Effects of Videotape Mediation on the Development of Skills in Audiovisual Instruction

This study investigated whether videotape‐mediated instruction has any effect on the learning of the principles of audiovisual instruction, and on the development of practical skills. A total of 100 students were used as the sample population, 50 students (control group) receiving lectures on the selected concepts and the other 50 (experimental group) receiving both videotaped and lecture‐based instruction. Results indicated that the experimental group gained more, in general, than did the control group.     

Media utilization by faculty at the university of Qatar

Conclusions The findings of this study revealed that the science and education faculties of are more apt to use audiovisual media than the other faculty members. Transparencies, 16 mm films, and video programs are the most frequently used media. In general, the faculty believed that audiovisual media made significant contributions in the teaching/learning process. They also indicated some obstacles to the utilization of audiovisual media such as: lack of time to select and preview materials; the language of materials; and insufficient variety of materials to correlate with the curriculum. The majority of faculty members indicated that educational technology services are very adequate, while one third of the faculty did have problems particularly in the production of audiovisual materials. Almost half of the faculty members cannot operate one or more categories of audiovisual equipment.     

在线学习视听课程教学过程探析

学生进行在线学习时,大多数使用视听课程进行学习,其学习环境、学习材料与面授课堂学习有很大的不同。通过实地观察得到视听课程教学情况,对其记录、教学分析,发现其中问题,提出改进建议,以供类似课程参考和借鉴。     

关于电大教材建设适应远程开放教育发展需要的思考

远程开放教育对电大教材建设提出了新的要求，必须遵循远程教育的规律和特点，正视存在的问题，按照学生自主学习需要加强字教材建设，开发建设多媒体教学资源，充分发挥音像教材作用，形成具有特色的电大远程开放教育教材体系。     

The Interplay Between Multisensory Associative Learning and IQ in Children

This study assessed the developmental profile of unisensory and multisensory processes, and their contribution to children's intellectual abilities (8- and 11-year olds, N = 38, compared to adults, N = 19) using a simple audiovisual detection task and three incidental associative learning tasks with different sensory signals: visual-verbal with pseudowords, novel audiovisual, and visual-visual. The level of immaturity throughout childhood was dependent on both, the sensory signal type and the task. Associative learning was significantly enhanced with verbal sounds, compared to novel audiovisual and unisensory visual learning. Visual-verbal learning was also the best predictor of children's general intellectual abilities. The results demonstrate a separate developmental trajectory for visual and verbal multisensory processes and independent contributions to the development of cognitive abilities throughout childhood.     

高校图书馆多媒体视听区建设与思考

多媒体视听区是高校图书馆提供音视频资源使用和用户自主学习的场所,是图书馆资源服务空间建设中不可缺少的组成部分。通过分析视听区的设计理念和网络化、数字化、多元化的服务特点,阐述以用户需求为中心,视听区在满足用户学习、文化休闲需要等方面的影响,探讨视听区今后的发展设想。     

Does an Audiovisual Dissection Manual Improve Medical Students' Learning in the Gross Anatomy Dissection Course?

The gross anatomy dissection course is considered to be one of the most important subjects in medical school. Advancing technology facilitates the production of e-learning material that can improve the learning of topographic anatomy during the course. The purpose of this study was to examine a locally produced audiovisual dissection manual's effects on performance in dissection, formal knowledge gained, motivation, emotions, learning behavior, and learning efficiency of the medical students. The results, combined with the total effort put into the production of the manual, should support decisions on further implementation of this kind of audiovisual e-learning resource into the university's curriculum. First-year medical students (n = 279) were randomly divided into three groups for two weeks within the regular dissection course hours during the dissection of the anterior and posterior triangles of the neck. Two groups received an audiovisual dissection manual (n = 96) or an improved written manual (n = 94) as an intervention, the control group (n = 89) received the standard dissection manual. After dissection, each student filled out tests and surveys and their dissections were evaluated. The audiovisual dissection manual did not have any significant positive effects on the examined parameters. The effects of the audiovisual dissection manual on the medical students' learning experience, as observed in this study, did not support further curriculum implementation of this kind of e-learning resource. This study can serve as an orientation for further evaluation and design of e-learning resources for the gross anatomy dissection course.     

