Final+Report

= Final Report =

Executive Summary
The purpose of this project is to address the lack of the use of technology tools by university faculty, specifically student response systems or “clickers” in the classroom. i>clicker is one brand of clickers that allows a class to respond to multiple-choice questions and see immediate results for either class discussions or recorded for grading and evaluation purposes. Students use a remote control clicker to send a response to an instructor’s receiver. We believe that one reason for the lack of the use of this technology tool by professors is because they do not know what clickers can do for the classroom, specifically how the use of the clickers can make the classroom more interactive, as well as how it can help in making professors’ instruction easier and more effective. Our group decided to create a book to help educate professors about this technology. The book we developed is an interactive, self-paced training product. The user can review the information as often as he/she likes. There are graphics, video, links to research articles, links to websites and a great deal of valuable information included in the book. We believe this product fills our identified need and will be useful for our target audience.

Objectives
The overall goal of the book is to entice professors to use i>clickers by providing general information about clickers in the classroom, showing them the benefits of their use, how to use i>clickers, and appropriate/suggested classroom uses. The book serves as an interactive document that university faculty could use to explain the benefits of using i>clickers in their classrooms. Our group was also able to identify some recommendations for use of the i>clicker technology implemented within the classrooms at the university level. The general ideas and suggestions in the book should be used as guidelines and as a foundation for making decisions on the use of the i>clickers within the classroom.

Process used for this analysis
In conducting our analysis, we first identified the instructional problem that we wanted to address and determined our goals and objectives. To do this, we brainstormed several possible topics for our instruction. Since our team was interested in the use of technology in university settings, we decided to focus on a particular technology and how it was or was not being utilized by university professors. In doing this, we answered the questions of who our audience would be and the needs that we would address with the production of our instruction. Since we had experience with classroom response systems (clickers), we explored this as an option. We determined that this technology would be very useful to university instructors, but that many may not be aware of the benefits and/or know how to use clickers, so we decided to focus our instruction on this topic. We decided to use the Understanding by Design approach for our instruction because we wanted our learners to embrace the ‘why’ or reasons they should use clickers in their instruction. We wanted them to be motivated to want to use the clickers and then be able to apply what they learned – to effectively make use of clickers in their classrooms.

Needs analysis
For our needs analysis, we first determined the need for our instruction through extensive research of scholarly articles and books. We knew from our own experience that there was a need for more use of technology by university professors in their classrooms, and our research confirmed this idea. Engagement of students in learning is one of the key principles of effective instruction. In contrast, delivering instruction with just a ‘typical’ lecture format encourages passivity in learning and does not promote higher order thinking skills. In contrast, the use of interaction has been shown to improve student performance, thus making instruction more effective. We also found that there was a problem in faculty not being motivated to use technology often because they are unaware of how it can be put to use in the classroom. The lack of knowledge of how beneficial the use of clickers can be in the classroom, both in terms of increased interaction as well as in how they can help the professor leads to professors who are not motivated to use this technology, since they aren’t aware of the benefits. We also found that there was a lack of the technology skills needed to actually put the clickers to use and a general perception that they may be hard to use. We determined that our book would meet these needs.

Content analysis
For the content analysis of our instruction, we started with a perceived problem for university professors who teach in a traditional classroom setting: large classes, and lack of interactivity between students and between students and the instructor. All members of the team acted as subject matter experts for this analysis. All members of the team are current students and have experienced a “boring” lecture at one point in their tenure as a student. We have also been instructors in a traditional classroom. We used the ADDIE model of instructional design to develop the entire project with principles from Understanding by Design (UbD) and Universal Design Learning (UDL).

Understanding by Design (UbD) is an approach to instructional design in which the designers work “backwards” to develop instruction. A brief presentation about using the UbD approach to instructional design for our book can be seen here: media type="custom" key="7729035" To ensure the content was valid, we performed an exhaustive research study and determined both the need for interactivity in the classroom and the reluctance of many professors to incorporate interactivity due to lack of knowledge about available technology. We also are all users of various clicker technology and have experienced the benefits first-hand. We investigated the i>clicker product and available documentation. We then collected graphic images and video to make our book more engaging to the reader.

Looking back on our analysis after reviewing some of the feedback from our formative evaluation, we believe our analysis was complete. Each member of our team took on a specific role in the research and analysis. One team member was responsible for scholarly research on student motivation and engagement, one researched general information on clickers in the classroom, and one specifically i>clicker. Our strength was starting with this level of organization at the beginning of the project. One possible weakness was the editing of the instructional material, as sometimes it was hard to decide how much information needed to be posted for each portion of the book.

