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Clickers at Trent
Information for Students

Trent's chosen student response system is i>clicker. Please follow the links below for more information about clickers at Trent.

Benefits of student engagement

The following description is taken from a 2008 Teaching at Trent article by Professors Alan Slavin & Ralph Shiell of the Department of Physics and Astronomy.

Before the adoption of a new technology it is important to ask what pedagogical benefits would likely arise; good teaching practice, after all, should drive classroom technology, and not the reverse. As discussed below, clickers lend themselves to a more interactive classroom environment, with resulting benefits that have been well documented. It is not recommended to simply introduce clicker technology into a classroom without considerable thought as to what the expected advantages would be, both to the students and the instructor.

Research over the last twenty years, especially in the field of physics, has shown that the traditional lecture approach (a predominantly unidirectional flow of information from the instructor to students) is not very successful in facilitating learning. In contrast, a high level of student participation in the classroom allows for deeper understanding of the material, increased enjoyment of the course, and positively encourages student attendance. Student retention might be expected to increase due to improved understanding of the material and the immediate feedback given to students and instructors, but we are unaware of any studies on this.

At the 1997 Conference on Introductory Physics, Lillian McDermott from the University of Washington summarized the following research findings:

  • Students must be actively involved in the process of constructing their mental models of how the world works if they are to have more than a superficial understanding.
  • The ability to solve standard end-of-chapter numerical problems does not, in itself, imply a deep understanding of the material. Qualitative and verbal facility with the concepts is required in addition to this.
  • Most students do not develop analytical reasoning through traditional instruction. The course must be designed to help them with this.

Further, a study by Richard Hake in the American Journal of Physics (1998, v. 66, pp. 64-74) provided quantitative evidence that students taught with an “interactive engagement” approach improved twice as much in their conceptual understanding, judged by a standardized mechanics pre/post test, as students taught by a conventional lecture approach. This study involved 6542 students in introductory physics courses at the high school, college and university levels.

Given that these studies show that student learning is greatly enhanced if part of classroom time is spent in guided, small-group discussion, Alan Slavin has used class discussion and manual voting since 1998 as a primary mode of instruction in physics classes at all levels. In 2006 he introduced clickers into Physics 100 as a means of increasing student engagement further, and possibly increasing class attendance which was about 70%. They have since been used by other instructors in that course: Ralph Shiell and Bill Atkinson.

Another advantage for the instructor in using this technology is the ease of determining the best pace for each class, i.e. when to discuss a question in more depth, or when to move to new material. From the time a question is first asked, the number of students that have answered the question is displayed, along with a clock, on the display toolbar. This can give the instructor a very good sense of how long the majority of the class is taking to think about, and address, the material presented in each question.

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2011-2012 course adoptions
(Updated 2011-08-25)

  • Analytical chemistry
    CHEM 2400H, Matthew Thompson
  • Applied calculus
    MATH 1005H, Victoria Maystruck
  • Basic research methods and statistics I
    PSYC 2016H, Jocelyn Aubrey
  • Basic research methods and statistics II
    PSYC 2017H, Jocelyn Aubrey
  • Biochemical concepts
    BIOL-CHEM 2300H, Janet Yee
  • Cell biology
    BIOL 2070H, Carolyn Kapron
  • Computer crime and forensics
    COIS/FRSC 2750H, Brian Hircock
  • Current issues in biology II
    BIOL 1030H, Craig Brunetti & Carolyn Kapron
  • Forensic physics
    PHYS-FRSC 1020H, Ralph Shiell
  • Financial accounting I (Fall 2011)
    ADMN 1021H, Peggy Wallace
  • Financial accounting II (Fall 2011)
    ADMN 2021H, Peggy Wallace
  • Introduction to probability
    MATH 1550H, Sohee Kang
  • Introduction to sociology
    SOCIO 1000Y-A, Gillian Balfour
    SOCIO 1000Y-B, Alana Hermiston
  • Introductory chemistry I
    CHEM 1000H, Matthew Thompson
  • Introductory chemistry II
    CHEM 1010H, Matthew Thompson
  • Introductory physics I
    PHYS 1001H, Ralph Shiell
  • Introductory physics II
    PHYS 1002H, Ralph Shiell
  • Molecular biology
    BIOL 3080H, Janet Yee
  • Non calculus statistics
    MATH 1050Y-A, Leefah Thong;
    MATH1050Y-B, Kaukub Kamran
  • Transition metal chemistry
    CHEM 2200H, Matthew Thompson

* contact the IDC if there are any errors or omissions in this list

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Frequently asked questions

Why is my instructor using i>clicker?
Where can I purchase it?
How do I use it?
How does my instructor identify my responses?

Could my responses be confused with another user?

Why do we have to change the clicker frequency?

Can I register my clicker through texbook or iclicker web sites?
What if I am having problems with my clicker?
What if I lose my clicker?

I heard that the id numbers rub off. What can I do?

Submit a question of your own.


Why is my instructor using i>clicker?


Like many instructors, yours has decided that incorporating clicker technology helps foster discussion among your classmates, gives your instructor a clear sense of how the class is doing, and ultimately improves comprehension and learning. These results have been confirmed repeatedly by education studies.

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Where can I purchase it?

Students purchase their clickers through the Trent University Bookstore.

