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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/5795
Title: Classroom Response System (CRS) pilot ‘Responsiveness and meaning for all’
Authors: Rusman, Ellen
Ternier, Stefaan
Keywords: language learning
learning in context
formal and nonformal learning
technology-enhanced education
Issue Date: 22-Dec-2014
Citation: Rusman, E., & Ternier, S. (2014). Classroom Response System (CRS) pilot 'Responsiveness and meaning for all'. Part of end report (WP2 and WP9) for the ELENA project (Early e-Learning of Neighbouring Languages). Heerlen: ELENA consortium.
Abstract: Classroom Response Systems (CRS or “clickers”) enable teachers and learners to get an insight in how well learners have understood and learnt from learning activities that they carried out, and to what degree they achieved certain learning objectives. With a CRS system, a teacher can pose a question and receive an answer for every student in the classroom. More “traditional” systems like Socrative build on students voting or responding to questions with their mobile device. The Elena pilot differs from this traditional approach and builds on context. Rather than having students sitting on a bench, listening to and interacting with the teacher, the objective was to have students to interact with objects they encounter in their classroom or in the school environment. This is a description of the CRS pilot and the results, which is a part of the ELENA project final report.
URI: http://hdl.handle.net/1820/5795
Appears in Collections:3. TELI Deliverables and reports

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