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Making Ethics Click: Using a Student Response System In a Humanities Discussion Course. by Mike Dorsher, Ph.D., assistant professor Department of Communication and Journalism University of Wisconsin-Eau Claire. Presentation Outline. Traditional uses of “clickers” Taking attendance - PowerPoint PPT Presentation
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Making Ethics Click:Making Ethics Click:Using a Student Response System In Using a Student Response System In
a Humanities Discussion Coursea Humanities Discussion Course
byby
Mike Dorsher, Ph.D., assistant professorMike Dorsher, Ph.D., assistant professor
Department of Communication and JournalismDepartment of Communication and Journalism
University of Wisconsin-Eau ClaireUniversity of Wisconsin-Eau Claire
Presentation OutlinePresentation Outline Traditional uses of “clickers”Traditional uses of “clickers”
Taking attendanceTaking attendance Gathering demographic dataGathering demographic data Verifying lecture assimilationVerifying lecture assimilation In-class quizzesIn-class quizzes
New uses of clickers in discussion classesNew uses of clickers in discussion classes Quick surveysQuick surveys Decision treesDecision trees Augmenting students’ presentationsAugmenting students’ presentations
Grading classmates’ presentationsGrading classmates’ presentations
Results of previous SRS studiesResults of previous SRS studies 1996 Rutgers U. study, N = 851996 Rutgers U. study, N = 85
88% felt more “involved” with clickers88% felt more “involved” with clickers 67% said clickers help them see if they’re getting it67% said clickers help them see if they’re getting it
1997 Ball State U. study, N = 7401997 Ball State U. study, N = 740 42% liked clickers for taking attendance42% liked clickers for taking attendance 46% paid better attention in class with them46% paid better attention in class with them 85% liked clickers better than raising hands85% liked clickers better than raising hands
2005 University of Wisconsin System study, N = 1,5002005 University of Wisconsin System study, N = 1,500 78% agreed clickers made them more engaged78% agreed clickers made them more engaged 75% agreed they helped them see if they’re getting it75% agreed they helped them see if they’re getting it 67% agreed clickers helped them pay attention67% agreed clickers helped them pay attention
55% agreed clickers facilitate interaction among students55% agreed clickers facilitate interaction among students
Attendance; e.g.Attendance; e.g.How familiar are you with the Unabomber case?How familiar are you with the Unabomber case?
Not a
t all
I re
mem
ber it
, but
I’m
...
I re
mem
ber th
e Una.
..
I re
ad p
art o
f the
U...
I am
the
Unabom
ber
0% 0% 0%0%0%
1. Not at all
2. I remember it, but I’m fuzzy on the details
3. I remember the Unabomber’s name
4. I read part of the Unabomber Manifesto in The Post or The Times
5. I am the Unabomber
Demographic data; e.g.Demographic data; e.g.My most recent degree is in …My most recent degree is in …
0% 0% 0% 0%0%0%0%0%
1. Journalism/mass comm.
2. Other communications
3. Education
4. English
5. A social science
6. A natural science
7. Business
8. None of the above
Lecture assimilation; e.g.Lecture assimilation; e.g.Which was NOT a key question in this case:Which was NOT a key question in this case:
Shoul
d The
Post a
nd...
Shoul
d the
paper
s c.
..
Shoul
d they
repla
ce...
Shoul
d they
turn
ove
r...
0% 0%0%0%
1. Should The Post and Times negotiate with a terrorist?
2. Should the papers comply with the FBI request to print?
3. Should they replace news stories with the Manifesto?
4. Should they turn over the manuscript as evidence?
In-class quizzes; e.g.In-class quizzes; e.g.How How diddid the FBI catch the Unabomber? the FBI catch the Unabomber?
He
gave
himse
lf up
Som
eone
reco
gniz
ed...
His
moth
er re
ad th
e ...
His
bro
ther
read
the
...
