Adapting Visual Response System Teaching Technology to the Conventional Classroom

1983 ◽  
Vol 6 (2) ◽  
pp. 15-26 ◽  
Author(s):  
David W. Test ◽  
Nancy L. Cooke ◽  
William L. Heward ◽  
Timothy E. Heron
Keyword(s):  
Student Response ◽  
Visual Response ◽  
Immediate Feedback ◽  
Resource Room ◽  
Response System ◽  
Wide Range ◽  
Active Student Response ◽  
The Many ◽  
Conventional Classroom ◽  
Space Requirements

The Visual Response System (VRS) is a specially constructed resource room in which high rates of active student response and virtually immediate feedback for those responses can be achieved. Eight to ten student desks are arranged in a horseshoe configuration with the teacher's desk at the open end. Each student responds to every Instructional item (by writing, placing an object, pointing, etc.) directly on the stage of an overhead projector built into the desk. Research has shown the VRS to be an effective instructional technology for teaching a wide range of skills to various student populations. The three most powerful instructional features of the VRS are active student response, immediate feedback, and student-student interaction. Since the implementation of a full-scale VRS classroom with its hardware and space requirements may be too costly for many schools, and since an operating VRS classroom would still be able to serve only a portion of the many students needing more effective instruction each day, this article describes a number of inexpensive, practical techniques for adapting the instructional features of the VRS to the conventional classroom.

Applied Technology: Visual Response System: A Mediated Resource Room for Children with Learning Problems

1978 ◽  
Vol 2 (1) ◽  
pp. 39-46 ◽  
Author(s):  
William L. Heward
Keyword(s):  
Learning Disabled ◽  
Regular Classroom ◽  
Visual Response ◽  
Overhead Projector ◽  
Disabled Students ◽  
Resource Room ◽  
Response System ◽  
System A ◽  
Visual Access ◽  
Integration Of Learning

Five reasons are proposed why efforts to mainstream learning disabled students into the regular classroom are often unsuccessful. A mediated resource room, the Visual Response System (VRS), is described and suggested as an instructional technology which could help facilitate the integration of learning disabled students into the regular classroom. The VRS is a classroom in which each student has an overhead projector built into his or her desk. The teacher also has an overhead projector for presenting stimuli to students. Student's respond on their overhead projectors by writing, pointing, placing objects, etc. Students' responses are projected on screens behind their desks, giving the teacher immediate and continuous visual access to those responses.

A Game-Based Student Response System

2022 ◽  
pp. 903-915
Author(s):  
Funda Ergulec ◽  
Özge Misirli
Keyword(s):  
Higher Education ◽  
Assessment Tool ◽  
Student Response ◽  
Student Response System ◽  
Game Based Learning ◽  
Immediate Feedback ◽  
Advantages And Disadvantages ◽  
Response System ◽  
Learning Platform ◽  
Teachers Perspectives

In this chapter, a game-based student response system, Kahoot!, is investigated. The purpose of the chapter was to analyze instructors and pre-service teachers' perspectives about the use of this platform. The advantages and disadvantages of integrating this tool in the classroom was investigated. Pre-service teachers' feedback and instructors' experiences using Kahoot! in higher education classrooms indicate that pre-service teachers welcome the use of these kind of games. Kahoot! can be used not only to increase student participation in the classroom but also as a formative assessment tool. Kahoot! can provide an engaging learning environment and adds active participation in the classroom by appealing even the most introverted students. In addition, immediate feedback feature of this game-based learning platform provides opportunities for instructors to tailor their instruction based on student understanding on games.

