修改和定制Android音频策略——以车载导航仪为例

文章在分析Android原生的音频架构基础上,结合实际产品——车载导航仪的需求,对Android音频策略进行修改和定制,设计了芯片连接电路和音频策略表,开发了多音频策略输出程序,实现了多音频输出,满足了车载导航仪用户对音频设备的视听需求。     

基于IP城域网的QoS实现

IP城域网是以IP技术为核心,融合通信和计算机技术的互联网络平台,能够承载数据、语音、视频等业务,不同的业务对服务质量(QoS)有不同的要求。     

数字化音频素材的采集与格式转换技术

对模拟音频信号、多媒体光盘中音频素材以及网络流媒体音频素材的采集技术 ,在实践的基础上进行了分析、归纳 ,同时介绍了用作对当今主流音频格式进行相互转化的软件     

基于安卓系统的均衡器算法的仿真及应用

针对安卓系统原生Audio Effect 框架不支持32 bit 音频的问题,提出了采用FFmpeg 开源音视频框架自定义新的Audio Effect 框架。选用高阶音频参数多波段均衡器算法的巴特沃斯部分作为滤波,对该算法进行分析、验证和应用测试。仿真和测试结果显示,该方法可以提高均衡准确性,达到设计要求。     

录音专业英语翻译策略探究

随着现代传媒科技的发展,音频技术与艺术广泛的结合,越来越深入人们的生活。录音英语的专业性对中西方的跨文化交流形成了一定的障碍。该文通过对录音专业英语的特点进行梳理,结合尤金·奈达的等效翻译理论,力图探索出行之有效的录音专业英语翻译转化之路。     

Quality of service in the internet

Internet is currently the most popular technology for global communication and information retrieval. Hence, networking technologists involved in Internet research have the responsibility of developing technologies that support multimedia networking applications such as audio and video streaming, video emails, real-time interactive audio and video conferencing and virtual reality. This article discusses the underlying mechanisms that have been developed which augment packet switching in supporting the smooth functioning of these real-time applications.     

在开放教育中对Adobe Audition录制音频教学资源的探讨

音频资源是远程开放教育的重要教学资源,更是人类感受外界信息的重要媒介,怎样做好音频资源来服务远程开放教育教学已得到远程开放大学的日益重视。文章从现阶段我校音频资源制作的数字化现状出发,依据现代教育理论,就实际工作中的技术问题作一些探讨,解决了在音频制作中降噪的问题,并对其应用效果进行了简要阐述,提出今后的改进方向。     

浅谈视唱教学与学生音乐素质的培养和提高——高职高专音乐专业视唱练耳教学研究

视唱是《视唱练耳》课程中重要的教学内容之一,是学生学习音乐过程中实践性很强的必修内容。教师必须充分认识和把握视唱教学的基础性、实践性的特点,认真钻研教材教法,努力提高视唱教学的质量。并在教学过程中注重对学生音乐听觉、记忆、注意、想象、情感、审美、节奏感、旋律感与和声感的培养和提高。     

Programmed Learning Procedures Applied to Varied Media

The idea of presenting programmes by audio means, or of combining audio and visual development in the same programme has been late in developing. But by 1967 several teaching machines in the United Kingdom had been developed with audio capacity, although such equipment is still very much in a minority. The growth of audio-visual programming will allow the extension of Programmed Learning to a wider range of subject matter. If, for example, Programmed Learning could utilise visual material for teaching illiterates to read, this would be a great contribution to world education. In some areas, especially in the teaching of languages, audio-visual programmes are probably a necessity, although audio-only programmes have been developed for the teaching of foreign languages to English students¹ and have also been used in the teaching of reading². An advantage might also be expected for audio or audio-visual programmes in the group situation and in industrial training projects.     

