At the right is a typical question that I ask students to answer in Learning Catalytics; it requires synthesis of information learned in class. To answer correctly, the students must know what the pericardial and abdominal cavities are, the anatomical directional terms, and the differences in directional terms for a human versus a four-legged animal. This question also exemplifies the benefits of using the peer-learning capabilities of Learning Catalytics. Students were first asked to answer the question independently (round 1) and then were paired with an individual seated close to them who submitted a different answer (round 2). Pairing was accomplished using the grouping function. The proportion of students answering the question correctly drastically improved after the students were allowed to work in pairs.
In the fall of 2014, I hope to incorporate Learning Catalytics more fully by progressing into more question formats and taking advantage of the Pearson-provided questions.
Lecturing doesn't offer much opportunity to teach students how to think; on the other hand, assigning a problem where content from class has to be applied to a new situation forces students to understand the material on a deeper level. Plus, since almost all of my students already own web-enabled devices and have Mastering with eText access, they love not having to buy a separate device or access too!