Making Classroom Response Systems More Social

Jonas Vetterick, Bastian Schwennigcke, Andreas Langfeld, Clemens H. Cap, Wolfgang Sucharowski

2014

Abstract

Classroom Response Systems (CRS) have been used in the last years to support teachers getting feedback from their students, especially in lessons with large audiences. Whereas CRS become more and more popular it is less known how students really use CRS for providing feedback and if social communication on CRS - and as a consequence in the classroom itself - can increase the benefit of CRS. Our research aims to open the discussion for more social communication on courses and lessons on CRS-usage by providing grounding of social communication with CRS. Moreover we outline conceptual and technical insights on an Social CRS implementation.

References

  1. Baecker, D. (2008). The network synthesis of social action ii: Understanding catjects. Cybernetics and Human Knowing, 15(1):45-65.
  2. Baecker, D. (2009). Systems, network, and culture. Soziale Systeme, 15:271-287.
  3. Baecker, D. (2010). A systems primer on universities. Soziale Systeme, 16:356-367.
  4. Baecker, D. (2012). Observing networks: A note on asymmetrical social forms. Cybernetics and Human Knowing, 19(4):9-25.
  5. Bateson, G. (2000). Steps to an ecology of mind: Collected essays in anthropology, psychiatry, evolution and epistemology. University of Chicago Press, Chicago, 5 edition.
  6. Crouch, C. H. and Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69:970.
  7. Draper, S., Cargill, J., and Cutts, Q. (2002). Electronically enhanced classroom interaction. Australian journal of educational technology, 18(1):13-23.
  8. Feiten, L., Buehrer, M., Sester, S., and Becker, B. (2012). Smile-smartphones in lectures-initiating a smartphone-based audience response system as a student project. In CSEDU (1), pages 288-293.
  9. Ferguson, R. (2012). The state of learning analytics in 2012: A review and future challenges. Knowledge Media Institute, Technical Report KMI-2012-01.
  10. Fies, C. and Marshall, J. (2006). Classroom response systems: A review of the literature. Journal of Science Education and Technology, 15(1):101-109.
  11. Jenkins, A. (2007). Technique and technology: Electronic voting systems in an english literature lecture. Pedagogy, 7(3):526-533.
  12. Kay, R. H. and LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, 53(3):819-827.
  13. Kundisch, D., Sievers, M., Zoyke, A., Herrmann, P., Whittaker, M., Beutner, M., Fels, G., and Magenheim, J. (2012). Designing a web-based application to support peer instruction for very large groups. International Conference on Information Systems 2012.
  14. Laurillard, D. (1999). A conversational framework for individual learning applied to the 'learning organisation' and the 'learning society'. Systems research and behavioral science, 16(2):113-122.
  15. Laurillard, D. (2002). Rethinking university teaching: A framework for the effective use of learning technologies. RoutledgeFalmer, London, 2 edition.
  16. Laurillard, D. (2008). Digital Technologies and Their Role in Achieving Our Ambitions for Education. ERIC. ISBN 978-0-8547-3797-0.
  17. Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Routledge, New York.
  18. Masschelein, J. and Simons, M. (2013). The university in the ears of its students: On the power, architecture and technology of university lectures. In Ricken, N., Koller, H.-C., and Keiner, E., editors, Die Idee der Universität - revisited, pages 173-192. Springer Fachmedien Wiesbaden, Wiesbaden.
  19. Vetterick, J., Garbe, M., and Cap, C. H. (2013). Tweedback: A live feedback system for large audiences. In 5th International Conference on Computer Supported Education (CSEDU2013).
  20. Vetterick, J., Garbe, M., Daehn, A., and Cap, C. H. (2014). Classroom response systems in the wild: Technical and non-technical observations. International Journal of Interactive Mobile Technologies, 8(1):21-25.
  21. Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice. Jossey-Bass, San Francisco, 2 edition.
  22. White, H. C. (2012). Identity and Control: How Social Formations Emerge. Princeton University Press, Princeton, 2 edition.
Download


Paper Citation


in Harvard Style

Vetterick J., Schwennigcke B., Langfeld A., Cap C. and Sucharowski W. (2014). Making Classroom Response Systems More Social . In Proceedings of the 6th International Conference on Computer Supported Education - Volume 1: CSEDU, ISBN 978-989-758-020-8, pages 153-161. DOI: 10.5220/0004959801530161


in Bibtex Style

@conference{csedu14,
author={Jonas Vetterick and Bastian Schwennigcke and Andreas Langfeld and Clemens H. Cap and Wolfgang Sucharowski},
title={Making Classroom Response Systems More Social},
booktitle={Proceedings of the 6th International Conference on Computer Supported Education - Volume 1: CSEDU,},
year={2014},
pages={153-161},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0004959801530161},
isbn={978-989-758-020-8},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 6th International Conference on Computer Supported Education - Volume 1: CSEDU,
TI - Making Classroom Response Systems More Social
SN - 978-989-758-020-8
AU - Vetterick J.
AU - Schwennigcke B.
AU - Langfeld A.
AU - Cap C.
AU - Sucharowski W.
PY - 2014
SP - 153
EP - 161
DO - 10.5220/0004959801530161