Web page that includes

What is a Classroom Response System (CRS)
Teaching with a CRS
Why use a CRS?
Challenges in using a CRS
Bibliography

Includes articles and best practices

This is an evolving bibliography of resources related to the pedagogy of classroom response systems ("clickers").

Journal of Computers in Mathematics and Science Teaching, 21(2), 167-181 (2002)

Maths CAA Series:  June 2005 

MSOR Connections  Vol 3 No 2 May 2003

American Journal of Physics, January 2006.  Vol. 74, Iss. 1, pp. 31-39. 

Journal of Computer Assisted Learning vol. 20, pp81–94 (2004)

Journal of Computer Assisted Learning vol. 20, pp95–102 (2004)

Journal of Science Education and Technology [1059-0145] yr:2006 vol:15 iss:1 pg:101

Teaching Mathematics and Its Applications, Vol. 22, No. 4, 2003

The Astronomy Education Review, Issue 1, Volume 5:70-88, 2007

Educause Quarterly 2007(2), p. 71

Kansas City Star, The (MO), Nov 24, 2005

Medical Reference Services Quarterly, Spring2007, Vol. 26 Issue 1, p81-88, 8p

Edited by David A. Banks

Journal of College Science Teaching; Nov/Oct2007, Vol. 37 Issue 2, p60-62, 3p

Podcasts and other presentations from a conference on the use of clickers at TurningTechnologies

News articles on the use of TurningPoint brand clickers

University of Toronto

Interdisciplinary Journal of Knowledge and Learning Objects

From the website:

The NMC Campus is an experimental effort developed to inform the New Media Consortium’s work in educational gaming. In early 2006, the organization made the decision to create a space for experimentation in a virtual 3-D world and began a search for suitable platforms, with a special interest in massively multi-player environments. 

Moodle and Second Life mashup

Maybe, says Jerry Sternin, the problem isn't with the outside experts or with the company. "The traditional model for social and organizational change doesn't work," says Sternin, 62. "It never has. You can't bring permanent solutions in from outside." Maybe the problem is with the whole model for how change can actually happen. Maybe the problem is that you can't import change from the outside in. Instead, you have to find small, successful but "deviant" practices that are already working in the organization and amplify them. Maybe, just maybe, the answer is already alive in the organization -- and change comes when you find it.

Course Management Systems for Learning: Beyond Accidental Pedagogy is a comprehensive overview of standards, practices and possibilities of course management systems in higher education. Course Management Systems for Learning: Beyond Accidental Pedagogy focuses on what the current knowledge is (in best practices, research, standards and implementations) and the history of the CMS, while also discussing innovative practices in CMS instructional design that have been informed by learning theory and intentional pedagogy. The last section of this book is an invited section, where vendors (WebCT, OKI, Angel) and innovators address their vision of the tools, practices and possibilities in a true next generation. Course Management Systems for Learning: Beyond Accidental Pedagogy represents the points-of-view of a variety of stakeholders and allows each to write in the style and language that is relevant to their field, making this an incredibly useful tool for practitioners, developers, administrators, faculty members, and students.--This text refers to the Hardcover edition.

In this text, Herring brings together a variety of sociological and linguistic essays on computer-mediated communications.  In the first section, "Linguistics Perspectives", the authors seek to define the oral and written linguistics aspects of email, IRC chat, and computer conferencing while contrasting them with face-to-face interactions.  In the second section, "Social and Ethical Perspectives", the authors deal with social issues of interaction such as cooperation versus conflict and the role of radical feminism for internet discourse ("Cyberfeminism" by Kira Hall).  The third portion deals with "Cross Cultural Perspectives" in which CMC is analysed between North American, East Asian, and Mexican students and theories of classroom diversity are presented.  Finally, the last grouping "CMS and Group Interaction" explores how CMC can change people's lives - exploring the group dynamics of online forums (Korenman and Wyatt, "Group Dynamics in an Email Forum"), how e-mail has changed the work environment, and how groups conduct internet-based protests.