Clickers

Description

Description

Clickers activity, also known as classroom response systems or audience response systems, involves using electronic devices or “clickers” to collect real-time responses from participants during class. Clickers can be used to engage participants in quizzes, polls, and interactive discussions related to the topic of interest. The trainer projects a multiple-choice question onto the
classroom’s shared screen or presentation. Without consulting a peer, students use the link to the app or tool to respond to the question. The platform turns the responses into a bar graph showing the distribution of the answers. The trainer shares the bar chart on the screen for the students to consider. In the second phase, the trainer projects the same question, but this time asks students to discuss it in small groups for a few minutes (break out rooms or other instruments to allow for separated group meetings). The trainees use the platform management app
link to again respond to the question. The trainer shares the new bar graph and explains what the correct response is and why. This activity leverages peer instruction: students explain their reasoning to each other and learn from each other (studies have shown that peer instruction does help students learn). The clickers help to “gamify” the activity, making it more enjoyable for students. The results of the second bar graph can help the trainer decide what to do next: he/she can briefly explain the relevance or responses suggesting additional material to read or consult about it. This activity works best when it’s done recurrently in a class: the instructor briefly explains a concept, then does the clicker activity as described above, then briefly explains the next concept, then does another clicker activity, and so on. Typically, in an hour-long class, a trainer might ask three to five clicker questions.

 

Learning outcomes

  • Reinforce theoretical concepts and principles by providing opportunities to practice and apply knowledge in real-time scenarios.
  • Apply their knowledge to practical scenarios,
    demonstrating their understanding of the main taught concepts.
  • Develop data analysis skills while interpreting the results of clickers activities, gaining insights into performance and learning progress.
  • Ability to make informed decisions based on an understanding of forestry concepts, principles, and management strategies.
  • Improve information retention, as active participation and immediate feedback help reinforce learning outcomes.
  • Interact with the content and each other, fostering a dynamic and participatory learning environment.

 

Competencies

Through clicker activity participants actively engage with the subject matter, deepen their understanding of the concepts of interest, and develop essential competencies that are relevant to their future roles as professionals. The immediate feedback and interactive nature of clickers activities contribute to a more effective and enjoyable learning experience, enhancing participation and knowledge retention.

  • Topic-related Knowledge: Participants will deepen their understanding of various concepts.
  • Critical Thinking: Participants will develop critical thinking skills as they analyse questions, apply their knowledge, and make informed choices in response to clicker prompts.
  • Active Participation: Participants will participate actively, engaging with the subject matter and providing immediate feedback.
  • Data Interpretation: Analysing clicker-generated data can help participants interpret information, identify patterns, and draw conclusions related to forestrelated topics.
  • Time Management: Using clickers requires participants to manage their time effectively to provide responses within the given time frame, enhancing their time management skills.

 

Use case in the forestry education sector

Example activity:
Topic: Prioritisation of actions during forest operations. Use a digital polling platform accessible to all students.

Present a series of multiple-choice and true/false questions related to the organisation and coordination of forestry operations. Include questions on harvesting techniques, preliminary field survey, check of the materials and instruments; and health and safety actions. Each question should have a time limit to encourage quick thinking and prevent outside assistance. Participants will respond to each question using the digital polling platform, providing their answers within the given time frame.
Display the results in real-time, showing the distribution of responses for each question. After each question, provide immediate feedback to the class. Discuss the correct answer and explain the reasoning behind it.
Address common misconceptions and use the opportunity to reinforce key concepts related to forestry operations organisation and coordination.
Encourage participants to discuss challenging questions or concepts after the quiz. Facilitate an interactive discussion to promote peer learning and understanding.
Summarise the results of the clickers quiz, highlighting areas of strength and potential areas for improvement in the participants’ understanding of the topic. Such activity can, in fact, be led as a reinforcement of the key messages at the end of a lecture. As a possible follow-up activity, provide additional resources or reading materials on specific topics that students found challenging during the quiz.

 

Category/ies of digital technologies implemented

Teleconferencing
Chat and live box

 

Example of digital tools that can be applied

Google Meet, Zoom, Jitsi, Teams, Slack, Discord, etc.