Showing papers on "Audience response published in 2004"

Observations On Benefits/Limitations Of An Audience Response System

Abstract: Providing stimulating lectures to large groups of students has been one of the most challenging aspects of a first-year engineering course sequence Prior efforts at improving the lecture environment included use of an audience response system (ARS) While the ARS was a positive influence, two limitations were identified: (i) it did not provide for one-on-one interaction with students, and (ii) overuse led to student discontent Experiments are underway to combine the ARS with use of a Tablet PC, allowing the lecturer to wirelessly project the Tablet PC screen while moving around the lecture hall The lecturer can run software from any point in the hall, annotate / save slides in real time, or project student annotations and problem solutions to the class This has allowed the lecturer to: (i) interact directly with individual students, (ii) encourage a participatory learning environment, and (iii) maintain higher levels of attendance at lectures While a number of positive impacts on the learning environment have been observed, it is noted that the students do not generally recognize the novelty of the new technology Thus, motivation for use of the technology should be based on improvement of the learning environment rather than on the novelty of the technology Introduction The College of Engineering at the University of Notre Dame has developed a two semester course sequence for all first-year students interested in the possibility of pursuing engineering as a major Brockman et al 1 discuss the original motivation for the course, as well as the original format utilized The format has since been modified to include two 50 minute lectures per week presented to the entire student body (classes number between 360 and 390 in the fall and between 260 and 300 in the spring) plus a 75 minute “learning center” session involving handson activities taught to groups of students not exceeding 30 in number Lectures and learningcenter periods equip students with the theory and applications required to complete four, one-half semester projects Three of the projects are performed in groups and one is completed individually The course has been assessed from a number of viewpoints McWilliams et al 2 and Pieronek et al 3 present recent observations involving course modifications based on assessment and demographic comparison of student satisfaction with the course and student retention through the two-semester sequence A number of significant challenges have been encountered with this course Among these has been creating a stimulating learning environment during lectures to large groups of students Course assessment has consistently shown that students consider the lectures to be a weak

System for providing a distributed audience response to a broadcast

Abstract: A method and system for providing a distributed audience response for a broadcast records a response from a participating client of a broadcast and transmits the response to an audience server. The audience server combines the response with responses from other participating clients of the broadcast, and the combined response is then transmitted to a receiving client for playback in synchronization with the broadcast. Intelligible speech can be removed from the combined response. The participating client can be part of a group of clients of the broadcast, where the responses from the group of clients are combined and played back. A participant can invite certain other participants to “sit next to” him or her, where the responses of the invitees are configured to be intelligible over the combined response.

Mass viewer audience circuit based real time participation in interactive applications displayed live on display screens

Abstract: The present invention is directed toward mass viewer audience circuit based real time participation in live TV shows, and other interactive applications displayed on electronic billboards, so-called vidiwalls, and the like. The present invention includes a Mass Viewer Audience Response Detection (MVARD) gateway (14) for establishing inbound half duplex line connections with callers' telephones on receiving circuit based telephone calls therefrom for determining callers' DTMF key depressions corresponding to their real time responses to an interactive application, and transmitting real time information regarding the callers' responses for providing real time feedback to the mass viewer audience watching the interactive application, and particularly the callers continuously holding their telephones like a hand held TV remote control and depressing on the DTMF keys on their telephones to input their responses to actively participate therein without interrupting their particpation to listen to pre-recorded playback messages regarding DTMF key assignments.

Idiocentrism, involvement, and health appeals: A social psychological framework

Abstract: Recent years in health communication have witnessed a surge in personality-based campaigns. These campaigns have focused on targeting individuals with messages based on personality profiles. This study extends this line of work by investigating the role of idiocentrism-allocentrism in audience response to message appeals. In addition, the project introduces a situational framework, examining the effect of involvement on the relationship between audience personality and audience response to appeal types. Study results support the need for a personality-based segmented approach.

