 Hi everybody. My name is Kelly Rotten. I'm assistant dean for research and education here in the libraries. I'd like to welcome you to our second presentation in the library's impacts through action presentation series, which focus on the way the libraries and librarians impact the community as we serve. So today's presentation, wake up and get to work, how I engage with large classes in active learning and top hat. I'm sorry I got that wrong Chad. It's presented by Chad Boninger. Chad is the head of the library's user services department and our business librarian. Chad is a leader not only among our staff here in the library at engaging students with technology but also across the profession. So we're really happy that he volunteered to do this today. In today's presentation he will explore how he has successfully used top hat to move away from point-and-click demonstrations of library tools toward engaging students with information even in the large classroom setting. So welcome Chad. So Kelly said I volunteered for this. I can't really say that's exactly how I would phrase it. Basically I wrote up a blog post on how I've been using top hat in the classroom in my classrooms and then the dean said hey you ought to submit that for this thing right and so when your dean says you ought to do this typically you ought to do it so that's why I'm here right now. So okay so let's let's start off since this is top hat let's actually start off with some top hat okay so if you have your own device if you have a laptop or a tablet go to this URL tophat.com slash e slash 269 048 okay if you have a cell phone I will I will show you a place you can text it or you can go to the mobile site here as well either one will work okay so I'm doing this first in case it fails right so I would rather do this now and like have the admissible failure with the technology rather than kind of say this is so cool lead up to this thing they have it failed in right so so so my my hope is that we can we can get kind of how top hat works and that sort of thing out of the way okay all right so I'm going to go in everybody good here we got the URL okay but you said you're gonna show us how to yes I can show you how to text as well yep all right so if you if you go to the URL what you're gonna do is you're gonna enter as a guest okay because none of you are in my class right you can't enter with your single sign on you have to enter as a guest all right okay make sense all right typically if I'm working with a class and they they're using top hat for their class the students will log in with it with the account and I'm in I'm in the class there okay so let me get to my my real browser here and I will present this here okay all right so just to get some demographics here in the room want to know are you a faculty member staff member library staff member graduate student or other if you are using a mobile device and want to text you just basically text your number and the letter so for example 4405C you will text it to this phone number okay it's sometimes difficult doing this in a guest environment because you have to have the URL or if you're if you're in a classroom setting they just go to top hat.com and log in okay and then and then they're presented with what are your whatever the instructor's presenting at that moment okay but get ish okay all right so to give you an idea of what your neighbors look like here we have looks like four library staff members three staff members and two faculty members who submitted the the the little survey there okay all right what one word would you use to describe yourself as a teacher slash instructor slash presenter slash someone who gets up in front of other people and talks right what one word so top hat in addition to give you a multiple choice questions can give you kind of like discussion type questions okay so here we have engaging good pass yourself in the back nervous edutainment lovely all right passionate okay another feature top at that I try to use sometimes but to very little just of success is if we were all log in via the top hat desktop or the mobile app we could basically thumbs up or vote up the the answers that we like the best right so this might be a way to engage to get to generate some discussion topics in your classroom or in your meetings right and then kind of get Chad want to be there you go okay so nice young okay so I think that's let me see if that's all I have for right now okay here we go one more what is your experience with top that never used in class but I'm feeling adventurous tried it once and I crashed and burned I'm a top hat guru I use it successfully but I'm still a top hat newb awesome okay so we've got a few people who've used it but still a newb okay and if you are a newb and you've used it successfully I'd like to get in touch with you because I'm looking for groups of people who use top hat if you ask the office of instructional innovation who is a whiz with top hat they don't really have a good list of people who use it right so I would be interested in kind of putting together a group that that would be interested in exploring how people use it okay I've crashed and burned several times so there's nothing wrong with that either if you if you are a a closet crash and burner okay all right moving on let's see going back to my so what is top hat top hat is a platform okay they've got different kind of segments within top hat you can use top hat to generate assignments you can do top that's kind of pushing this kind of open textbook thing right now and we're having conversations Kelly's a good person to talk to you about top hats response to that it's kind of interesting as far as what they think is OER and what we think is OER set to kind of different discussion for the purposes of my presentation today I've been using the top hat classroom okay so that's my exclusive deal there okay I have not been tying top hat to black board okay I've not been grading people but I've been using it as a way to kind of engage my students in a way that would be otherwise impossible okay many of you probably use poll everywhere yes I have not done that I'm