Return policy: There is a one-year return policy on new i>clicker devices. This warranty covers manufacturing defects only.

Buy-back policy: If you plan to sell your i>clicker to the bookstore at the end of the course, be sure to keep the device in good condition, as the Bookstore will not buy-back damaged or defaced devices.

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How do I use the device?


Once you remove your clicker from its packaging, you will need to pull the tab on the back of it to activate the batteries. On the front of your clicker you will notice there are 6 options: A, B, C, D, E, and On/Off. The On/Off button is what you choose to both turn it on (resulting in a steady blue light by the “Power” indicator at the top of your clicker) and off (removing the steady blue light).


On the top of your clicker are three light indicators (Power, Low Battery, and Status). Push a button labelled A to E to vote. The “Status” light will flash green to indicate that your vote has been received and confirmed. A red flashing light indicates that your vote was not received and you will need to vote again. Additionally, your clicker will flash red if your instructor has not begun polling or the frequencies of your remote and the receiver unit are not the same.

You are able to change your response as long as the polling remains open. During an open polling period, i>clicker records your last response. Once your instructor turns the polling off, any response changes will not be received (and your “Status” light will flash red).


The clicker will remain on for 90 minutes as long as there is an activated receiver in your classroom. If you leave class and forget to turn off your clicker, it will automatically turn off after 5 minutes. In fact, it will automatically turn itself off even if a particular button is being continually depressed (as in a backpack), if it is not communicating with a receiver unit.

The device is powered by 3 AAA batteries. The battery life is approximately 200 hours. The “Low Battery” light will flash red when you need to replace your batteries. Once this light begins flashing, you have less than 10 hours of battery power remaining. On the back of your i>clicker is a small slot. You will need to insert a key or other similar device (such as the clasp on a pen) to release the covering, allowing you to remove and replace the batteries.

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How does my instructor identify my responses?

Depending on the application of i>clicker in your course, your instructor may or may not associate responses with individual students. The instructor's intended use of the device will be explained on the course outline, including how the information received will be used.


Your instructor may simply wish to receive classroom feedback without knowing how each individual student responded. Your responses would be stored and credited to your clicker number, which is located on the back of your clicker, rather than to you. If your instructor then determines that he/she would like the feedback to be credited to each student, you would register and all your previously responses would be retroactively assigned to you.

If your instructor is interested in associating your responses with your student ID number, he/she will ask you to register your i>clicker. This is normally done if your instructor plans to use the device for attendance, participation grades or assessment.

To register your clicker, you would go to the myLearningSystem main page for your course. Click on "Assessments", and select the quiz titled "Clicker registration". Provide the serial number as requested (from the back of the clicker). Be sure to use capital or lower case letters exactly as printed on your clicker. You will be given 5 minutes to enter the required information. When you use your clicker to answer in class, the clicker number is recorded along with your response, and will be attributed to you. Therefore, to get credit for class participation, you must always use only the clicker with the serial number registered to you.

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Could my responses be confused with another user?

All clickers on the Trent campus normally operate with their factory-set default settings. Your remote ID is unique and once registered will only associate to your student ID. Your instructor will advise if ever there is a need to change your clicker settings.

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Why do we have to change the clicker frequency?

The hand-held clicker devices communicate with your instructor's computer through a radio frequency. Now that we have twenty two courses using clickers at Trent we have had to designate clicker frequencies to specific classrooms. Your instructor will provide instructions to you if you have to change your clicker frequency. If your instructor does not mention this, your course has been set to use the default frequency setting of AA.

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Can I register my clicker through texbook or iclicker web sites?

No. There are many websites associated with iClicker that promote the registration of iClickers to students. We should not and can not use these sites because the majority of this registration data will reside on servers that are in the United States and are subject to the U.S. Patriot Act. Although the data does not include passwords, it does include student names, TrentNet IDs, our university name and course codes that do leave an electronic trail and are a privacy concern.

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What if I am having problems with my clicker?

There is a standard one-year limited warranty available with each clicker. If your clicker is defective, your process of returning it will depend upon how you obtained it. If you purchased it through your bookstore, you may return it directly to the bookstore. If a particular department on your campus provided it to you, you will need to check with that department to determine their replacement policy. If you purchased a previously-used clicker, you will need to consult with that particular source for replacement options.

If you require technical assistance, you can either call the i>clicker Technical Support Center toll free at 866-209-5698, or send an e-mail with your particular concern to support@iclicker.com.

Limited support can also be provided on campus by contacting the Help Desk staff in Trent's Information Technology department.

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What if I lose my clicker?

Be sure to write down your clicker serial number in a safe place in case you lose it. Lost devices will be sent to the Trent University Security Office. To recover your device, the following information will need to be provided: the unique ID number on the back of your clicker and your student ID number. Make sure that you report your loss as soon as possible to your instructor.

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I heard that the serial numbers can rub off. What can I do?

Students have reported that the unique clicker IDs on the back of their clickers have rubbed off. To remedy this problem, we recommend that you (1) write the unique ID number down in a safe place and (2) place clear tape over the ID number. If the number has already been rubbed off, you can go to the IT help desk and ask for Mary-Jane Pilgrim. Mary-Jane will help you to re-identify the unique ID associated with your clicker.

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