The Total Talent Portfolio and Renzulli Learning System

2021 ◽  
pp. 211-247
Author(s):  
Joseph S. Renzulli ◽  
Sally M. Reis
Keyword(s):  
Learning System ◽  
Renzulli Learning

A reflective conversation with Joe Renzulli and Sally Reis

2013 ◽  
Vol 30 (1) ◽  
pp. 24-32 ◽  
Author(s):  
Joe Renzulli ◽  
Sally Reis ◽  
Michael F Shaughnessy
Keyword(s):  
Gifted Education ◽  
New Literacies ◽  
Learning System ◽  
Renzulli Learning ◽  
Schoolwide Enrichment Model ◽  
Reflective Conversation

In this reflective conversation, Dr. Joe Renzulli and Dr. Sally Reis respond to questions about the newly developed Renzulli Learning System. They discuss the system in light of the Schoolwide Enrichment Model (SEM) and provide information regarding it's use with curriculum compacting and Renzulli's “Three Ring Conceptualization of Giftedness”. Lastly, the “new literacies” in gifted education are discussed.

A virtual learning application of the schoolwide enrichment model and high-end learning theory

2012 ◽  
Vol 28 (1) ◽  
pp. 19-40 ◽  
Author(s):  
Joseph S. Renzulli ◽  
Sally M. Reis
Keyword(s):  
Learning Theory ◽  
Communication Technology ◽  
Final Section ◽  
Learning System ◽  
Instructional Communication ◽  
Creative Productivity ◽  
Renzulli Learning ◽  
Schoolwide Enrichment Model ◽  
Enrichment Program ◽  
And Storage

Remarkable advances in instructional communication technology (ICT) have now made it possible to provide high levels of enrichment services to students online. This paper describes an Internet-based enrichment program based on a high-end learning theory that focuses on the development of creative productivity through the application of knowledge rather than the mere acquisition and storage of knowledge. The program, called Renzulli Learning System (RLS), extends the pedagogy of the Schoolwide Enrichment Model (SEM) to various forms of enrichment as well as first-hand investigative and creative endeavors. In this paper, a brief overview is provided about the SEM, the organizational framework upon which the RLS is based. This section will be followed by summaries of the Three-Ring Conception of Giftedness and the Enrichment Triad Model, the two theories underlying SEM, and the final section presents a detailed description of the RLS.

An Adaptive and Learning System for Feedback-Controlled Evoked Response Studies

1981 ◽  
Vol 20 (03) ◽  
pp. 169-173
Author(s):  
J. Wagner ◽  
G. Pfurtscheixer
Keyword(s):  
Brain Activity ◽  
Evoked Response ◽  
Learning System ◽  
Time Interval ◽  
Electrical Brain Activity ◽  
Long Time ◽  
The Subject ◽  
Eeg Power ◽  
Stimulation System ◽  
Background Eeg

The shape, latency and amplitude of changes in electrical brain activity related to a stimulus (Evoked Potential) depend both on the stimulus parameters and on the background EEG at the time of stimulation. An adaptive, learnable stimulation system is introduced, whereby the subject is stimulated (e.g. with light), whenever the EEG power is subthreshold and minimal. Additionally, the system is conceived in such a way that a certain number of stimuli could be given within a particular time interval. Related to this time criterion, the threshold specific for each subject is calculated at the beginning of the experiment (preprocessing) and adapted to the EEG power during the processing mode because of long-time fluctuations and trends in the EEG. The process of adaptation is directed by a table which contains the necessary correction numbers for the threshold. Experiences of the stimulation system are reflected in an automatic correction of this table. Because the corrected and improved table is stored after each experiment and is used as the starting table for the next experiment, the system >learns<. The system introduced here can be used both for evoked response studies and for alpha-feedback experiments.

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

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