gonna get to that okay okay okay let me get to that okay all right so a competing product the top hat is poll everywhere how many of you have used poll everywhere before okay poll everywhere is great except the limit is that the free version tops out at 45 responses I'm teaching classes of 150 plus students sometimes right so if you get if you're only saying okay each table only answer one time right just doesn't work okay so the reason I use top hats because basically universities paid for it and it's what we got okay so but poll everywhere is a nice nice option for that one nice thing about that is you can download a widget or a excuse me a a plug-in for PowerPoint and it will kind of use it within your PowerPoint slides top hat the other way it works you upload your slides at top hat and and use your slides within the top hat cloud platform okay I don't use that because I use a lot of images in my slides and it tends to like really mess them up so I usually just switch back and forth okay so to your question I'm a librarian not an instructional designer okay so there will be questions that come up like that okay that I will have to say you want to consult with your with the office and instructional innovation or or or your course designers and that's those sort of folks okay so so I I'm gonna try to show you how I use it and try to be as broad as possible with my explanation hopefully generate some ideas about how you might apply what I do in your own environment okay while also highlighting the library's impact in the classroom and that sort of thing okay all right so this is my typical this is what I did last Tuesday three times okay so this is about a hundred to a hundred fifty business cluster students all sophomores they are all launching their project to in which they have to do an entrepreneurial business concept they basically have to create a business and figure out what location they're going to put it in okay so we can't just go in and say show me what location put my business in it is a dry cleaner right in Google or in any database that we have we have to teach some more advanced tools that require a lot more digesting and interpretation of information okay just to kind of give you an idea as far as what I'm talking about here if we get rid of the running scenario there it's going to load all of the entertainment leisure and I want to search for a bicycling or bicycle so here we have percent who do have done mountain biking or road biking within the last 12 months every chance to get and once again we close that out and we get our list of variables there in a nice table format and you can do that for whatever kind of census data you want or anything like that in this case I'm adding USA to the report so I'm going to compare those cities to the natural average which is kind of nice you can also export the data as the Excel file which is a useful useful tool next we're going to go on to the ranking scenario here and right now it's looking at median household income in chatting with Tennessee if you want to add our other views we're going to click edit view and then go in and choose our other data points there you can select all if you want to in this case we're going to click done and it's going to load up all the various data points for our location now right now we're just looking in the city of China and Tennessee so let's say you want to look at the cities by in the state of Tennessee so we have to add the state of Tennessee and then add the cities so in this case we are currently sort of a median household income we can also go and sort by percentage of people who do golf or do jogging or mountain biking in this case will sort from largest to smallest by percentage of people in a population who enjoy that activity so the way to identify potential markets for your potential store moving on to the map tab here currently it's mapping median household income alright so you get the idea so you can imagine that if I do that in front of a hundred fifty students this is what's going to happen all right I'm going to have come on play oh boo what's going on with you oh it's loading or streaming right it was funnier when it was actually playing okay so I don't know why it's not playing right now but I've got a kid over here who's on the headphones largely checked out okay got a kid here who's gonna be acting goofy right and we got to their sleep okay this is my typical classroom and sometimes the professors are asleep okay I'm not kidding all right I presented to the global consulting program on like Monday nights at like 730 when there's like a hundred kids in the class you know and you can look up there and you can see you know see this from the people who asked me to come to the class right so that's not cool right so so that's my problem okay my other problem is that if I just stand up there and just demo the stuff what happens is like the very next day all these things marked red are consultation appointments okay so all these people come in and they ask hey that thing that you showed me can you show me that again right because they're so focused on learning the tool that they don't know how to interpret the data that's in the tool okay so I find myself repeating myself over and over and over and over and over again okay which is not very efficient on my part not very not very efficient on their part either okay so I decided to flip the flip the model okay so what I've started doing I started this about a year and a half ago is I would give them a basically a packet of data okay that is basically tied to their project okay so here we have in my particular business concept that I'm modeling here is I open either a a bike a mountain bike or see me a mountain bike a running store or a golf store okay I can combine two of the sports okay so either I'm going to open a bike and golf shop or running in golf shop or a running in bike shop okay so I give the students this kind of data all on PDF usually through base camp or blackboard or on my website okay and then I've built some questions that kind of we're looking at demographic profiles of people who engage in a particular activity