st Day of Class – Getting Started Resources (New for Spring 2013 – Contact your Account Executive for more information)

• E-mail students 1-2 weeks before the start of the semester with information about student response
• Update Syllabus to include clicker information and resources
• Edit 1^st Day of Class PowerPoint to walk students through the basics about ResponseCard clickers and/or ResponseWare.

• Update Class Page (i.e. Blackboard, personal webpage, etc.) to include clicker information and resources

• What do I need to use TurningPoint in the classroom?

1. A computer with TurningPoint software installed
2. A projector (If your room does not have a projector, you will want to make arrangements to have one available in your classroom)
3. Your TurningPoint file(s) (Participant List, Question List, etc.)
4. A TurningPoint receiver >>Classroom Receivers (link to a page with receiver channel numbers, if applicable)
5. A PowerPoint file, if you use PowerPoint
6. ResponseWare access >> Request Access
7. Students using ResponseCard clickers and/or ResponseWare

• Syllabus Helper - Student Code of Conduct & Student Disciplinary Procedures

Your instructors, TAs and peers are watching. The misuse of clickers is a violation of school policy and punishable through a variety of sanctions, including expulsion.

Student Code of Conduct  (List/Link Academic Honesty/Dishonesty policy here)

• Syllabus Helper - What should I tell my students?

Required Course Materials: You will want to tell students that clickers are a required material for the course, just like a textbook.

Where to Purchase a ResponseCard clicker or ResponseWare license: Tell students where they can purchase their ResponseCard clicker and/or ResponseWare license. Purchases can also be made online through Turning Technologies at https://store.turningtechnologies.com. Students will need to enter their school code to view their school page.

Registering a ResponseCard: Tell students what method to use to register their clickers.

Clicker Expectations in the Classroom: Tell students when to bring clickers to class, if they will be used every session, and any other requirements you might have. Make these expectations clear at the beginning of the semester. Communicate to the students why you are using the technology, what you expect from it and how you plan to use it in class.

Classroom Clicker Policies: This should include areas such as attendance, academic dishonesty, grading, clicker malfunctions, etc. Make sure to include this information in your correspondence, syllabus and Blackboard course materials.

Clicker Support: You will want to provide your students with on campus and off campus support information. You will also want to remind them that clicker related points/grades need to be discussed with their TA or Instructor.

Need Help?

1. 1.       Support Email: clickers@XYZ.edu
2. 2.       Support Office Location and Availability: (include support office location and hours of operation)
3. 3.       In-Class Support (include campus telephone number here)
4. 4.       Turning Technologies Phone Support: 866-746-3015 Monday through Friday 7 a.m. - 9 p.m. EST
5. 5.       Turning Technologies E-mail Support: support@turningtechnologies.com 

Campus Technology: Giving Classroom Polling a Second Chance

The Vindicator: IPAL Integration

Making a change can be challenging no matter what the circumstances.  But there are ways to get ahead of the curve so that your transition runs as smoothly as possible!

Whether you are making a transition from:

• One clicker company to another
• One clicker model to another
• One software upgrade to another

Remember that communication is everything… You want to make sure that you are communicating with all of the key players – and many times there are more than you realize.  Don’t panic – you can do it!

Some great resources that will help you communicate with your key players included, but are not limited to:

• Faculty Newsletters
  • No more than two pages, a newsletter can be an effective tool in getting your message out to many people
  • Make sure you check to see that your campus allows for mailing information to the faculty.  In many cases, if you have already had contact with them, you can make contact with them via a mass e-mail!
  • Keep your message short and to the point.
  • Cover areas such as:
    • Why there is a change – include such information as this was a university decision, upgrading to the latest model or advancement in technology on campus.
    • When and where training will be available – including a training schedule is very helpful.
    • How to locate the resources (i.e. software) – it is very helpful to let instructors know that this information is posted on your website or your campus is on version XYZ.
    • Reminder that all computers that are being used (laptop, office, home) should be updated to reflect the software change on campus.

• Instruction Cards for Students
  • Something as simple as a 3x5 or 4x6 information card explaining the changes to clickers on campus really helps the student. 
  • Placing these cards in the campus bookstore at the time of purchase gets the information in their hands sooner rather than later.

• Posting Information on Campus TVs and/or Computer Screen Savers
  • Many times you can provide educational information on campus TVs (usually located in high traffic areas such as the bookstore, library, residence halls, and dining halls) by creating a one or two slide PowerPoint. 
  • Large computing labs on campus often allow for advertisement on their login screens or screen savers. 

• Posters
  • Informational posters placed at the end caps of the bookstore help distribute clicker information to students quickly and easily.

• Newspaper Ad
  • Placing an ad in the school newspaper can spread the news of upcoming change.
  • Many school papers are still delivered around campus and others are subscribed to on cell phones and computers.

• Working with Your Center for Teaching and Learning Staff
  • Getting more staff on campus aware of changes can help with dissemination of information as well as training of faculty and staff.

In order to transition smoothly, we must embrace change and communicate clearly. 

A fitting closing thought on change comes from Winston Churchill:  “To improve is to change; to be perfect is to change often.” 

Finally, a closing thought on communication comes from Tony Robbins: “To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others.”