Context analysis
The context in which our book is intended for use is the traditional university classroom with initial instruction taking place outside of the classroom with university professors reading the book so they may implement the use of i>clickers into their classroom environment. Our subject matter expert for this project, Catherine Murphy first gained knowledge and experience of the use of i>clickers through her workplace, the Office of Instructional Support (OIS). The OIS purchased four sets of 32 i>clickers for use by university faculty and staff in the College of Education at the University of South Carolina. It was her responsibility as the Technology Trainer for Instructional Support to become familiar with i>clicker and train faculty and staff in the college and throughout the university to use them in their courses.

Ms. Murphy received training on i>clickers via two webinar training sessions and one face-to-face training session held by a representative of i>clicker. Ms. Murphy then developed training materials and held face-to-face training sessions prior to and during the Fall 2010 semester at the University of South Carolina. The number of faculty that attended the initial university-wide training sessions was low, but understandable given the timing of the training (just days before the first day of classes in the semester), but Ms. Murphy continued to train instructors in small groups and one-on-one throughout the semester on the use of i>clickers. Through her interactions with instructors from all over the university, she learned through informal interviews and end-of-training session surveys that many courses offered throughout the university were already utilizing i>clicker, especially large undergraduate lecture courses and many undergraduate students were required to purchase personal i>clickers for use in their courses.

The response of university instructors that received the training was positive, but they expressed they would like to have more resources so they could gain more knowledge and understanding of i>clickers at their own pace due to busy schedules and noted other colleagues would have liked to attend the face-to-face training sessions, but were unable to fit it into their schedules. Therefore, Ms. Murphy proposed the idea of using Book Builder to create a book that would give university instructors a chance to learn more about i>clickers at their leisure to the instructional design team, the Terrific Tech Trainers.

The team decided using Book Builder to create an e-learning book allows our target population of learners a method of receiving instruction with only a computer with internet access and speakers for listening to included audio, which is readily available both on and off campus for most. This creates the self-paced learning environment professors surveyed in previous face-to-face training sessions suggested would be beneficial to them in learning about new technology for their classrooms that encourage interactivity. Support through the Office of Instructional Support in the College of Education and the i>clicker website is available to instructors after completion of the training. However, the goal of the information and training presented in the book is for instructors to feel motivated and confident enough in their knowledge about i>clicker student response systems to use them in their courses without further instruction.

Directed toward professors who tend to take a traditional lecture approach in their courses, we strive to convince them of the benefits of interactivity in courses and inform them of one way of increasing interactivity in the classroom: i>clicker. The benefit of the e-learning book as a training tool is instructors participating in the training need to have only a basic knowledge of computers and are able to follow the instructions presented to complete the training. When we tested our instruction, the overall response by participants was favorable. Many agreed the material was beneficial to them as instructors, informative and easy to navigate. Also, many indicated they would be comfortable using i>clickers in their university courses after reading the book. More about this can be viewed in the Evaluation section of this report.

Description of the instruction setting, activities, and sequence
The setting for the training of university professors will be their own office on campus or at home, or anywhere they choose. The training is designed to be self-paced and easily accessible online for anyone with a computer with an internet connection. Follow-up or assistance with training is available on campus at the College of Education Office of Instructional Support at the University of South Carolina, emailing one of the team members, and setting up a face-to-face meeting if needed. Our plan is that university instructors will not need any further assistance to integrate i>clicker into their courses, but we offer additional assistance for those who may have lower than average technical skills or value face-to-face communication. The table of contents for the e-learning book are:

· All About Clickers (general information about clickers) · Reasons to Use Clickers in the Classroom (scholarly research on motivation and interactivity in the classroom) <span style="font-family: Arial,Helvetica,sans-serif;">· How to Use I>clickers (technical information from purchasing i>clicker to using it in the classroom)

<span style="font-family: Arial,Helvetica,sans-serif;">The training would consist of discussion of clicker technology in general, and i>clicker's ease of use. We would also discuss and encourage university faculty to use their existing PowerPoint slides with multiple choice or true-false questions covering several levels of Bloom's Taxonomy with i>clicker. The i>clicker software automatically takes a screen capture of the computer screen when the instructor starts and stops polling. We would advise the professors that i>clicker software is compatible with Blackboard CMS (the standard interface for the entire university system) and a few other technologies. Faculty will be educated about why they should use i>clickers in their classrooms as well.

Development process supporting the instructional approach
<span style="font-family: Arial,Helvetica,sans-serif;">As a group we agreed that there is a need for professors to incorporate technology into their teaching and decided to focus on the use of classroom ‘clickers’ or student response systems. We found the Understanding by Design approach interesting for our Bookbuilder project.