so here we have running and jogging bicycle mountain biking and golf I can imagine if you're using this in the classroom you could have people engage with a particular piece of text right or a particular drawing or piece of artwork or anything like that any kind of format right something that's tangible or not tangible could be on the web or something like that so I asked them things like you know looking at look at the three demographic profiles on page one through three which pair has the most in common you'll notice up in the top right there's I have intentionally left this there's no correct answer okay because we're interpreting data I'm just getting to not kind of focus on the data there okay we can see most people said golfers and mountain bikers which I tell them I would actually think we would be my mountain bikers or runners but that's a different conversation so this is what this looks like okay so here we have the top hat question that you saw just now on the board we have you know all hundred to hundred fifty students huddled over laptops looking at the data in many cases having three laptops side by side so they can try to figure out what's the what's the best what's the best answer there okay there's no way I could ever replicate this just stay on that stage saying here's this data okay so top hat allows me to kind of kind of do that okay so and then I ask them to reflect why did you choose your particular answer okay so here we have the golfers and bicyclers have similar incomes mountain biking running have the most variety people all ages gender etc so they're getting it this person here that's not in the data right there just kind of making that up okay so so two out of three is not bad so here we have a nice little discussion question kind of like your your your describe yourself in one word of teaching okay what too far so I also have them look at tables like this this is another it's a cross tab from Simmons and I don't just give them this I give them directions on how to read this okay so it's important not to just say hey here's this thing go answer this question about it I do give them this little little handout that actually comes from Simmons that talks about how to read this thing but it's not exactly perfectly clear okay so I do give them that haven't read it for a couple minutes and then look at this and say something like you know based upon the charts on pages five and six what percentage of golfers who play every chance they get bought golf clubs in the last 12 months okay you can see here 49% answer correctly okay this is just from one class of 104 students and this is about typical I think my lowest has been about 37 my highest has been about 63 okay so they always are going to kind of score pretty low in this first question all right after this question that's when I will just basically explain like well here's how you can read this thing okay this is what you probably did to get the answer wrong here's how you can probably read it okay and always stand like that when I'm when I'm explaining things of course and then we see that we go from 49% to 96% on a similar question just like two two minutes later okay they're automatically like doubly smart okay which is really kind of cool all right and you kind of see them all like oh man that's awesome you know and I congratulate them on fact they actually learn something right you know in my previous like stand up on the stage just lecture and that kind of stuff I had no idea if they were grasping like what we're talking about right so in this case we can see that they actually did in fact learn something so what I typically do after that so they still get an idea of how to find the find the actual data I will play a video just like the one I showed you at the begin of the session today that kind of walks them through how to find the data that they just interpret it okay so my understanding my idea is like once they see the data see how they might apply it to their potential project see how they understand it then we can spend about six minutes watching a video okay and the reason I do a video in class and not a live demo is because I'm doing this three or four times over I want to be consistent also the internet can flake out or the database can be slow or I can just be playing off my game you know and forget to tell the second and third class something or I get like better through the day so the first class gets like the worst of me or the last class gets the worst of me right so so it's a way to kind of be consistent through that way okay they can also refer back to this video after class as well for for additional instruction because they'll come back to hey that thing you showed in class can you show that again I usually say go the video right all right so this is what this looks like an action you can see there's me on my video there and this is the typical classroom of you know hundred hundred plus students or so this is in Nelson Commons by the way alright so some sometimes you can use top hat in a way that might engage some discussion when you couldn't otherwise have a discussion okay so for this is example I asked them I asked them a question looking this map here this map looks at percentage by state of people who play golf every chance they get okay so I asked them this is all based on Simmons data I asked them in which state would I based solely on the data in which state would a golf shot be most successful okay and if you go back and look at the data there's North Dakota at the very top they're all choosing correctly right which is what I want them to do because I want them to choose correctly and choose because it's wrong right so I asked them like what do you know about North Dakota well it's lowly populated and it's cold right and how many golf tournaments have you ever seen in North Dakota on TV right so this is an example I'm say look we could we would get different different a different map but we did a number of people or filtered that based on population so it's really a good exercise in seeing them say oh man hey particularly I think we got 43% on the other question and they almost