Clickers 

This is where you can download all of the relevent software, files and instructions.

Clickers allow students to register their answers to questions posed in class and show the class distribution of responses.

They are often used to enhance inquiry based learning by providing anonymity of students' responses, raising common learner misperceptions to be more deeply explored, and to gain immediate feedback on students' understanding of the topic under discussion.

Clicker sets can be signed out from Audio Visual Services at each campus.

Please contact Kevin Pitts at ext. 3462 for information on why and how you might integrate Clickers into your classes.

Engagement

• An effective way to use clickers is to try to ask questions that raise common learner misperceptions to the surface for them to see and start to negotiate.
• Questions that induce a conflict in students’ thinking/understanding encourage their participation in an ensuing discussion to resolve discrepancies. Impasses in the process of assimilation of knowledge generally lead to deeper understanding.
• When questions elicit a distribution of responses, a class discussion can take place or students can be asked to try to convince their neighbour or group of their answer. They can then be asked to re-enter their answer if desired.
  

Anonymity

• Supports participation of those who do not want to appear to know less than others and provides a venue to express unpopular viewpoints.
• Continuous and no-risk interaction and expression.
  

Immediate Feedback

• Allows students understand immediately where their thinking went awry. The Net Generation tends to need and expect immediate response. 

Reflection

• Inquiry based learning encourages students to reflect on their thinking. Questions can probe their reasoning and confusions.
• Questions can be designed to demonstrate students’ progress throughout the semester, which often contributes to confidence in learning.
  

Take Charge of Own Learning

• Students see the limitations of their learning by themselves.
• Asking students their viewpoint or response demonstrates respect for audience.
  

Assessing Knowledge

• Allows faculty to find out students’ background knowledge on topics to assess where to start in presenting a topic.
• Allows faculty to find out how many students really understood a topic they just covered. 

Review

• Supports reviews of topics/courses.
• Focuses learner on specific objectives.
• Practice of retrieval and application of information through repetition.
  

Fun

• There is a dramatic tension that occurs when waiting for the results of any ‘vote’ that adds to the excitement of a class.
• Increased interest when learning factual or dry content.
• There are familiar games (such as those shown on television: Jeopardy, Who Wants to be a Millionaire …) that can be simulated to employ their associated ‘fun factor’ in learning.

(Adapted from Seneca College's Office of Research and Innovation Website)