传媒时代电视节目主持人与受众的交流思考

当代社会，电视作为最具有舆论引导力的大众传媒，在人们的现实生活中扮演着越来越重要的作用。作为连接电视传媒和受众纽带的电视节目主持人，不论是出于提高节目收视率的考虑，还是出于节目本身迎合受众审美要求提高的需要，他们与广大电视受众的交流尤为重要。然而囿于传统传播方式的局限，主持人无法做到完全、公开、及时地与受众交流，因此，在现有条件下，主持人如何与受众交流是一个亟待探讨和解决的问题。     

Engaging the Social News User

One of the most common formats of audience participation in journalism consists of online reader comments in response to articles, weblogs, or online television and radio broadcasts. While initially the audience only commented on media platforms themselves, Facebook made it possible to outsource commenting to a third-party platform. The options users have, the rules commenters are obliged to follow, and the moderation regime they confront, could influence the quantity and quality of comments. In this study, we explore how news media deal with audience comments on Facebook and their own news site, and how this influences the quality and quantity of comments. We compared comments on news platforms and Facebook of 62 Dutch national and regional newspapers, public and commercial broadcasters, newsweeklies, national news programmes, and online news sites. Subsequently, we analysed the content of the comments with the qualitative text analysis tool MAXQDA. The results indicate that news media prefer outsourcing comments to Facebook although commenting on their own platforms is still possible. By discouraging anonymous responses, the quality of comments improved but above all the quantity of comments decreased after outsourcing comments to Facebook.     

Getting the most out of audience response systems: predicting student reactions

Audience response systems (ARS) are effective tools for improving learning outcomes and student engagement in large undergraduate classes. However, if students do not accept ARS and do not find them to be useful, ARS may be less effective. Predicting and improving student perceptions of ARS may help to ensure positive outcomes. The present study expands on previous work by simultaneously evaluating several student and practice variables that may predict student perceptions of ARS. Perceived learning outcomes, engagement, interaction in class, enjoyment of ARS, attendance, and preparation for class were examined using multivariate regression analysis in two undergraduate samples. Student variables, including gender, grade, and year of program predicted student perceptions of ARS. Practice variables, including the consistency of ARS use, question type, question difficulty, and ease of use also predicted student perceptions. The nature and implications of these findings are discussed.     

试论电视剧的改编艺术

电视剧的改编应以观念为最终的目的。艺术形式的转换导致了受者主体的差异,观众的艺术审美心理,决定了电视剧改编的取向,改编者应对之准确把握并积极回应,呼吁观念的主动参与再创作,在满足观众审美需要的同时提升其审美能力。改编的结构应符合观念的审美层次,具有独特的艺术性,并留有空白形成张力。     

中国人对奥运理念的选择性接受

文化传播历来充满了矛盾性.奥运会及其理念包括游戏行为、狂欢精神和规则意识,但中国人接纳的奥运会更多的是其理性主义精神、高尚的道德以及其宗教内涵.奥运理念中还蕴含有丰富多彩的军事学元素,它沟通了中国人关于英雄主义的想象.鉴于中国近代的特殊历史,奥运会进入中国后很快就成为一种治疗国民心理自卑症的仪式.在神学、游戏学、祭祀学的层面,奥运会有其不可替代性.奥运会的内在精神融汇了中国人所竭力提倡的祭祀和军事的文化传统.充满诗意的神谕精神是现代奥运会的内在价值,极易引起中国人的共鸣.从奥运神谕文化中升华出来的道德理想更是一种足以填补中国当代社会道德缺失的精神实体.奥运会传入中国后,培育了一大批奥运会信徒,这些人将奥运会看成一种外在的信仰对象,奥运会的超体育价值在此得以体现.     

Review of Scottish Arts Council Report,Taking Part in Scotland 2008

The review looks at the 2008 report by the Scottish Arts Council (SAC) into audience involvement in the arts and culture in Scotland. It notes that the research is part of a continuing attempt by the SAC to map trends in audience participation in the arts, and that the survey often provides an in-depth account of how people spend their leisure time. However, it notes some deficiencies in its remit and questions whether the limitations of the report make it a valuable contribution to the SAC's future direction and policies.     

Building personalised homework from a learning analytics based formative assessment: Effect on fifth-grade students' understanding of fractions

This study analyses the potential of a learning analytics (LA) based formative assessment to construct personalised teaching sequences in Mathematics for 5th-grade primary school students. A total of 127 students from Spanish public schools participated in the study. The quasi-experimental study was conducted over the course of six sessions, in which both control and experimental groups participated in a teaching sequence based on mathematical problems. In each session, both groups used audience response systems to record their responses to mathematical tasks about fractions. After each session, students from the control group were given generic homework on fractions—the same activities for all the participants—while students from the experimental group were given a personalised set of activities. The provision of personalised homework was based on the students' errors detected from the use of the LA-based formative assessment. After the intervention, the results indicate a higher student level of understanding of the concept of fractions in the experimental group compared to the control group. Related to motivational dimensions, results indicated that instruction using audience response systems has a positive effect compared to regular mathematics classes.

Practitioner notes

What is already known about this topic

• Developing an understanding of fractions is one of the most challenging concepts in elementary mathematics and a solid predictor of future achievements in mathematics.
• Learning analytics (LA) has the potential to provide quality, functional data for assessing and supporting learners' difficulties.
• Audience response systems (ARS) are one of the most practical ways to collect data for LA in classroom environments.
• There is a scarcity of field research implementations on LA mediated by ARS in real contexts of elementary school classrooms.

What this paper adds

• Empirical evidence about how LA-based formative assessments can enable personalised homework to support student understanding of fractions.
• Personalised homework based on an LA-based formative assessment improves the students' comprehension of fractions.
• Using ARS for the teaching of fractions has a positive effect in terms of student motivation.

Implications for practice and/or policy

• Teachers should be given LA/ARS tools that allow them to quickly provide students with personalised mathematical instruction.
• Researchers should continue exploring these potentially beneficial educational implementations in other areas.