all get this right and you're like you got it right but then you're wrong you know they're kind of like whoa what's up you know it's a good way to kind of say look you just need to think critically about what you're looking at okay all right you can also do this in a in a smaller classroom setting this is the learning lab in 251 and these are MBA students there's about 47 MBA students in this lab during this picture here and they were all working on individual pods of tables on top hat content just for that group okay what this allows me doing a smaller room like this because you can circulate sometimes you can make the question a bit more challenging right to make them because if you're not going to be able to circulate a room of 150 people very easily especially if it's like Morton Hall or something like one of those kind of like math rooms of death that you're kind of everybody's looking down on you right so so in a smaller classroom with 50 people you can kind of circulate and and things like that the difficulty in that is trying to devise questions at least for me that lead them to a successful answer right so we don't want to just like quiz them and give them questions that they're going to fail at right so so part of the challenge is trying to draft questions in which you you're leading them enough but you're not giving them the answer so here we're looking at the MBAs we're doing a product project for Frisch's big boy restaurant shown he's big boy down south a couple years ago and basically we're looking at them to benchmark financial averages for Frisch's compared to industry averages in the area right so we're basically making a comparison but in order to do that they had to actually find what they were looking for right so you can imagine how difficult that would be but if I just stood up there and showed them how to do it they're gonna they're gonna check out right so because the table is is going in there I also have them like name our team sometimes so there's flying camels and team bull and they get creative and that sort of thing alright so all of this all this can take time okay the first time I did this I'll give you an example last year I did a I kind of flipped a global consulting program class we had a new coordinator for the program he asked me to do it I was like well I'd want to do it but I want to do something different because I'm tired people fall asleep on me and I'm just kind of wasting my time I said I'm 30 I'm on a Monday night when I could be going to the basketball game right so and he was a member to that and so I did it all via top hat he asked me after the class that was great how long it take yes I've got about four hours in this one-hour class right which is a lot okay however I'm actually going to go teach that same class here at 3 o'clock having not taught it since like last February I'm just basically using the same content so I have about maybe 25 minutes just to kind of update my questions change some of the things around you know for another hundred fifty two hundred students okay so so the initial investment was pretty high right but I'm able to kind of recycle some of that content updated as it as need be okay same thing for the cluster stuff I had probably about eight hours into one hour credit you know one one hour presentation but I was doing it three times right for you know 425 450 students so I was looking at a cost per student initially for my whole time there so it's also this is me trying to learn to play acoustic fingerstyle blues here there in a highlighted regular practice right because you know something like this you're gonna probably fail the first time you do it you're gonna your questions are not gonna be great you're gonna your questions are gonna be in a way that's that you thought were pretty intuitive but you you know your students or staff members or whoever have a hard time following or that sort of thing I've recently gotten recently I got Paul to look at some questions for me that were useful you know so getting some getting some colleagues who aren't close to the to subject matter there's also some some course delivery that kind of takes some challenge there you know before I started doing the video stuff for those classes I was trying to do the demo thing and it was taking me too long and so then it put me behind on the questions and I was rushing through the assignments and all that kind of stuff so so after about 18 months of you know or three or four semesters of doing this a few times I feel like I've gotten a point where I'm pretty good at what what I do in a class right I couldn't necessarily tell you how you could do it but I could maybe give you some ideas maybe and I'm still learning something I've done this for about 18 months for three or four semesters and last Tuesday the first time I actually asked did any sort of assessment at the end right what you think like duh that's probably pretty obvious but I was I was so into assessing the actual learning of the content in the time rather than having some reflection at the end right so so here we have only two people have a hundred nine we're confused that's pretty good right but we have 26 who don't understand but they they don't know how they'll apply in 81 who were like yes I'm sold right so that's pretty cool all right so this is kind of funny I actually went into Flickr looking for creative commons photos for lecture hall and this is on the first page which I thought was pretty pretty pretty nice so the original talk or title of this of this talk is wake up and get to work how to engage your students essentially right and part of it part of my my my my drive in doing this is as a matter of fact to get our students to wake up but to a certain degree it's it's me who's been awakened awoken I guess in my teaching styles right I've been teaching library related stuff for 15 plus years now and it wasn't until I walked into like Morton Hall this isn't Morton but it's close enough right you can imagine me being this guy down here trying to demo business databases or whatever or you can whatever kind of Western Civ or whatever you're doing down here to all these