A Game-Based Student Response System

2020 ◽  
pp. 154-166
Author(s):  
Funda Ergulec ◽  
Özge Misirli
Keyword(s):  
Higher Education ◽  
Assessment Tool ◽  
Student Response ◽  
Student Response System ◽  
Game Based Learning ◽  
Immediate Feedback ◽  
Advantages And Disadvantages ◽  
Response System ◽  
Learning Platform ◽  
Teachers Perspectives

In this chapter, a game-based student response system, Kahoot!, is investigated. The purpose of the chapter was to analyze instructors and pre-service teachers' perspectives about the use of this platform. The advantages and disadvantages of integrating this tool in the classroom was investigated. Pre-service teachers' feedback and instructors' experiences using Kahoot! in higher education classrooms indicate that pre-service teachers welcome the use of these kind of games. Kahoot! can be used not only to increase student participation in the classroom but also as a formative assessment tool. Kahoot! can provide an engaging learning environment and adds active participation in the classroom by appealing even the most introverted students. In addition, immediate feedback feature of this game-based learning platform provides opportunities for instructors to tailor their instruction based on student understanding on games.

Using an Application of Mobile and Wireless Technology in Arabic Learning System

2012 ◽  
pp. 171-186 ◽  
Author(s):  
Ahlam Sawsaa ◽  
Joan Lu ◽  
Zhaozong Meng
Keyword(s):  
Arab World ◽  
Arabic Language ◽  
Student Response ◽  
Student Response System ◽  
Mobile Service ◽  
Immediate Feedback ◽  
Response System ◽  
Huge Impact ◽  
Language Needs ◽  
Level Of Knowledge

Mobile and Wireless technologies has been used in various areas, and it begins to have a huge impact on how education takes place in several disciplines. This technology has been improved considerably, making mobile devices extraordinarily suitable and reasonable in M-Learning a reality. Wireless Response System (WRS) is a developed generation of Student Response System (SRS). It uses devices that enable students and trainers to provide definite responses to many questions during the lesson with an immediate feedback to the students about their level of knowledge and understanding. However, teaching in Arabic language needs some specific features which have been included in the existing WRS and the steps of implementing them are considered in this paper. The developed version of WRS seeks to increase the users’ interactions and engagement through adding a new function to WRS which is Arabic language. Nevertheless, some universities and institutes in Arab world signed strategic corporations with mobile service providers to start this type of services for their education branches. This paper contains an analysis of ICT penetration and the level of m-learning environments in Arabic countries.

The Many Pasts of Detective Fiction

2020 ◽  
Vol 1 (2) ◽  
pp. 157-172
Author(s):  
Thomas Leitch
Keyword(s):  
Detective Fiction ◽  
Golden Age ◽  
Public History ◽  
Detective Novel ◽  
Sherlock Holmes ◽  
Detective Story ◽  
The Past ◽  
Wide Range ◽  
Detective Novels ◽  
The Many

Building on Tzvetan Todorov's observation that the detective novel ‘contains not one but two stories: the story of the crime and the story of the investigation’, this essay argues that detective novels display a remarkably wide range of attitudes toward the several pasts they represent: the pasts of the crime, the community, the criminal, the detective, and public history. It traces a series of defining shifts in these attitudes through the evolution of five distinct subgenres of detective fiction: exploits of a Great Detective like Sherlock Holmes, Golden Age whodunits that pose as intellectual puzzles to be solved, hardboiled stories that invoke a distant past that the present both breaks with and echoes, police procedurals that unfold in an indefinitely extended present, and historical mysteries that nostalgically fetishize the past. It concludes with a brief consideration of genre readers’ own ambivalent phenomenological investment in the past, present, and future each detective story projects.