<span style="font-family: Arial,Helvetica,sans-serif;">Some of the key points of UBD include:

<span style="font-family: Arial,Helvetica,sans-serif;">· Thinking about learners asking ‘Why do we need to learn this?’, ‘Why do we need to know this?’, 'Why does this matter to me?' <span style="font-family: Arial,Helvetica,sans-serif;">· Moving beyond knowledge to understanding <span style="font-family: Arial,Helvetica,sans-serif;">· Teaching learners how to use the information <span style="font-family: Arial,Helvetica,sans-serif;">· Teaching learners how to apply the information, not just to know it <span style="font-family: Arial,Helvetica,sans-serif;">· What is the enduring question – what is it we really want learners to know and be able to do <span style="font-family: Arial,Helvetica,sans-serif;">· Having the end in mind when designing the instruction <span style="font-family: Arial,Helvetica,sans-serif;">· Focus is on performance based assessment



<span style="font-family: Arial,Helvetica,sans-serif;">Major components
<span style="font-family: Arial,Helvetica,sans-serif;">The major components of our instruction include an instructional PowerPoint that gives a brief overview of the book, including our goals for the book and some information on our rationale for the design. It explains that the book includes text, visuals, audio, and links to research and then give a brief introduction to the coaches. The presentation also explains the rationale for using Book Builder and the advantages it offers. The presentation then explains the sections of the book.

<span style="font-family: Arial,Helvetica,sans-serif;">Another component is our Screencast video presentation which shows the book and explains first how to navigate the pages of the book, including how to use the text reading feature. It also explains how to see the source for each of our images as well as how we incorporated ‘alt text’ for each of our images. Both of these features are consistent with best practice of UDL. The presentation then explains the coaches and how to use them, as well as their roles in the instruction. Then it goes on to explain and show how the links to the research articles work, as well as the links to the videos and websites. It explains the Table of Contents and how the content of the book is organized. Finally, the last major component is, of course, our Book Builder book.

=<span style="font-family: Arial,Helvetica,sans-serif;">Evaluation =

Key development decisions and justification
<span style="font-family: Arial,Helvetica,sans-serif;">To ensure that our product was effective for learners, we first decided to use a consistent format for our storyboard, especially since we had determined that each team member would develop different sections of the book. We started with a storyboard template. We then decided to create a Power Point slide for each book page. We then took a screen shot of the slide and inserted that and the other detailed information about the page into our storyboard template. In creating the slides, we were incorporated good visual design principles, as well as considerations for UDL. We did not use a slide template and we chose Arial as our font because it is a Sans Serif font that is easier for most people to read. We choose a solid color dark background with white font, again because it is easier to read. In building the pages, we incorporated our knowledge of Schnotz’s Integrated Model of Text and Picture Comprehension, with the idea that people learn better from words and pictures than from words alone. We therefore tried to include pictures on most of our book pages. We used photographs, rather than clip art, because our target learners are adults.

<span style="font-family: Arial,Helvetica,sans-serif;">Once we completed our storyboard, we went on to create the actual pages of the book using the CAST UDL Book Builder website. Again, each team member created specific pages based on our original plan of how to divide the content. We originally intended to use our PowerPoint Storyboard slides and upload them to Book Builder to create the book pages. We could have done that if we had taken a screen shot of each slide and uploaded it as the image for the page; however, we found that if we did that, the text would not have been ‘read’ by Book Builder. We then decided that we would just upload the images from our slides and type the text so that it could be read. We wanted to have a consistent color background for each book page; however, after contacting the Book Builder technical support, we found that we could not change the color of the background – it could only be white. We still wanted to incorporate color based on our knowledge of good graphic design, so we decided to use our slides, but take the text off, then take a screen shot of each one and then save that as the image for the Book Builder page, and then type the text for the page so that it could be read, as this was important to our UDL considerations.

<span style="font-family: Arial,Helvetica,sans-serif;">In designing our Book Builder pages, we designed an original coach because we felt that 'Dr. Hootman' was better suited to our learners for the research component of the book. After some experimentation, we found that when using a ‘custom’ coach, Book Builder would not read the narration if we types it, like it does for their coach selections. We again contacted the technical support and found that when using ‘custom’ coaches, the only way to included narration for them was to record what we wanted the coach to say – for each page – and upload those recordings individually for each page. This was certainly more time consuming, but we decided we wanted to keep our Dr. Hootman as a character our target audience could relate to, and to inject just a bit of whimsy. Initially, we only included one coach, but then added two additional coaches. This was a better use of the coaches since each would have a specific purpose and the distinctions in the roles paralleled the sections of the book. We decided to include the coaches’ narration to explain and elaborate points on many of our pages since the dual channel assumption tells us that learning is enhanced when more senses are involved. We decided to be consistent in how we placed the pictures and text on the book pages, based on Gestalt’s uniform connectedness principles. We also decided to include links to the research articles so that the reader could see the complete work that the book mentioned. We did this because we knew our target audience likes to learn from scholarly research. We also included links to videos of other professors talking about using clickers, as well as links to tutorials on the use of clickers. We did this because we know our learners like to learn through demonstration and need guided instruction with new technology. We also wanted to make our book very interactive, since our premise was that interactivity improves learning.