Researching embodied learning by using videographic participation for data collection and audiovisual narratives for dissemination – illustrated by the encounter between two acrobats

The article concerns doing ethnography in education and it reflects upon using ‘videographic participation’ for data collection and the concept of ‘audiovisual narratives’ for dissemination, which is inspired by the idea of developing academic video. The article takes a narrative approach to qualitative research and presents a case from contemporary circus education examining embodied learning, whereas the particular focus in this article is methodology and the development of a dissemination strategy for empirical material generated through videographic participation. Drawing on contributions concerned with the senses from the field of sport sciences and from the field of visual anthropology and sensory ethnography, the article concludes that using videographic participation and creating audiovisual narratives might be a good option to capture the multisensuous dimensions of a learning situation.     

柔性管理原则在学员学习心理调整中的运用

“以人为本”的柔性管理是在研究人的心理和行为规律的基础上，采用非强制的方式，在人们心目中产生一种潜在的说服力，从而把组织意志变为人们自觉行动的管理。针对社会转型、发展期间电大成人学员存在着学习动机功利性、学习速成性、厌学和考试过关等心理，分别运用柔性管理中的“内在重于外在、心理重于物理、肯定重于否定、个体重于群体及执教重于执纪”等五个基本原则尝试解决电大成人学员的学习心理障碍。     

Comment and summary: A mine of possible applications

Summary In summary, then, what have the contributors said? They have impressed upon us the need for analytic, dimensional study of audiovisual devices. This recommendation comes especially from Glaser and Postman. To this recommendation Kendler would want to add: the analytic study should be theoretically oriented. In this latter recommendation, Luchins would probably concur, though his theory will be different, influenced as it is by Gestalt tradition and by his great concern for process. Luchins’ concern is a well-placed one, and one of the signal contributions of Gestalt theory to the study of learning has always been its insistence on such concern. The kind of stimulusresponse theory espoused by Kendler is also concerned with process, and a working together of stimulus-response mediation theory and Gestalt theory, it seems to me, is quite possible. McDonald reminds us not to neglect the motivational properties of audiovisual devices. This, indeed, may be their specific function. Even when it cannot be demonstrated that they directly produce learning which is better, or more efficient, or more productive of understanding than learning by ordinary classroom procedures, they still may have an advantage in motivating interest and in providing something like stimulus predifferentiation     

基于建构主义理论的英语专业视听材料库的构建

随着多媒体辅助教学的开展,英语专业视听说课应运而生,新颖的教学模式激发了学生的学习兴趣,并很快成为英语专业的一门必修课.然而,视频材料库的缺乏导致了选材随意性的增加,使该课逐渐沦为影视娱乐课,与该课程的教学目标差之千里.基于建构主义理论有关学习的基本要素,建立科学的视听材料系统,有助于促进英语视听说课实现预定的教学目标,达到理想的教学效果.     

Message design for mobile learning: Learning theories,human cognition and design principles

The demands of an increasingly knowledge‐based society and the dramatic advances in mobile phone technology are combining to spur the growth of mobile learning (mLearning). However, for mLearning to attain its full potential, it is essential to develop pedagogy and instructional design tailored to the needs of this new learning environment. At present, there is a lack of research on message design for mLearning. Towards these ends, this paper explores the principles and processes of message design for mLearning, including the influence of learning and cognitive theories, human–computer interaction principles, devices and methodologies. And it presents a number of practical guidelines for designing instructional messages for mLearning.     

区域教育改进:理论与发展模型

立足当代区域教育改进实践,基于发展理论,从经济社会发展背景与教育发展基本趋势的宏观视野出发,就我国区域教育改进的形态、阶段、路径演进、驱动力及目标的实现方式等建立基于规律性认识的基本发展方式模型;探求区域教育改进发生、发展的适应性、创新性、可持续性的原理性依据,从而作为区域教育实验的一般性理论假设,构成区域教育发展方式选择的原理之基,支撑区域教育设计与改进路径的基本判断.     

