Teaching and Learning How to Create in Schools of Art and Design

This article describes the studio model—a cultural model of teaching and learning found in U.S. professional schools of art and design. The studio model includes the pedagogical beliefs held by professors and the pedagogical practices they use to guide students in learning how to create. This cultural model emerged from an ethnographic study of two professional schools of art and design. A total of 38 professors from a total of 15 art disciplines and design disciplines were interviewed and their studio classes were observed. A grounded theory analysis was used to allow the studio model to emerge from audio recordings of interviews and video recordings of studio classes. The model was then validated by 16 different professors at six additional art and design schools. The studio model was found to be general across art and design disciplines and at all eight institutions. The central concept of the studio model is the creative process, with three clusters of emergent themes: learning outcomes associated with the creative process, project assignments that scaffold mastery of the creative process, and classroom practices that guide students through the creative process.     

基于流媒体的教学资源素材的创作与组织

在基于流媒体的教学资源素材中,音频与视频素材是重要的构成部分,文章探讨了在音频视频素材的创作过程中涉及的行业工具,音频视频在录制、采集、编辑及优化过程中的一些经验与技巧.同时,以实例说明了SMIL语言在组织多媒体教学资源的强大功能,并讨论了在网页中嵌入SMIL语言的方法.     

支持反思活动的视频标注软件设计与应用研究

基于视频案例的反思离不开课堂观察和反思实践。在视频案例观摩基础上开展反思实践,将成为提高教师专业水平的有效途径之一。该研究从技术解决实际问题的视角出发,探索利用自主开发的视频标注软件SmartVideo提高视频案例反思的深度。通过在个体深度反思和视频俱乐部会议的两个实践场景中进行实践发现,教师对该工具的应用表现出了较为积极的态度。在促进个体深度反思方面,该工具能有效提升反思内容的多样性,丰富反思的维度,拓展反思的广度;在视频俱乐部会议方面,该工具能支撑教师反复观看视频内容,促进组内成员明确讨论主题和任务,促进讨论更加深入具体。     

基于JMF软件的音视频辅导平台的开发

结合我国目前网络带宽的特点和教学的实际需求,应用JMF软件和流媒体相关技术,采用P2P+C/S模式,开发了1个多人音视频辅导平台,解决了音视频网络传输时的带宽资源占用,音视频同步控制,用户及流媒体管理等关键问题,使师生可以进行在线音视频同步交流和讨论,提高了学生学习的兴趣和质量,满足了教学的实际需求。     

教师在线专业发展的特点和实施策略

教师在线专业发展以网络技术作支持,集文本、视频、音频于一体,通过虚拟学习社区,即在线学习者共同体中的阅读、交流、讨论和实践反思等活动来促进教师的专业提高;其核心理念是帮助教师将专业发展融于日常生活和教学实践,最大程度地促进教师的自主学习和个性化的专业发展。作为一种新的教师专业发展模式,教师在线专业发展项目的成功实施需要采取多种基于理论和实践的策略。     

利用多媒体影/音录制提高大学英语口语教学

大学英语教学改革提倡充分利用现代信息技术,然而目前在口语教学中多媒体设备更多地被用作进行输入而非输出的工具。实际上,利用多媒体影/音录制功能能够增加口语输出、强化注意、提供学习动力与输出证据。在教学实践中,需要通过"布置口语任务——多媒体影/音录制——回放"三个步骤来实现利用多媒体影/音录制功能提高英语口语输出的教学模式。在影/音"录制——回放"两个关键环节上,学生不断地监控上一次录制下来的口语输出,通过对语音、语法形式、意义、语用、表达技巧等层面上逐步加强注意,从而达到提高英语口语能力的目标。     

片头制作是音像教材的点睛之笔

片头是音像教材的重要组成部分，对于整部音像教材起着画龙点睛的作用。片头的创意和制作是对于教材字脚本中标题的艺术加工和再创作，要充分考虑到教材主题、教材内容、教师的教学思路、教学方法。教学风格及收视对象的年龄层次和欣赏水平等诸多因素。     

基于全景拍照技术的VR培训平台开发

针对虚拟现实(VR)培训内容制作专业性强、成本高这一问题,开发一套全景浏览与热点交互的VR实训开发平台,实现全景图片展示、交互热点设置、全景移动浏览、视频与音频运行及全景数据采集等功能,通过可视化编辑实现VR内容制作,大幅降低VR内容制作门槛,提高VR制作效率。     

基于流媒体的同步多媒体课件的设计与应用

通过对基于流媒体的同步多媒体课件系统方案的研究,结合数据结构课件开发实例,对流媒体课件开发的步骤作了阐述,解决了课件开发中视频／音频与电子讲稿、索引区的标题与视频／音频的同步难题．     

面向实训室的多媒体学习平台及应用——以中西面点制作专业实训室应用为例

针对实训室与数字资源教学平台实训效果差等问题,研发面向实训室实践能力培养的多媒体学习平台,包括视音频采集系统、在线学习系统和云存储系统三大部分。该平台可部署于不同专业的实训室,从不同角度采集示范操作,不仅可现场直播,还可存储资源以供点播|平台提供Andriod和IoS应用,学生学习不受时间、空间限制。将平台应用于某职校中西面点制作实训室,取得了很好的效果。     

Does adding video and subtitles to an audio lesson facilitate its comprehension?