<span style="font-family: Arial,Helvetica,sans-serif;">To ensure that our instruction was easy to use we again made several decisions including the idea that we wanted to divide the book into logical ‘chunks’ to clarify the organization of the book. We also decided to include a Table of Contents to help with the ease of navigation while reading the book. Another decision we made was to included links to the i>clicker site to make it very easy for our audience to obtain information on actually ordering a clicker system, as when as to quickly view more details about the systems and even more in-depth tutorials on how to use the clickers. On the pages that talked about the research on interactivity and using questions in classroom teaching, we decided to start these pages with a question, consistent with our Understanding by Design approach. We also decided to keep the text brief and to include both Dr. Hootman providing some elaboration of the points on the page, as well as a link to the full text scholarly articles mentioned. We did this because we determined that it would be easy for the user to read the question, quickly read the short response, and then choose whether to listen to Dr. Hootman for more information, and/or choose to read the complete scholarly work. We decided that this flexibility would also improve the ease of use of our book.

Evaluation
<span style="font-family: Arial,Helvetica,sans-serif;">To conduct an evaluation of our product, our team SMEs reviewed the book before it was published and we set up a survey for readers of our book to complete after receiving the included training and instruction. The survey would act as part of our formative evaluation and was created in Google Docs and embedded on our project wiki page for easy access by our target learners. The survey included 15 questions: 14 multiple choice response questions on a Likert scale ranging from “Strongly Agree” - to “Strongly Disagree” and descriptions attached to each response for easier usability of the survey. The final question was a prompt for an open-ended response: “Suggestions for Improvement?”. The evaluation survey can be viewed here. <span style="font-family: Arial,Helvetica,sans-serif;">The formative evaluation of the book was initially conducted by requesting colleagues in the Masters of Educational Technology program at the University of South Carolina review the book and complete the survey after completion. The results of this on-going survey can be viewed here in real time. Here are the results from the formative evaluation survey at the time of the publication of this report:


 * <span style="font-family: Arial,sans-serif;">**I will benefit from the information shared by this book** ||
 * <span style="font-family: Arial,sans-serif;">Strongly Agree: 38% || <span style="font-family: Arial,sans-serif;">Agree: 52% || <span style="font-family: Arial,sans-serif;">Neutral: 10% || <span style="font-family: Arial,sans-serif;">Disagree: 0% || <span style="font-family: Arial,sans-serif;">Strongly Disagree: 0% ||
 * <span style="font-family: Arial,sans-serif;">I can use the information in my classes right now || <span style="font-family: Arial,sans-serif;">I can use the information in the future || <span style="font-family: Arial,sans-serif;">I’m not sure if I can use the information || <span style="font-family: Arial,sans-serif;">I will not be able to use the information || <span style="font-family: Arial,sans-serif;">The information was useless to me ||
 * <span style="font-family: Arial,sans-serif;">**This book increased my knowledge of using Clickers in the classroom** ||
 * <span style="font-family: Arial,sans-serif;">Strongly Agree: 62% || <span style="font-family: Arial,sans-serif;">Agree: 33% || <span style="font-family: Arial,sans-serif;">Neutral: 5% || <span style="font-family: Arial,sans-serif;">Disagree: 0% || <span style="font-family: Arial,sans-serif;">Strongly Disagree: 0% ||
 * <span style="font-family: Arial,sans-serif;">I learned many things I did not know || <span style="font-family: Arial,sans-serif;">I learned some things I did not know || <span style="font-family: Arial,sans-serif;">I learned a little new information || <span style="font-family: Arial,sans-serif;">I did not learn anything new || <span style="font-family: Arial,sans-serif;">I wasted my time reading the book ||
 * <span style="font-family: Arial,sans-serif;">**This book explained the benefits of using Clickers in the classroom** ||
 * <span style="font-family: Arial,sans-serif;">Strongly Agree: 86% || <span style="font-family: Arial,sans-serif;">Agree: 14% || <span style="font-family: Arial,sans-serif;">Neutral: 0% || <span style="font-family: Arial,sans-serif;">Disagree: 0% || <span style="font-family: Arial,sans-serif;">Strongly Disagree: 0% ||
 * <span style="font-family: Arial,sans-serif;">I learned many benefits I did not know || <span style="font-family: Arial,sans-serif;">I learned some benefits I did not know || <span style="font-family: Arial,sans-serif;">I learned a little new information || <span style="font-family: Arial,sans-serif;">I did not learn anything new || <span style="font-family: Arial,sans-serif;">I wasted my time reading the book ||
 * <span style="font-family: Arial,sans-serif;">**This book explained the importance of interactivity in the classroom** ||
 * <span style="font-family: Arial,sans-serif;">Strongly Agree: 95% || <span style="font-family: Arial,sans-serif;">Agree: 5% || <span style="font-family: Arial,sans-serif;">Neutral: 0% || <span style="font-family: Arial,sans-serif;">Disagree: 0% || <span style="font-family: Arial,sans-serif;">Strongly Disagree: 0% ||
 * <span style="font-family: Arial,sans-serif;">Yes, I am convinced that interactivity is important || <span style="font-family: Arial,sans-serif;">Yes, I am almost convinced that interactivity is important || <span style="font-family: Arial,sans-serif;">I could go either way || <span style="font-family: Arial,sans-serif;">No, I do not think interactivity is important || <span style="font-family: Arial,sans-serif;">No, students should do nothing but listen to a lecture ||
 * <span style="font-family: Arial,sans-serif;">**This book explained the benefits of using questions in the classroom** ||
 * <span style="font-family: Arial,sans-serif;">Strongly Agree: 95% || <span style="font-family: Arial,sans-serif;">Agree: 5% || <span style="font-family: Arial,sans-serif;">Neutral: 0% || <span style="font-family: Arial,sans-serif;">Disagree: 0% || <span style="font-family: Arial,sans-serif;">Strongly Disagree: 0% ||
 * <span style="font-family: Arial,sans-serif;">Yes, I am convinced that using questions is important to learning || <span style="font-family: Arial,sans-serif;">Yes, I am almost convinced that using questions is important to learning || <span style="font-family: Arial,sans-serif;">I could go either way || <span style="font-family: Arial,sans-serif;">No, I do not think that questions are important to learning in a lecture || <span style="font-family: Arial,sans-serif;">No, students should do nothing but listen to a lecture ||
 * <span style="font-family: Arial,sans-serif;">**This book presented research that supported the importance of interactivity and using questions in the classroom** ||
 * <span style="font-family: Arial,sans-serif;">Strongly Agree: 86% || <span style="font-family: Arial,sans-serif;">Agree: 14% || <span style="font-family: Arial,sans-serif;">Neutral: 0% || <span style="font-family: Arial,sans-serif;">Disagree: 0% || <span style="font-family: Arial,sans-serif;">Strongly Disagree: 0% ||
 * <span style="font-family: Arial,sans-serif;">Wow – great studies that really supported the ideas || <span style="font-family: Arial,sans-serif;">Some good work was presented but I may like to see more || <span style="font-family: Arial,sans-serif;">The research did not convince me nor did it dissuade me || <span style="font-family: Arial,sans-serif;">I was not impressed || <span style="font-family: Arial,sans-serif;">Just a lot of nonsense ||
 * <span style="font-family: Arial,sans-serif;">**After reading the book, I am motivated to try and use clickers in the classroom** ||
 * <span style="font-family: Arial,sans-serif;">Strongly Agree: 57% || <span style="font-family: Arial,sans-serif;">Agree: 38% || <span style="font-family: Arial,sans-serif;">Neutral: 5% || <span style="font-family: Arial,sans-serif;">Disagree: 0% || <span style="font-family: Arial,sans-serif;">Strongly Disagree: 0% ||
 * <span style="font-family: Arial,sans-serif;">Absolutely! Sign me up! || <span style="font-family: Arial,sans-serif;">I think I am ready to try || <span style="font-family: Arial,sans-serif;">I need a little more convincing || <span style="font-family: Arial,sans-serif;">I don’t think I would use them || <span style="font-family: Arial,sans-serif;">Never in a million years ||
 * <span style="font-family: Arial,sans-serif;">**After reading the book, I think clickers could make me more effective in the classroom** ||
 * <span style="font-family: Arial,sans-serif;">Strongly Agree: 67% || <span style="font-family: Arial,sans-serif;">Agree: 24% || <span style="font-family: Arial,sans-serif;">Neutral: 10% || <span style="font-family: Arial,sans-serif;">Disagree: 0% || <span style="font-family: Arial,sans-serif;">Strongly Disagree: 0% ||
 * <span style="font-family: Arial,sans-serif;">Absolutely! This will really help me do a better job. || <span style="font-family: Arial,sans-serif;">Yes, this is one thing I could try || <span style="font-family: Arial,sans-serif;">I need a little more convincing || <span style="font-family: Arial,sans-serif;">I don’t think they would help me || <span style="font-family: Arial,sans-serif;">I don’t need anything – I am already perfectly effective ||
 * <span style="font-family: Arial,sans-serif;">**After reading the book, I understand how to use i>clickers** ||
 * <span style="font-family: Arial,sans-serif;">Strongly Agree: 62% || <span style="font-family: Arial,sans-serif;">Agree: 38% || <span style="font-family: Arial,sans-serif;">Neutral: 0% || <span style="font-family: Arial,sans-serif;">Disagree: 0% || <span style="font-family: Arial,sans-serif;">Strongly Disagree: 0% ||
 * <span style="font-family: Arial,sans-serif;">Yes – seems easy! || <span style="font-family: Arial,sans-serif;">I could use them with directions || <span style="font-family: Arial,sans-serif;">I am not sure || <span style="font-family: Arial,sans-serif;">No, the directions are not clear || <span style="font-family: Arial,sans-serif;">What a convoluted mess ||
 * <span style="font-family: Arial,sans-serif;">**Was the presentation engaging and interesting?** ||
 * <span style="font-family: Arial,sans-serif;">Strongly Agree: 62% || <span style="font-family: Arial,sans-serif;">Agree: 29% || <span style="font-family: Arial,sans-serif;">Neutral: 10% || <span style="font-family: Arial,sans-serif;">Disagree: 0% || <span style="font-family: Arial,sans-serif;">Strongly Disagree: 0% ||
 * <span style="font-family: Arial,sans-serif;">I was interested and engaged in the book || <span style="font-family: Arial,sans-serif;">My attentions only wandered 1 or 2 times || <span style="font-family: Arial,sans-serif;">I was interested, but not engaged || <span style="font-family: Arial,sans-serif;">The book was boring to me || <span style="font-family: Arial,sans-serif;">This was the worst book I’ve read ||
 * <span style="font-family: Arial,sans-serif;">**The use of pictures and graphic elements made the book more effective** ||
 * <span style="font-family: Arial,sans-serif;">Strongly Agree: 71% || <span style="font-family: Arial,sans-serif;">Agree: 4% || <span style="font-family: Arial,sans-serif;">Neutral: 14% || <span style="font-family: Arial,sans-serif;">Disagree: 0% || <span style="font-family: Arial,sans-serif;">Strongly Disagree: 0% ||
 * <span style="font-family: Arial,sans-serif;">The pictures illustrated the concepts in a way I can remember || <span style="font-family: Arial,sans-serif;">The pictures were useful but I had to think to make connections || <span style="font-family: Arial,sans-serif;">The pictures were alright, but did not add to my understanding || <span style="font-family: Arial,sans-serif;">I did not see how the pictures related to the concepts || <span style="font-family: Arial,sans-serif;">The pictures were inappropriate ||
 * <span style="font-family: Arial,sans-serif;">**The use of coaches made the book more effective** ||
 * <span style="font-family: Arial,sans-serif;">Strongly Agree: 76% || <span style="font-family: Arial,sans-serif;">Agree: 14% || <span style="font-family: Arial,sans-serif;">Neutral: 10% || <span style="font-family: Arial,sans-serif;">Disagree: 0% || <span style="font-family: Arial,sans-serif;">Strongly Disagree: 0% ||
 * <span style="font-family: Arial,sans-serif;">The coaches supported the concepts in a way I can remember || <span style="font-family: Arial,sans-serif;">The coaches were useful but I had to think to make connections || <span style="font-family: Arial,sans-serif;">The coaches were alright, but did not add to my understanding || <span style="font-family: Arial,sans-serif;">I did not see how the coaches related to the concepts || <span style="font-family: Arial,sans-serif;">The coaches were inappropriate ||
 * <span style="font-family: Arial,sans-serif;">**The amount of text in the book was appropriate for the topic** ||
 * <span style="font-family: Arial,sans-serif;">Strongly Agree: 62% || <span style="font-family: Arial,sans-serif;">Agree: 38% || <span style="font-family: Arial,sans-serif;">Neutral: 10% || <span style="font-family: Arial,sans-serif;">Disagree: 0% || <span style="font-family: Arial,sans-serif;">Strongly Disagree: 0% ||
 * <span style="font-family: Arial,sans-serif;">The balance of text, graphics, and coaches talking was the right combination || <span style="font-family: Arial,sans-serif;">Some pages were better than others, but overall the blend of text, graphics, and coaches was good || <span style="font-family: Arial,sans-serif;">I didn’t notice || <span style="font-family: Arial,sans-serif;">There was too much text on most of the pages || <span style="font-family: Arial,sans-serif;">This was like reading an encyclopedia ||
 * <span style="font-family: Arial,sans-serif;">**The length of the book was appropriate for the topic** ||
 * <span style="font-family: Arial,sans-serif;">Strongly Agree: 57% || <span style="font-family: Arial,sans-serif;">Agree: 29% || <span style="font-family: Arial,sans-serif;">Neutral: 0% || <span style="font-family: Arial,sans-serif;">Disagree: 14% || <span style="font-family: Arial,sans-serif;">Strongly Disagree: 0% ||
 * <span style="font-family: Arial,sans-serif;">The book was quick read and I was disappointed when it was over || <span style="font-family: Arial,sans-serif;">I enjoyed the time spent reading and felt it was well spent || <span style="font-family: Arial,sans-serif;">The time could have been better || <span style="font-family: Arial,sans-serif;">The time reading was much too long || <span style="font-family: Arial,sans-serif;">I wish it had ended when it started ||
 * Suggestions for improvement:


 * I enjoyed the book - good job.
 * Good job!
 * Page 25 was very "flat" with text only after all the other very engaging pages.
 * Clicker Carol was hard to understand, and she had to say too many words on one of the early slides.
 * One of the survey questions "After reading the book I understand..." has a little typo."
 * Clicker Carol sounds tired and like she's not really interested in the topic
 * Can you present the features so they are easier to see and hear - maybe break into more slides
 * Like that the slides tell you to click on the characters
 * Love the Ferris clip!
 * Dr. Hootman's narration is short and to the point
 * Like short summaries of the research articles
 * Good research to support use of clickers
 * Can you get it to say "I" "clickers" instead of "ick" "clickers"?
 * Maybe a bit more formatting to the text on the pages. Some of it was pretty small
 * Carol hard to understand.
 * The information was great but I would have enjoyed receiving better if it were presented as a story.
 * Very well researched, but a little lengthy, or maybe it could have sections to organize the information in chunks. Great job though! Love the videos!
 * Great job! No suggestions.
 * Nice book! You guys provided lots of resources which is important when learning something new because it addresses the needs of all learners.
 * I believe that while you had important information throughout the book, I would have been more interested if it were a bit shorter.
 * I really enjoyed this book. It will be an excellent resource for teachers with access to this technology.
 * Just making the pictures smaller they were good images but smaller would work ok too.
 * n/a
 * no suggestions
 * I am impressed
 * Great Book!
 * Love the links to the research built into the book.
 * The professor testimonials were great.
 * Overall the book is very clean and organized
 * Overall the book is very clean and organized


