Evaluating usage patterns and adoption of an interactive video installation on public displays in school contexts

2014 ◽  
Author(s):  
Maximilian Müller ◽  
Nuno Otero ◽  
Aris Alissandrakis ◽  
Marcelo Milrad
Keyword(s):  
Interactive Video ◽  
Video Installation ◽  
School Contexts ◽  
Public Displays ◽  
Usage Patterns

Mario's Furniture: A Wireless Interactive Video Installation and Game

Leonardo ◽  
2008 ◽  
Vol 41 (3) ◽  
pp. 306-307 ◽  
Author(s):  
Hillary Mushkin ◽  
S.E. Barnet
Keyword(s):  
Interactive Video ◽  
Video Installation

Visions Project K. 1 DIY: 3D Interactive Device

Leonardo ◽  
2015 ◽  
Vol 48 (2) ◽  
pp. 188-189
Author(s):  
Francesca Mereu ◽  
Javier Villarroel
Keyword(s):  
Real Time ◽  
Interactive Video ◽  
Modular Design ◽  
Video Installation ◽  
Pyramidal Structure ◽  
3D Objects ◽  
Special Geometry ◽  
Do It Yourself

The Visions Project K. 1 is an interactive video installation consisting of a volumetric device that allows visualization of 3D objects and their interaction with the user in real time. Objects are projected onto a pyramidal structure with an LCD monitor, and due to the special geometry of the structure, they look like real 3D objects floating inside the pyramid for any observer from any direction. The modular design of the components of the structure enables the user to build his or her own device DIY (Do It Yourself).

Video as a Tool for Guided Reflection in Literacy Specialist Preparation

2020 ◽  
pp. 85-106
Author(s):  
Allison Ward Parsons ◽  
Jennifer I. Hathaway
Keyword(s):  
Learning Environment ◽  
Video Coding ◽  
Professional Learning ◽  
Interactive Video ◽  
Graduate Program ◽  
School Contexts ◽  
Online Class ◽  
Literacy Specialist ◽  
Course Material ◽  
Supportive Learning Environment

In this chapter, interactive video coding is explored as a tool to guide deep reflections and development of professional learning knowledge in a hybrid online class designed for candidates in a graduate program for specialized literacy professionals. This chapter focuses on reflective interactions between candidates as they learn to develop and deliver effective literacy professional learning as described in Standards 6 and 7. Findings demonstrate the effectiveness of video coding tools to facilitate realistic application of course material in authentic school contexts while maintaining a safe and supportive learning environment for candidates to gain experience and confidence.

Vocal Communications of a Developmentally Delayed Child

1987 ◽  
Vol 18 (2) ◽  
pp. 112-130
Author(s):  
Mary Ann Romski ◽  
Sharon Ellis Joyner ◽  
Rose A. Sevcik
Keyword(s):  
Language Learning ◽  
Developmental Delays ◽  
Developmentally Delayed ◽  
Language Impaired ◽  
Diary Data ◽  
Word Acquisition ◽  
Diary Studies ◽  
Usage Patterns ◽  
Vocal Communications ◽  
Impaired Children

Studies of first-word acquisition in typical language-learning children frequently take the form of diary studies. Comparable diary data from language-impaired children with developmental delays, however, are not currently available. This report describes the spontaneous vocalizations of a child with a developmental delay for 14 months, from the time he was age 6:5 to age 7:7. From a corpus of 285 utterances, 47 phonetic forms were identified and categorized. Analysis focused on semantic, communicative, and phonological usage patterns.

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