folks and trying to do aging and it used to be when I still had hair and a lot less gray hair I thought I was young and hip enough to be engaging with with the students and I don't kid myself like that anymore right so so I have to find new ways to kind of you know level up my teaching and top hat has been one of those ways that's that has given me ways to be more intentional about my teaching right I no longer try to cram like you know eight different databases into a one-hour classroom session right I now just focus on three right and those are the three key ones I figure in you anything else they can go do you know I've got plenty of help God they can refer to and that sort of thing right but I want to look the intentional about the things I'm teaching and intentional about the things that I'm in teaching a way that I can assess it right so I'm assessing that through through top hat right so has it helped me any so these are this was last Tuesday all everything in red are all cluster consultations right after the class so I'm still busy with with demand from students that wasn't my goal really my what my goal wasn't to make my calendar easier what I have found is that rather than them saying hey show us how to use this thing they have more questions about which data they might want to be using okay so it's it's more information they're they're higher level questions okay it's kind of hard to explain okay it's not like hey that thing you showed us in class can you show it to me again right I'm getting a higher level of question a higher level of discussion amongst the students when they come in and ask things okay you can also use top had a different way two years ago we did a pretty radical service model change in the library you may or may not have noticed if you haven't noticed it's great but we've got new people working the service desk people who haven't worked the service desk you know ever you know at those particular service desk and we did some chat training two years ago and and what what I decided to do because I was leading the train I knew that some of the people who might not people who in a people in attendance might not be as vocal as they probably are thinking right so because we're new the service model they're afraid if they speak up about something they might you know they'd lose their voice right or or other people who are in the room who might be over shadow others with their voice right so so I use top hat to basically what we did is basically say hey here's this chat transaction how would you do this chat better right and so we had people who did some reflective exercises and go through and give you know that chat operation initial response wasn't very welcoming you know a better greeting what to the patient would be nice better language and just hold on for a second right so those are things that some of your more soft-spoken people or people who are less confident might not have said you know in a in a traditional kind of discussion forum okay all right so let me show you the ins and outs of top hat real quick and kind of show you let me get out of some of this stuff here all right so this is what I've been showing you guys here and let me close out of this real quick so you can see I've got some classes or some courses available in top hat in which I am a professor partner if you will okay so here's one the AM cohort spring 2018 this is owned by professor Catherine Penron she's the she's the the cluster coordinator in the College of Business I asked her to add me to to the the cohorts and so that means that when the students go to top hat com they just log in with their Ohio ID and password none of the what was that URL kind of business you know they just go in via the app and they're they're good to go okay she can also take attendance right and in one one case last week she wasn't there so I took attendance on her behalf inside a top hat right none of this like passing the sheet around and having people you know forged their person yeah sure sure sure yeah sure I just learned top hat instituting some GPS location system so if you contact top hats customer support they might be able to tell you how to make that so that you know if the students not inside your the location they won't be able to log in sometimes you get varying levels of support so case in point so this is a this is a a class in which students are enrolled right so their Ohio IDs are added to this top hat course everything I do that's not for enrolled students like what I gave you guys today is under this folder called Chad's business research which I had to contact top hat to set it up so it would allow for guest access right I did that once got the person who knew how to do it they did it right and then I want to do another folder I contact about a month later they're like no it's not possible right so I had to go back and dig through my email and say the idea is here's here's how the other person did it right so it's I mean it's unfortunately it's it's internet customer service sometimes so sometimes we have a few questions when I first started getting going but that one sort of irritated yeah well I noticed that when I did it at the end of class I counted there were 31 students that day and you could always have your buddy text you yeah you're teaching ethics right yeah so yeah and Scott's with the College of Business here so and they they can get pretty inventive in their in their their in runs so I think we do have it I haven't used it but I think our our in-house kind of software has a attendance function and you can only it only counts you if you're in the building okay yeah so interesting so I don't I don't know I'm sorry I don't know the the full answer to that so so let me let me go in and kind of show you you know just real quick you have not used top hat how to create a create a question so I'm gonna go inside my my my my open course if you will and so here's this the content I've been working on on my top hat presentation and what I'm gonna do is I'm gonna create a question and we'll just call it multiple choice here and we'll just call this we'll just call this feedback right and