Search Results For Clicker

A new report from The Relevancy Group, sponsored by Liveclicker, finds that marketers who move up from basic personalization to advanced tactics such as real-time data, stream-based click data and dynamic offers based on send could see upwards of an additional $20 for every $1 spent.

Search Results for Clicker

The Relevancy Group first found that revenue data reported to the researchers showed an $18.70 average return. From that, they figured marketers who use advanced personalization more effectively can earn $20 back on every $1 invested in personalization, and even more than that when they optimize for best performance.

Adam Thierer / Senior Fellow in Technology & Innovation at the R Street Institute in Washington, DC. Formerly a senior research fellow at the Mercatus Center at George Mason University, President of the Progress & Freedom Foundation, Director of Telecommunications Studies at the Cato Institute, and a Fellow in Economic Policy at the Heritage Foundation.

In a presentation, clicker slides can be used to introduce a topic by posing the question at the beginning. This performs two functions: 1) it starts the audience thinking about the subject as it is introduced and 2) it gives the instructor an indication of how much the audience knows about the topic. If the audience is savvy about the topic, the instructor knows to spend less time on it. If the majority of participants get the wrong answer, then more time must be spent reviewing the material.

Clicker questions posed after the introduction of a topic are best put in a form that reinforces the material. For example, following a presentation of information on how to avoid pre-disposition when making land use decisions, a clicker slide with one or more situations can be presented. See the example slide at left. This requires the participant to think about what they have learned and apply that knowledge. Hopefully they will retain the information better than if someone just lectured to them by reading a PowerPoint slide.

Using personal response systems (more commonly known as clickers in the classroom is an effective strategy for encouraging active learning. The handheld devices are used for real-time polling driven by instructors. The technology provides instant feedback, and more importantly, instant gratification. What's more, clickers allow students to express their opinions anonymously in a classroom environment without the fear of answering incorrectly. Through interactive polling, students have an increased tendency to retain material and concepts by seeing results posted immediately after answering. The polling results also help instructors gage the students' comprehension of the material. Taking it one step further, instructors can promote a teaching method called peer instruction, whereby students are asked to converse with fellow classmates for a few minutes if a clicker question is incorrectly answered by a high percentage of students. The exercise is meant to help the students assist each other in validating their conclusions and to ultimately reach the correct answers when the question is re-polled by the instructor. The technique is intended to empower the students by giving them more control of their learning. The CTL, in collaboration with ITS, has recently incorporated the ability to upload polling results into the Classes*v2 course Gradebook as assignments. A separate category just for clicker sessions can be weighted and count toward the final grade that students have access to see throughout the semester. Once the integration settings are configured in the polling software called TurningPoint, instructors can seamlessly upload polling results to the Classes*v2 server. CTL Academic Technologists, Alina Nevins and Matthew Regan, along with Prof. Andre Taylor from Chemical Engineering, will present on how the clicker technology was implemented in Prof. Taylor's Fall 2015 CENG 210 course, how he uses the Classes*v2 Gradebook, and learning outcomes. 041b061a72