 * Suggestions:
 * Would also have like to have known drawbacks/difficulties in using clickers and how these things were overcome (wouldn't suggest adding now, but just a consideration)
 * For one of two of the pictures, the aspect ratio was off. For example, one of the clicker pictures was really ""skinny.""

<span style="font-family: Arial,Helvetica,sans-serif;">The Terrific Tech Trainers made changes to the book based on feedback obtained in the survey. The changes included resizing the pictures so that they were smaller. By doing this, we corrected the problem that some of the pages were too ‘big’ so that the reader had to scroll down to see the entire page. Resizing the pictures allowed the entire page to be seen without scrolling. We also changed the text size on some of the pages if it was too small. Based on some survey comments, we changed the voice of one of our coaches. We did modify the content to add some information about the use of existing Power Point presentations with the i>clickers in response to one of the survey comments.
 * Great job, incredible amount of work put into this, very informative!
 * This book demonstrated a great use of Bookbuilder! ||

<span style="font-family: Arial,Helvetica,sans-serif;">Team members, Catherine Murphy and Sherry Grosso both work in the University of South Carolina system. Ms. Grosso is a professor at University of South Carolina Sumter, and Ms. Murphy is a graduate assistant and technology trainer in the Office of Instructional Support at the University of South Carolina College of Education on the main campus in Columbia, South Carolina. Therefore, they have and will continue to perform evaluation on the product by offering professors and colleagues a chance to view and evaluate the book.