we can say today's session was and we can call this inspiring meh or you'll add another I want my hour back and I usually don't do correct answers but this time we will right okay and you can also do you know another we can create another question and we can call this one a discussion question and this may be you know we can say I'd like to know more about and you can say and so that's a typical kind of discussion question that you might you might do that way okay all right what I found to you which is really nice is so let's say I'm I'm teaching this GCP class this is what I'm doing at three o'clock today let's see I'm teaching again next week I can actually copy this you know to another folder or I can copy it to another course right so this is kind of nice you're teaching you know it's if it's the same content but it's a different number of enrollees right you can basically transfer the content over even if students have already answered the questions it's not going to keep the questions right it's just going to roll your I mean it's not gonna keep their answer excuse me it's just gonna roll their content over so it's a good way to kind of you know recycle your content and so the content you bit you spent four hours doing for one credit one hour class now only takes you ten minutes to go through and and change a few you know change the name of a of a piece of text or or something like that so it's a good way to kind of you know make your make your work scalable so all right so if you're curious about answering those you can of course go back and answer if today's session was in fact meh or you want your hour back that's fine anyway so that's all the content I have just really a little bit time for questions or there appear to be some other top hat gurus or top hat aficionados in the room as well so yes sure yes you can actually there's some information on their site to do it when I've done it you know as you can see most of my presentation images it gets nasty right so I think more traditional text you know if you're just using words and bullet points and that kind of stuff that's a little bit easier to translate when I try to do you know slides of with images it has smushed it right so yeah and that's bit that's been I haven't tried that within the past six or nine months or so so that may have improved and there's a lot of sort of you know touchy kind of questions about oh I don't know like abortion sure something that people wouldn't necessarily want to talk about out loud necessarily but I can get get some idea of I wouldn't necessarily talk about abortion specifically but you know mm-hmm sure I've used it more of a of a way to kind of test the climate I guess in the room you know of understanding that sort of thing I've also used if I find answer in there that that that is good or it's stellar you know I might say does anyone share care to share how they did this or you know what they were thinking when they when they grab this answer or that sort of thing that doesn't get to your your touchy subject question there but I you know for me it's more of a level of understanding sometimes you know then and I'm not doing controversial topics but it means so bicycle stores in Memphis is not you know but it's but it is nice to see in my last example with the with the chat training right we have some really soft-spoken folks we also have some you know different classifications in the building you know as far as you know status and that sort of thing so the training we did was had librarians it also classified staff and so having that the the the discussion or the answers be anonymous was good and I was able to say oh this is a great answer let's build off of this right as a trainer right so I would take that idea and then run with it for my you know to in my own discussion so once again in terms of how the students access this so if you wanted to start to take an attendance first week of classes and you get some students that are just registering maybe the day before that is are they automatically loaded into the system when you set up top that I don't know I don't think so yeah because if you ask like some teaching a Colin Gabler this afternoon and for GCP and he's not using top that so he doesn't have I don't know if he's contacted registrar or I'm not sure you do you happen to know how then it takes you to the university single sign-on so I think I would guess it would be somewhere in OIT if the student wasn't associated because I think just any student with a high edu because the single sign-on is involved but they have to be enrolled in that class so you have to you have to yeah yeah yeah probably a question for our instructional designer folks unfortunately so sure the thing you're talking about is called secure attendance and it's in beta and like I just wanted to of course that I have an option to enable it and it looks like just looking at there they have a link when you go to that option it has a little link to their help thing it looks like it gives you a list of people who fail the security checks that you can that marks them as absent that you can see like you know they said they were there but they didn't warrant in the geolocation as defined so it's in the course options or it's called secure attendance yeah secure attendance options you can turn it on for your course I don't know I guess unless unless there's a tent maybe you're doing an online course in the discussion question when he created discussion if you scroll down a little bit there is participants are anonymous to everyone it won't it won't show names so this is under if you create a discussion question yeah under if you scroll down a little bit under response options participants are anonymous to do you select that and just say everyone yeah right so or if you if you did participants only I'm assuming that means you would the response would show up in your great book or you know behind the scenes but not on the screen right okay thanks for coming our next presentation in the impact through action series is Dr. Sarah Harrington on April 11 talking about what libraries can learn about customer service from Disney