0% 0%0%0%
1. He gave himself up
2. Someone recognized him from ‘America’s Most Wanted’
3. His mother read the Manifesto in the paper and turned him in
4. His brother read the Manifesto online and turned him in
Quick surveys; e.g.Quick surveys; e.g.As Post editor, which would you value most?As Post editor, which would you value most?
Uphol
ding
1st A
me.
..
Incr
ease
d read
ersh
ip
Mai
ntain
ing c
redi
bility
Poss
ibly
hel
ping
save
...
Info
rmin
g read
ers
Not a
cquie
scin
g to te
...
Poss
ibly
hel
ping
cap.
..
0% 0% 0% 0%0%0%0%
1. Upholding 1st Amendment independence from the govt.
2. Increased readership
3. Maintaining credibility
4. Possibly helping save lives
5. Informing readers
6. Not acquiescing to terrorists
7. Possibly helping capture a criminal
Quick surveys; e.g.Quick surveys; e.g.As The Post editor, whom do you most owe loyalty?As The Post editor, whom do you most owe loyalty?
The
terr
orist,
who’
s t..
.
Futu
re p
otentia
l vic
ti..
The
surv
ivin
g vi
ctim
s...
The
govern
men
t
Your r
eader
s/th
e pub
lic
Yours
elf &
oth
er jo
ur...
0% 0% 0%0%0%0%
1. The terrorist, who’s threatening you
2. Future potential victims of the terrorist
3. The surviving victims and families of dead victims
4. The government
5. Your readers/the public
6. Yourself & other journalists
Decision trees; e.g.Decision trees; e.g.With a top value of ____ and top loyalty of With a top value of ____ and top loyalty of
____, which ethicist would you follow:____, which ethicist would you follow:
John R
awls
: Pro
tect
t..
John S
tuar
t Mill
: The.
..
Aris
totle
: The
golde.
..
0% 0%0%
1. John Rawls: Protect the vulnerable; print the Manifesto
2. John Stuart Mill: The greatest good for the greatest number; don’t print it to uphold press independence
3. Aristotle: The golden mean would be to excerpt it in the paper and publish it all online
Augmenting students’ presentations; e.g.Augmenting students’ presentations; e.g.Under what circumstances should Carl’s Jr. run the Under what circumstances should Carl’s Jr. run the
sexy Paris Hilton BBQ burger commercial?sexy Paris Hilton BBQ burger commercial?
Nev
er, i
t’s in
poo
r tas
te
Only
afte
r consu
lting
...
Only
if th
e ad
info
rms.
..
No re
stric
tions
or c
on...
30%
15%15%
40%1. Never, it’s in poor taste
2. Only after consulting every franchisee
3. Only if the ad informs viewers that franchisees were not consulted
4. No restrictions or conditions at all
What grade would you give this speaker What grade would you give this speaker on her or his voice volume and pace, eye on her or his voice volume and pace, eye
contact and hand gestures?contact and hand gestures?
1.1. FF
2.2. DD
3.3. CC
4.4. BB
5.5. AA
Please grade him or her on use of PowerPoint Please grade him or her on use of PowerPoint (e.g., use of 7-7 rule, readability and violations (e.g., use of 7-7 rule, readability and violations
of the ‘Style Errors to Avoid’)of the ‘Style Errors to Avoid’)
1.1. FF
2.2. DD
3.3. CC
4.4. BB
5.5. AA
Grade how well he or she Grade how well he or she analyzedanalyzed the case (i.e., Was he or she the case (i.e., Was he or she pluralistic and persuasive?)pluralistic and persuasive?)
1.1. FF
2.2. DD
3.3. CC
4.4. BB
5.5. AA
Grade how well he or she taught you (i.e., Grade how well he or she taught you (i.e., How interesting was the dilemma, and how How interesting was the dilemma, and how
much did you learn from this analysis?)much did you learn from this analysis?)
1.1. FF
2.2. DD
3.3. CC
4.4. BB
5.5. AA