I-Vote: an audience voting system

Abstract: In this paper, we describe the I-Vote system for audience response voting at the Olympic Games. The audience members vote by using a $2 handheld device that they can keep as a souvenir. The devices are simple to use, come in multiple designs, and are tradable. These devices do not hold any personal information so privacy is never an issue. The vote results are presented on a large public display, which is loaded with information in the form of graphs that are quickly understood. People can retrieve their personal votes later on the Internet. The system was designed through a process involving brainstorming, creating scenarios, searching for information, doing cognitive walkthroughs, developing prototypes, and revising and refining ideas.

Filled with the Spirit: Rhetorical Invention and the Pentecostal Tradition

Abstract: This essay proceeds in three movements: a history of modern Pentecostalism, a personal narrative of my own experiences in a Pentecostal church, and an examination of five enthymemes, drawn from my Pentecostal experience, that continue to structure the way I think and write. These enthymemes are found to be guides to topic selection, critical practice, and intended audience response in my professional life as a rhetorical critic.

Reforming Writing and Rethinking Correctness.

Abstract: L anguage never stands still. It is a living, breathing organism--one that is adorned with human aspirations and intertwined in politics. When we begin to consider the many conventions of language-and paradigms for right and wrong in our classroomswe do so without a map upon which to plan our course. Language correctness, like reality itself, is contingent on context, audience, and power. Instead of ignoring these linguistic verities, the language arts teacher should help students appreciate the complexity of reading and writing in many contexts. In my writing class for first-year college students, we try to expunge simplistic rules of right and wrong and begin to define notions of correctness more complexly. Many students who enter a high school or college English class are not aware of the questions and controversies surrounding language and notions of correctness. They see reading and writing as objective, dispassionate endeavors that require one to simply follow a set of rather standard rules. Teachers teach because they have learned the rubric-because they have mastered the right way to speak and write. Students listen and try to become proficient in acquiring models of correctness, so that they will be successful in a world that demands a common set of standards. In this scenario, language is not fluid and dynamic but stagnant, fixed, monolithic, and impervious to the rhythms of culture and change. There are correct and incorrect ways to use language and no need to ponder the social or cultural aspects of the interaction. In reality, we know that language is forever contingent on the dynamics of the specific linguistic act. When two people of the same culture write to each other, shared rules of correctness are determined by their relationship and aspirations. When people of different cultures speak, other political dynamics are revealed. The African American who seeks a job from a white manager is quick to articulate the standard dialect that the manager speaks and writes. In contrast, when the white applicant seeks a job from the African American employer, there is no chance that the applicant will use the African American Vernacular English (AAVE) that is a familiar part of many African American homes. It would immediately be exposed as being contrived and ingratiating. Interestingly, when the African American student uses AAVE in a formal setting, it is deemed inappropriate despite the complexities of the dialect and its clear efficacy as a communication system. Such political dynamics are rarely covered in the grammar and usage books that line the shelves of English departments, but they are critical to an effective, egalitarian pedagogy. "See," writes linguist Geneva Smitherman in pondering questions of correctness and the language of minorities, "when you ... dissin dem, you talkin bout they mommas!" (151). Gloria Anzaldfia offers yet another perspective when she writes, "[slo, if you want to really hurt me, talk badly about my language" (59).

A Shift in Perspective.

Abstract: A theater TA explores the balance between performance-focus and process-focus for his students and for the adult audiences who come to see them perform.

eyeVox: a collaborative scoring process

Abstract: This paper describes an audience response process and its supporting systems for use in judged sporting events at the 2004 Athens Olympic Games. It consists of a wireless score-input system and an inclusive, transparent scoring procedure that leverages group knowledge to optimize collective voting. By educating spectators prior to and during the audience voting process, the \b^eyeVox ^ system not only provides sophisticated spectator feedback, it leads spectators to more informed understanding, and thus better appreciation of the sport and the Olympics.