谈基于多媒体网络环境下教学课件的制作

文章从网络多媒体教学课件的概念出发,分析了网络教学对网络多媒体教学课件的几点要求,提出了制作网络多媒体教学课件的几项原则,并对制作网络多媒体教学课件的方法进行了阐述.     

多媒体教学课件的制作过程及要求

本文通过介绍Authorware多媒体制作软件,阐述了多媒体教学课件制作的过程、方法与技巧,提出了多媒体教学课件制作的基本要求.     

寓审美教育于音乐课堂中

本文通过介绍Authorware多媒体制作软件,阐述了多媒体教学课件制作的过程、方法与技巧,提出了多媒体教学课件制作的基本要求.     

用Powerpoint制作高等数学多媒体教学课件的几个技巧

文章分析了高等数学多媒体课件进入课堂教学的必然性,指出了制作多媒体教学课件容易忽视的问题,介绍了制作多媒体教学课件的几个技巧.     

全站仪多媒体教学的探讨

文章探讨了全站仪多媒体教学的优点、全站仪多媒体教学课件制作的原则,并且论述了全站仪多媒体教学课件开发的过程.     

析网络多媒体教学

本文从主要技术原理入手,分析了多媒体教学的特点及原理.对目前常用的多媒体教学网络系统的实现模式、技术特点进行分析比较.提出了制作网络多媒体教学课件的几项原则,并对制作网络多媒体教学课件的方法阐述了自己的见解.     

多媒体课件设计原则在课件制作中的指导作用

多媒体教学课件的设计和制作是一个庞大、复杂的工程,除了设计原则的要求和教学的要求外,还有许多问题值得我们重视.多媒体教学课件的制作必须服务于教学,其目的是改革教学手段和提高教学质量.多媒体教学课件设计和制作的每一个环境都离不开设计原则的指导.     

多媒体教学课件的制作

文章阐述了多媒体教学课件制作的必要性,并通过<机械波>这课多媒体教学课件的创作过程,详细说明了制作教学课件的一般方法和步骤.     

多媒体课件制作存在的问题与对策

多媒体教学课件对教学具有很好的辅助作用,但由于其种种不利的客观因素,使得多媒体教学课件在教学中很难发挥其应有的作用和大规模的使用.多媒体教学课件的制作是一个系统的工程,它既需要学校有良好的计算机配置和实现校园网络化,也需要教师掌握多媒体教学课件的制作技术,要研究学生,以学生为中心.根据教学内容和学生的心理特点和知识水平制作出受学生欢迎的课件.     

多媒体课件制作之我见

随着科学的发展.先进的教育技术手段进入课堂教学,多媒体教学课件被逐渐引入课堂.多媒体教学课件以图、文、声、像并茂的方式进行形象化教学,弥补了传统教学在直观感、立体感和动态感方面的不足.因此,制作多媒体课件成为教师必须掌握的一门技术.多媒体课件通常可分为演示型、自学型、练习型、模拟试验型等.制作多媒体课件首先要设计课件的结构,准备课件制作的素材,然后通过集成工具软件进行合成.     

Identifying the Learning Styles and Instructional Tool Preferences of Beginning Food Science and Human Nutrition Majors

ABSTRACT: :
Learning styles vary among individuals, and understanding which instructional tools certain learning styles prefer can be utilized to enhance student learning. Students in the introductory Food Science and Human Nutrition course (FSHN 101), taught at the Univ. of Illinois at Urbana-Champaign, were asked to complete Gregorc's Learning Style Delineator^TM, which identifies dominant learning style(s). In addition, students were asked to complete a survey that asked them to identify which instructional tools used in FSHN 101 they preferred and which they did not. All students, regardless of learning style, preferred the in-class lecture, outlined lecture notes, the WebCT site as a whole, lecture study guide questions, and example exam questions.     

Distributed Departments: A New Approach to Protecting the Vitality of Small Programs

The Texas Electronic Coalition for Physics was established in 2000 as a means of demonstrating that by linking together, small programs can maintain their vitality in higher education. Using Interactive Television, the Internet, telephones, faxes, and other electronic media, five physics programs scattered across the state of Texas formed a distributed physics department. In addition to jointly offering lecture courses, the group (i) established procedures for operating as a unified entity, (ii) encouraged research regardless of location, (iii) provided a locus for professional camaraderie, (iv) created a distance-based advanced physics laboratory course, and (v) developed assessment tools for measuring success in a distance environment. Through these, the coalition demonstrated that a distributed department can carry out all of the functions associated with a traditional department.     