We examined whether adding video and subtitles to an audio lesson facilitates its comprehension and whether the comprehension depends on participants' cognitive abilities, including working memory and executive functions, and where they looked during video viewing. Participants received lessons consisting of statements of facts under four conditions: audio-only, audio with verbatim subtitles, audio with relevant video, and audio with both subtitles and video. Comprehension was assessed as the accuracy in answering multiple-choice questions for content memory. We found that subtitles facilitated comprehension whereas video did not. In addition, comprehension of audio lessons with video depended on participants' cognitive abilities and eye movement pattern: a more centralized (looking mainly at the screen center) eye movement pattern predicted better comprehension as opposed to a distributed pattern (with distributed regions of interest). Thus, whether video facilitates comprehension of audio lessons depends on both learners’ cognitive abilities and where they look during video viewing.     

浅谈多媒体网络教学中的流媒体技术

通过网络播放多媒体信息,特别是视频、音频,已经成为Internet／Intranet上一种日益流行的应用。流媒体是实现网络视频和音频传输的最佳方式。本文从流媒体概念、传输方式和三种主要表现形式对流媒体做简单的阐述。     

基于视频会议技术的远程教学系统及其应用

视频会议技术集通信技术、计算机技术和视听技术于一体，为我们提供了将图像、声音等资料进行异地双向传输的最佳手段。本文对视频会议技术的发展、视频会议系统的应用进行了较为全面的论述，并介绍了利用视频会议技术构建远程实时教学系统并应用于远程教学实践的情况。     

多媒体课件的表达策略设计

表达策略设计是多媒体课件设计的一个重要环节,主要包括视听表达的心理策略设计、视听素材组接的策略设计、人机交互界面的策略设计等方面.     

Roles of a teacher and researcher during in situ professional development around the implementation of mathematical modeling tasks

Partnership with teachers for professional development has been considered beneficial because of the potential of collaborative work in the teacher’s own classroom to be relevant to practice. From this perspective, both teachers and researchers can draw on their own expertise and work as authentic partners. In this study, we address the need for such collaboration and focus on how a teacher and a researcher performed their roles when collaboratively implementing mathematical modeling tasks within a context of in situ professional development. Using multi-tier design-based research, as a framework, a researcher worked in a teacher’s classroom to implement a series of research-based mathematical modeling activities. A broad corpus of data from this interaction was analyzed, including audio recordings of interviews with the teacher, video recordings of three mathematical modeling lessons, researcher field notes and journal reflections, instructional materials, and students’ written work using the principles for designing activities for teachers. The emerging roles and relationships between the teacher and the researcher were documented, as (1) the researcher implemented the professional development, (2) the teacher shared her concerns, (3) the researcher responded to the teacher’s challenges, and (3) the teacher reflected on student development. As a case study of collaboration, the participants’ roles and strategies to overcome challenges and achieve shared objectives can benefit teachers and researchers who plan to collaboratively implement modeling in the classroom. The study supports the value and viability of this form of in situ professional development, indicating that significant changes in teachers’ thinking about their students’ mathematical model development can occur in relatively short periods of time.     

谈视唱练耳的教学内容及方案设计

视唱练耳是学习音乐的基础 ,它除了训练基本的音准、节奏感、读谱能力外 ,主要是发展学生的音乐听觉 ,使其积极地将听觉运用到表演实践中。在全国所有的音乐院校及师范院校音乐系 ,凡报考的音乐附中、专科、本科各类不同专业的考生 ,视唱练耳是必考的科目之一。     

Effects of Recording on Counselors and Clients

Early research on the effects of audio recording on counselors and clients found no adverse effects, particularly on clients. This research fostered a set of beliefs about recording which is now being extrapolated to the area of video observation. Recent research, however, does suggest that audio and, in particular, video recording has an inhibitory effect on clients and counselors. The nature of these effects on clients has been found to depend on several client characteristics. Although recording is not as inhibitory as clients expect it to be, counselors tend not to be sensitive to the inhibiting effects that do occur in their clients. Implications of recent research for counselors and counselor educators are examined.     

学前教育专业儿歌弹唱的现状与教学探讨

为了让学前教育专业的学生很好地掌握专业技能课,以儿歌弹唱为例,在课程设置的过程中,进行改革和优化教学内容,更新教学手段以培养学生的弹唱能力。     

Fostering the analytical competency of pre-service teachers in a computer-supported case-based learning environment: A matter of perspective?

Analytical competency in classroom situations can be seen as a crucial aspect of teachers' professional competency. While case-based learning is considered to have great potential for teacher education, particularly with respect to the promotion of teachers' analytical skills, there have been very few attempts to investigate the effects of corresponding instructional support. The present empirical study investigated the effects of instructional support in the form of multiple perspectives (i.e. authentic comments made by teachers and learners) and the presentation format of these perspectives in a computer-supported case-based learning environment which was based on the principles of cognitive flexibility theory. Twenty-nine foreign-language student teachers participated in the study. Experimental groups were presented with multiple perspectives in a video (plus audio track) or audio-track format. A control group did not have access to these multiple perspectives. The instructional support with multiple perspectives positively influenced learning processes and outcomes with respect to a central dimension of analytical competency – learners' ability to apply conceptual knowledge to case information. Learners with access to multiple perspectives as “audio only” outperformed learners in the “audio + video” condition, who did not substantially differ from the control group.