Textual Transformations

2019 ◽  
Keyword(s):  
Early Modern ◽  
Financial Incentives ◽  
Book History ◽  
John Dryden ◽  
Book Production ◽  
Original Essays ◽  
Wide Range ◽  
Lucy Hutchinson ◽  
The Many ◽  
The Impact

This collection of twelve original essays by an international team of eminent scholars in the field of book history explores the many ways in which early modern books were subject to reworking, re-presentation, revision and reinterpretation. Their history is often the history of multiple, sometimes competing, agencies as their texts were re-packaged, redirected and transformed in ways that their original authors might hardly recognize. The essays discuss the processes of editing, revision, redaction, selection, abridgement, glossing, disputation, translation and posthumous publication that resulted in a textual elasticity and mobility that could dissolve distinctions between text and paratexts, textuality and intertextuality, manuscript and print, author and reader or editor, such that title and author’s name are no longer sufficient pointers to a book’s identity or contents. The essays are alive to the impact of commercial and technological aspects of book production and distribution (discussing, for example, the career of the pre-eminent bookseller John Nourse, the market appeal of abridgements, and the financial incentives to posthumous publication), but their interest is also in the many additional forms of agency that shaped texts and their meanings as books were repurposed to articulate, and respond to, a variety of cultural and individual needs. They engage with early modern religious, political, philosophical and scholarly trends and debates as they discuss a wide range of genres and kinds of publication (including fictional and non-fictional prose, verse miscellanies, abridgements, sermons, religious controversy) and of authors and booksellers (including Lucy Hutchinson, Richard Baxter, Thomas Burnet, Elizabeth Rowe, John Dryden, and Samuel Taylor Coleridge, Lucy Hutchinson, Henry Maundrell, John Nourse; Jonathan Swift, Samuel Richardson, John Tillotson, Isaac Watts and John Wesley).

Using Motion Detection to Measure Social Polarization in the U.S. House of Representatives

2020 ◽  
pp. 1-10
Author(s):  
Bryce J. Dietrich
Keyword(s):  
Motion Detection ◽  
House Of Representatives ◽  
Social Science Research ◽  
Image Data ◽  
Science Research ◽  
Video Data ◽  
Social Scientists ◽  
Wide Range ◽  
Party Voting ◽  
The Many

Abstract Although previous scholars have used image data to answer important political science questions, less attention has been paid to video-based measures. In this study, I use motion detection to understand the extent to which members of Congress (MCs) literally cross the aisle, but motion detection can be used to study a wide range of political phenomena, like protests, political speeches, campaign events, or oral arguments. I find not only are Democrats and Republicans less willing to literally cross the aisle, but this behavior is also predictive of future party voting, even when previous party voting is included as a control. However, this is one of the many ways motion detection can be used by social scientists. In this way, the present study is not the end, but the beginning of an important new line of research in which video data is more actively used in social science research.

scholarly journals Entangling Lattice-Trapped Bosons with a Free Impurity: Impact on Stationary and Dynamical Properties

Entropy ◽  
2021 ◽  
Vol 23 (3) ◽  
pp. 290
Author(s):  
Maxim Pyzh ◽  
Kevin Keiler ◽  
Simeon I. Mistakidis ◽  
Peter Schmelcher
Keyword(s):  
Structural Changes ◽  
Many Body ◽  
Wide Range ◽  
Entropy Measures ◽  
Particle Level ◽  
The Many ◽  
The One ◽  
Tunneling Dynamics ◽  
The Individual ◽  
Trapped Bosons

We address the interplay of few lattice trapped bosons interacting with an impurity atom in a box potential. For the ground state, a classification is performed based on the fidelity allowing to quantify the susceptibility of the composite system to structural changes due to the intercomponent coupling. We analyze the overall response at the many-body level and contrast it to the single-particle level. By inspecting different entropy measures we capture the degree of entanglement and intraspecies correlations for a wide range of intra- and intercomponent interactions and lattice depths. We also spatially resolve the imprint of the entanglement on the one- and two-body density distributions showcasing that it accelerates the phase separation process or acts against spatial localization for repulsive and attractive intercomponent interactions, respectively. The many-body effects on the tunneling dynamics of the individual components, resulting from their counterflow, are also discussed. The tunneling period of the impurity is very sensitive to the value of the impurity-medium coupling due to its effective dressing by the few-body medium. Our work provides implications for engineering localized structures in correlated impurity settings using species selective optical potentials.

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