Reflections on the lecture: outmoded medium or instrument of inspiration?

The traditional, didactic lecture is under attack from diverse quarters. With its origins rooted in the emergence of orality, the lecture now stands as only one of a plethora of educational communication tools, and has been subject to criticism particularly by constructivists for failing to deliver deep and effective learning experiences. This article explores the lecture's advantages and limitations in the context of evolving teaching practices and technologies, and posits that the strength of the lecture lies in its immediacy and presence. Its future survival and evolution must exploit this powerful asset to enhance student learning through engagement and interaction.     

Purpose and preference in educational podcasting

The application of podcasting for educational purposes is growing fast in universities. There are several benefits of this asynchronous, direct communication and interaction between teacher and student. Nonetheless, the benefits, the pedagogical value of podcasting the traditional lecture format, have come into question. Furthermore, issues have been raised regarding lengthy and costly download times, and the fact that students need to make time to listen to them. For these reasons, using short 3–5‐minute podcasts that summarise the lecture have been suggested. This paper explores how students interact with different types of podcasts. The study compares download and course evaluation data of a series of short‐summary podcasts with full‐lecture podcasts produced for the same university course. The findings show that students value full‐lecture podcasts as highly as the short‐summary podcasts, despite the fact that full‐lecture podcasts are downloaded to a markedly lesser degree. The cause of this anomaly appears to lie in the different purposes that dictate podcast use. The paper concludes by noting that both full‐lecture and short‐summary podcasts serve as useful tools for student learning in university contexts.     

“雨课堂”在高校党课教学中的应用探索

随着信息技术的迅猛发展,新媒体与高校党课教学深度融合已成为高校党建工作的一个创新课题。以广西医科大学为例,探索如何将"雨课堂"教学模式应用于高校党课,为高校党课教育教学改革提供新的思路和方法。     

新媒体与中国现当代文学史课程教学

在中国现当代文学史课程教学中,新媒体的使用已经成为广泛的趋势.在课程讲授方面,新媒体的介入给传统的教学行为带来了显著的变化：从“听讲”到“看讲”,大量视觉资源的引入,要求将其与文学史知识的教学合理结合.同时,新媒体的使用对学习方式也产生了深远的影响,新媒体语境下的自主性学习是培养和促进学生专业问题意识的开始.     

An Experimental Investigation of Videotaped Lectures in Online Courses

Lecture videos are often praised as a great medium of instruction in online education. There is a lack of research, however, that tests whether videos are superior to other teaching tools in online classes. This article examines whether videos are better than lecture notes and still slides in an online introductory political science course. The results show that lecture videos might not be the best tool of instruction for introductory students. Students in the non-video course gave higher evaluations of the instructor and the course and scored higher on exams.     

The conceptualization of instructional technology by teacher educators in Zimbabwe

This study examined how university lecturers in pre-service secondary school teacher education programs in Zimbabwe conceptualize instructional technology (IT) integration. Twenty-one lecturers in the colleges of education at three universities participated. Interviews were used for collecting data, and analysis was done using Miles and Huberman’s (1994) interactive data analysis model. Findings show that the conceptualization of IT and its integration by the majority of the lecturers was largely hardware in nature, with focus put on viewing technological tools as audiovisual tools or aids. Lecturers with qualifications in IT viewed IT and its integration from what Schiffman (1995) calls a narrow systems view. Most of the lecturers used technological tools for illustrating key points in their lecture delivery, and lecturers who used computers used these for lecture preparation. This is a preliminary study to understand the basis on which the broader integration of technology may be explored in the Zimbabwean context.     

篮球教学CAI课件的设计与应用研究

结合师范院校中体育教育的实际情况,在体育教学和教育技术理论与方法的指导下,对篮球CAI课件的设计制作与应用进行研究,提出了以学生为中心的设计原则,分析了篮球CAI课件的结构设计、教学内容、功能设计等方面,并对多媒体技术的应用与多媒体教学中存在的不足进行探讨.     

The interrupted learner: How distractions during live and video lectures influence learning outcomes

New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi‐year study of the first‐year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first‐year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in “non‐lecture activities” (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities—whether live or recorded—can have an important impact on learning outcomes. Anat Sci Educ 11: 366–376. © 2017 American Association of Anatomists.