构建基于Internet的高校教学视音频资源库

高校电教中心(教育技术中心)收藏有大量的传统教学视音频资源,由于各种原因,它们的使用率很低,而且随着时间的推移,这些珍贵的视音频资源将面临不能使用甚至毁灭的境地.本文从视音频材料的数字化采集、数字化视音频文件的压缩与编辑、视音频资源库网络应用平台、视音频资源库的更新与维护四个方面,探讨了如何构建一个基于Internet的教学视音频资源库,以此加强高校校园网络信息化内容建设,提高传统教学视音频资源的利用率.     

Promoting Early Literacy for Diverse Learners Using Audio and Video Technology

Practical applications of multimedia technologies that support early literacy are described and evaluated, including several variations of recorded books and stories, utilizing mainstream audio and video recording appropriate for libraries and schools. Special emphasis is given to the needs of children with disabilities and children who are acquiring a second language.     

IALL在英语视听教学上的应用

通过研究分析现行英语视听教学中存在的问题 ,在教学中引入多媒体语言教学网络辅助模式 (即InternetAidLanguageLearning ,简称为IALL ) ,可较大程度上改变英语视听教学的落后状况 ,从而提高英语视听教学的前卫性、全面性及信息化程度。     

Reading,listening and feeling: audio feedback as a component of an inclusive learning culture at universities

Feedback on student performance is an important part of university assessment procedures. However, effective feedback is hampered by various obstacles. The growing heterogeneity of the student body increases these barriers, particularly with regard to the reception of feedback. One strategy to overcome these obstacles can be to communicate feedback in the form of audio files. The study presented here tested the possibilities of this procedure by giving students feedback, both as an audio file and in writing. The survey shows that some of the students find audio feedback particularly easy to assimilate, while others prefer written feedback. The aim of the study was to go beyond the level of simplistic evaluation (better–worse), and to be able to make more nuanced statements about the strengths and also the weaknesses of audio feedback. All the students stated that they felt the audio feedback was more personal and appreciative than the written feedback. It becomes clear that the different needs of students can best be catered for with a variety of forms of communication. Audio feedback cannot be considered a comprehensive solution to the different problems associated with feedback, but it can contribute to the development of an inclusive university.     

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.     

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.     

Music in Audio‐visual Materials

Music has an important place in theatre productions and in instructional audiovisual material. Why is this, what functions has the music and what are its effects? Literature on music in audio‐visual material and on its design is very scarce. The concept of music and its characteristics are described in some detail, indicating that music per se has no referential meaning. The theory is presented that music has an emotional effect that can be manipulated by the developer of audio‐visual material. On the other hand, music offers resources for commenting and structuring audio‐visual material.     

Multimedia resources designed to support learning from written proofs: an eye-movement study

This paper presents two studies of an intervention designed to help undergraduates comprehend mathematical proofs. The intervention used multimedia resources that presented proofs with audio commentary and visual animations designed to focus attention on logical relationships. In study 1, students studied an e-Proof or a standard written proof and their comprehension was assessed in both immediate and delayed tests; the groups performed similarly at immediate test, but the e-Proof group exhibited poorer retention. Study 2 accounted for this unexpected result by using eye-movement analyses to demonstrate that participants who studied an e-Proof exhibited less processing effort when not listening to the audio commentary. We suggest that the extra support offered by e-Proofs disrupts the processes by which students organise information, and thus restricts the extent to which their new understanding is integrated with existing knowledge. We discuss the implications of these results for evaluating teaching innovations and for supporting proof comprehension.     

计算机数字音频声源的应用

通过多媒体计算机来实现的数字音频技术,使通过“模仿”后又得到“还原”的声音,具备干净、圆润、没有错误的特点,且音源控制判断简便,在音乐制作中被广泛应用·目前数字音频在实际应用中存在着局限性,应进一步拓展应用它·     

提高多媒体教室视听信噪比的措施

多媒体教室噪声问题常常影响整个系统放声效果和图象质量 ,不能体现教学过程的最优化。确保较“干净”的电源向音视频系统供电 ;隔绝由外界噪声产生的干扰噪声 ;音视频系统的信号传输正确配接是提高线路抗干扰能力的前提 ;建立屏蔽系统和接地网络是抑制电磁噪声的最基本有效方法