Ten Key Principles Supporting the Accomplishment-Based Curriculum Development Model

The Accomplishment-Based Curriculum Development system is based on ten key principles which provide a cohesive framework for the processes of human performance technology and instructional design. These ten principles are: the performance equation; the basic progression of performance; the processes of front-end analysis; the three types of behavior characteristics; logic regarding information storage and retrieval; the general tactics of instruction; the relationship of learning problems and special instructional tactics; the process of instructional design; the progression of materials development; and the relationship between analysis and evaluation. This article provides an overview of each principle, outlines the connections that link the individual principles into an integrated system of human performance technology and instructional design, and compares these principles to the work of others in the field. Finally, this article serves to document the contributions made by Joe Harless to the disciplines of human performance technology and to instructional design.     

影视翻译的单位:场景—语篇

确定影视翻译单位的前提是要认识到影视语言的综合性特点,即必须同时考虑到影视语言的两个有机组成部分——人物语言和画面语言,两者共同构成了影视语言的有机整体。基于此,从语篇的视角提出影视翻译单位,即"语篇—场景",反映了影视语言的特点,具有实践上的可操作性。     

现代信息技术辅助大学英语视听说教学的优势及前景

现代信息技术辅助外语教学已成为大学英语教学改革的方向和趋势。利用现代信息技术辅助大学英语视听说教学较传统教学模式有许多优势:它有利于教师角色的转变,有利于促成学生的自主学习,有利于加强师生互动,激发学生的学习热情。而且,这种教学模式在教育体系中有着广泛的应用和发展前景。通过具体分析,现代信息技术辅助大学英语视听说教学的优势及其应用和发展前景得到了论证。     

Students’ engagement in different STEM learning environments: integrated STEM education as promising practice?

In this paper, we explore how students’ engagement varies in different STEM (Science, Technology, Engineering, Mathematics) learning environments. More specifically, we focus on the significance of a learning environment applying an integrated STEM (iSTEM) approach and the significance of STEM learning environments’ student-centredness. Moreover, we explore the relative importance of different student-centred principles (lesson plan and implementation, communicative interactions, student-teacher relationships) for students’ engagement in the STEM learning environment. Applying a mixed-method approach, we draw from observational data of 24 STEM lessons in combination with data from seven focus groups with 67 grade 9 students. The quantitative findings, based on the observational data, show that a learning environment applying an iSTEM approach seems to support students’ engagement. Further investigation made it clear that the student-centredness in this learning environment is especially significant. Regarding the specific student-centred principles, all principles had a significant impact on students’ engagement. The focus group data make clear that, besides student-centredness, the integrative aspect and the use of authentic real-world problems in iSTEM can also be engaging for students. These results indicate that iSTEM is a good practice to engage students in the STEM learning environment, as it facilitates teachers’ implementation of a general student-centred approach.     

Developing an audiovisual notebook as a self‐learning tool in histology: Perceptions of teachers and students

Videos can be used as didactic tools for self‐learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four questionnaires with items about information, images, text and music, and filmmaking were used to investigate students' (n = 115) and teachers' perceptions (n = 28) regarding the development of a video focused on a histological technique. The results show that both students and teachers significantly prioritize informative components, images and filmmaking more than text and music. The scores were significantly higher for teachers than for students for all four components analyzed. The highest scores were given to items related to practical and medically oriented elements, and the lowest values were given to theoretical and complementary elements. For most items, there were no differences between genders. A strong positive correlation was found between the scores given to each item by teachers and students. These results show that both students' and teachers' perceptions tend to coincide for most items, and suggest that audiovisual notebooks developed by students would emphasize the same items as those perceived by teachers to be the most relevant. Further, these findings suggest that the use of video as an audiovisual learning notebook would not only preserve the curricular objectives but would also offer the advantages of self‐learning processes. Anat Sci Educ 7: 209–218. © 2013 American Association of Anatomists.     

非英语专业学生英语口语水平与学习动机的相关研究

通过对58名非英语专业学生英语口语水平的调查研究发现:被试的英语口语水平与学习动机存在显著相关。基于以上发现,在今后的大学英语视听说教学中,教师要关注学生英语口语学习的需要,设计趣味性的英语口语活动并增强学生英语口语学习的信心。     

Using Open Learning Methods Effectively in a Developing Country

Abstract

Based on personal experience, this article examines the value and practicality of using open learning methods and audiovisual materials in a developing country. It also suggests a method by which a strategy for using open learning in developing countries may be developed.