Options
„Classroom Response Systems“ als Türöffner für umfassende didaktische Interventionen
Citation Link: https://doi.org/10.15480/882.2426
Publikationstyp
Conference Poster not in Proceedings
Date Issued
2014-03-03
Sprache
German
Author(s)
Institut
TORE-DOI
TORE-URI
Contribution to Conference
Practice shows that the use of classroom response systems (CRS, also called „clickers“) has proven to be a promising approach to consider or implement innovative teaching methods like peer instruction scenarios in the course of educational advisory processes. The effect of CRS as door opener becomes apparent in two ways: On the one hand, it tends to attract the attention of lecturers in engineering sciences by its mere technical nature; on the other hand, the experience of CRS can function as a starting point of the advisory process so that, consequently, diverse approaches and methods of educational enhancement can be adressed, e. g. the importance of learning goals as points of reference of modules and study programs. At present, classroom response systems are used extensively at Hamburg University of Technology. Their purpose is to activate students, to contribute to structuring the course of particular lectures and to provide teaching staff with student feedback.
Subjects
Aktives Lernen
Beratungsprozess
Ingenieurwissenschaften
Technische Universität Hamburg-Harburg
Classroom Response System
DDC Class
000: Allgemeines, Wissenschaft
370: Erziehung, Schul- und Bildungswesen
More Funding Information
Bundesministerium für Bildung und Forschung (BMBF)
Loading...
Name
2014_03_K.Vosgerau-Poster_CRS_als_Tueroeffner(Konferenz_Neu,besser,exzellent...).pdf
Size
4.34 MB
Format
Adobe PDF