<span style="font-family: Arial,Helvetica,sans-serif;">Our plans for summative evaluation include creation of a rubric to analyze instructor knowledge and motivation to use i>clicker in their courses, to conduct interviews of instructors that have completed the training and have used i>clicker in their courses, collecting and analyzing more data, and to observe classes where i>clicker is being used.

<span style="font-family: Arial,Helvetica,sans-serif;">Expected maintenance and distribution requirements
<span style="font-family: Arial,Helvetica,sans-serif;">Our instructional PowerPoint and Screencast presentations are posted on this Wiki under the Implementation tab. We anticipate that these will remain available as long as the Wiki is available. There is also a link to our book. The book is hosted on the CAST UDL Book Builder website. Again, we anticipate that the book will be available as long as this site continues to host it. Since our book is an interactive e-book, there are no issues that would arise with a print distribution method.

<span style="font-family: Arial,Helvetica,sans-serif;">Our instructional design project is ‘finished’. We successfully completed all of the components of our instruction. We do intend to update our products if the need arises, for example if a new version of the i>clicker software is introduced and would require modifications to the instructions for its use. We may also include updated research on the benefits of using interactivity and specifically clickers in university instruction. We may also make changes if we find areas for improvement based on our continued testing of the book and any results from summative evaluation.

<span style="font-family: Arial,Helvetica,sans-serif;">References
<span style="font-family: Arial,Helvetica,sans-serif;">Beatty, I. D., (2004). Transforming student learning with classroom communication systems. Educause, 2004(3), 2-13.

<span style="font-family: Arial,Helvetica,sans-serif;">Better Education Inc. Teaching with classroom communication system – what it involves and why it works. Retrieved from http://www.bedu.com.

<span style="font-family: Arial,Helvetica,sans-serif;">Bligh, D. (2000). What’s the Use of Lectures? San Francisco: Jossey-Bass Publishing.

<span style="font-family: Arial,Helvetica,sans-serif;">Brown, A. & Green, T. D. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice. Upper Saddle River: NJ: Pearson

<span style="font-family: Arial,Helvetica,sans-serif;">Cashin, W. E. (1985). Improving Lectures Idea Paper 14. Manhattan: Kansas State University, <span style="font-family: Arial,Helvetica,sans-serif;">Center for Faculty Evaluation and Development.

<span style="font-family: Arial,Helvetica,sans-serif;">Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, 49(2), 3-6.

<span style="font-family: Arial,Helvetica,sans-serif;">Chickering, A. W., & Gamson, Z. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 40(7), 3-7.

<span style="font-family: Arial,Helvetica,sans-serif;">Crouch, C. H. and Mazur, E. (2001). Peer instruction: ten years experience and results. American Journal of Physics, 69(9), 970-977.

<span style="font-family: Arial,Helvetica,sans-serif;">Duncan, D. (2005). Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems. San Francisco: Pearson.

<span style="font-family: Arial,Helvetica,sans-serif;">Duncan, D. (2006). Clickers: a new teaching aid with exceptional promise. Astronomy Education Review, 5 (1), 70-88.

<span style="font-family: Arial,Helvetica,sans-serif;">"Gestalt Principles of Perception". Retrieved from ﻿http://graphicdesign.spokanefalls.edu/principles/gestaltprinc.htm

<span style="font-family: Arial,Helvetica,sans-serif;">Guthrie, R. W. and Carlin, A. (2004). Waking the dead: using interactive technology to engage passive listeners in the classroom. Proceedings of the Tenth Americas Conference on Information Systems. Retrieved from http://www.mhhe.com.

<span style="font-family: Arial,Helvetica,sans-serif;">Martyn, M. (2007). Clickers in the classroom: an active learning approach. Deuces Quarterly, 2, 71-74.

<span style="font-family: Arial,Helvetica,sans-serif;">Robertson, L. J. (2000). Twelve tips for using a computerized interactive audience response system. Medical Teacher, 22(3), 237-239.

<span style="font-family: Arial,Helvetica,sans-serif;">Schnotz, W. (2005). “Chapter 4: An Integrated Model of Text and Picture Comprehension”, in R. E. Mayer, (Ed.), The Cambridge Handbook of Multimedia Learning. Cambridge: Cambridge University Press. <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">Thalheimer, W. (2003). The learning benefits of questions. Retrieved from ﻿﻿[|http://www.work-learning.com]

<span style="font-family: Arial,Helvetica,sans-serif;">http://bookbuilder.cast.org

<span style="font-family: Arial,Helvetica,sans-serif;">[|http://www.iclicker.com]

<span style="font-family: Arial,Helvetica,sans-serif;">[]

<span style="font-family: Arial,Helvetica,sans-serif;">[|http://www.youtube.com]