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.     

From School Counselor to Counselor Educator: A Phenomenological Study

Through a phenomenological study, the experiences of 8 early‐career school counselor educators who entered academia directly from positions as P–12 school counselors were examined. Results revealed that the participants experienced numerous challenges and supports related to their transition. Recommendations for counselor educators, doctoral students, and new faculty are provided.     

Hypervideo

Methods for incorporating video in hypermedia programs are discussed in this article. Hypermedia is defined, and linear and interactive video are contrasted. It is argued that hypermedia presents unique problems in knowledge representation affecting video production, and that techniques are required differing from those for linear video and other forms of interactive video. Suggestions are made for giving interactive video the “look and feel” of hypermedia that primarily involve condensing information and accelerating presentation pace. They are based on the authors' experiences evaluating interactive media and creating “compressed” video programs. Existing media and visual ability research is re-interpreted to support these interactive, “hypervideo” methods.     

Proposed Guidelines for Operating Counselor Education and Supervision Training Clinics

The purpose of this article is to justify and present a set of guidelines for the effective and ethical administration of counselor education and supervision training clinics. Responding directly to a call for creating guidelines, the authors address core issues surrounding their development. Benefits for clear and accessible guidelines and risks associated with their absence are covered. Drawing upon existing contributions from the field and related professions, guidelines are proposed along with a plan for their approval and implementation in counselor education training clinics.     

Lights,Camera, Action: Facilitating the Design and Production of Effective Instructional Videos

This paper outlines a rudimentary process intended to guide faculty in K-12 and higher education through the steps involved to produce video for their classes. The process comprises four steps: planning, development, delivery and reflection. Each step is infused with instructional design information intended to support the collaboration between instructional support staff and faculty to produce video that will be meaningful to students and support their success in a class. In outlining this approach, the paper also explores technological and pedagogical considerations related to each of these steps that can help faculty and staff determine how best to incorporate video into online classes. Finally, supported by research on best video practices and with examples from our own experiences as instructional designers and instructors, the paper outlines how these steps relate to four broad categories of video: introduce, model, explain/inform and feedback.     

Video as a tool for fostering productive discussions in mathematics professional development

This article explores the use of classroom video as a tool for fostering productive discussions about teaching and learning. The setting for our research is a 2-year mathematics professional development program, based on the Problem-Solving Cycle model. This model relies on video from the teachers’ own classrooms and emphasizes creating a community in which members feel comfortable learning from video. We describe our experiences carrying out the Problem-Solving Cycle model, focusing on our use of video, our efforts to promote a supportive and analytical environment, and the ways in which teachers’ conversations around video developed over a 2-year period.     

Experiences of HIV/AIDS Counselors in Zimbabwe and Their Perceptions on the State of HIV/AIDS Counseling in Zimbabwe

This study investigated Zimbabwean counselors' experiences of providing HIV/AIDS counseling and their perceptions about the state of HIV/AIDS counseling in Zimbabwe. The participants were a diverse group of counselors, 30 through 59 years of age, who provided counseling services to HIV/AIDS clients. Participants thought HIV/AIDS counselors in Zimbabwe received minimal support and supervision and were undertrained. They identified that the first sessions with clients were the most difficult. They also found it problematic to work with couples who were serodiscordant (one partner who is HIV positive and the other HIV negative) and couples wanting children. The later stages of the counseling process were also found to be challenging. Though the participants acknowledged they had negative psychological experiences when counseling HIV/AIDS clients, they also expressed feelings of satisfaction and fulfillment in their work.     

Counselor Educators' Experiences Preparing Preservice School Counselors: A Phenomenological Study

The authors conducted a phenomenological study to explore the experiences of 32 school counselor educators preparing preservice school counselors. Analysis of data from 3 focus groups revealed 3 themes: breadth versus depth, balancing specialties and professor partiality, and preparation versus practice. These results highlight the need for collaboration across counseling specialties at the preservice level.     

Video production in content-area pedagogy: a scoping study of the research literature

Video production offers a way for students to learn content-area knowledge while simultaneously developing technology skills deemed important in contemporary society. Yet, the research has not been examined in a systematic way to reveal how these types of projects are oriented to align to instructional goals or how learning is investigated when they are implemented as part of content-area pedagogy. A scoping study was conducted to review the research literature on implementation of student video production in content-area classrooms. A total of 61 studies published from 2006 through 2017 were selected and analyzed through a systematic process. Findings suggest that video production projects were conducted to meet information, performance, composition, literacy, or creativity learning goals in content-area classrooms. Strategies used to investigate student learning included evaluation of learner perceptions, analysis of the process of creating video, assessment of the final video project, or a combination of these approaches.     

Analyzing on-line video club discussions focused on formative assessment

The goal of this qualitative study was to examine teacher noticing of specific interactions related to the formative assessment process during teachers' participation in an on-line video club. Nineteen teachers used an electronic video coaching platform, Edthena to view peers' videos and provide electronic feedback specific to the formative assessment process. Seven hundred and twenty-seven comments by participants were analyzed for both topics of comments related to interactive formative assessment and the type of response. The findings revealed that comments within the on-line video club focused predominantly on one aspect of formative assessment, questioning. Additionally, teachers were most comfortable validating fellow teachers' practices as opposed to providing recommendations for future practice. Implications for future use of on-line video clubs are included.     

Counselor Education and Supervision: 2018 Annual Review

The authors reviewed 114 articles regarding counselor education and supervision published in professional counseling journals during 2018. The articles represented a range of methodologies, providing insight into current supervision, teaching and training, stakeholder experiences, and professional issues. Implications include a need for research regarding online teaching and learning as well as exploring supervision’s influence on counseling skill and effectiveness.     

Crisis in the Curriculum? New Counselors' Crisis Preparation,Experiences, and Self‐Efficacy

Professional counselors are responsible for providing crisis assessment, referral, and intervention ( Council for Accreditation of Counseling and Related Educational Programs, 2009 ); however, little is known about their preparation and experiences in these areas. This study examined new professional counselors' (N= 193) crisis intervention preparation, crisis intervention self‐efficacy, and crisis intervention experiences. Although participants had limited crisis preparation during their master's programs, most engaged in crisis intervention during their field experiences. Implications for continuing education and counselor education are explored.     

Experiences of Motherhood in Counselor Education

This phenomenological study examined 20 tenured and nontenured counselor educators regarding their experiences of motherhood and academia. Two central themes from the interviews emerged: environmental influences (including position flexibility, experienced discrimination, and felt support) and choices and circumstances (including defining and establishing boundaries and accepting decisions). Findings are important for understanding academic mothers’ experiences and underscore the need for additional research in the field that specifically addresses these issues.     

多媒体教学课件中音视频文件的格式与制作

从资源库建设角度出发,论述了制作多媒体教学课件常用的音视频文件格式以及格式间的转换、音视频文件的采集等问题.     

从《懿畜前编》的成书谈黄道周的史学观

《懿畜前编》是黄道周的代表性史著之一,其成书主要取材于历代正史,录选并评述自汉迄宋十二位历史人物。文章拟将《懿畜前编》与《三国志》、《晋书》、《新唐书》、《旧唐书》、《宋史》等作对照研究,探讨《懿畜前编》一书的成书背景、成书体例,并结合黄道周的从政生平分析黄道周的史学观,揭扬黄道周济世安民的政治抱负与不计荣辱的旷达心胸。     

Mentoring partnerships in a community technology centre: A constructionist approach for fostering equitable service learning

Mentoring programmes have gained increasing popularity in institutions of higher education to support undergraduates in community service or outreach efforts. Many of these programmes partner mentors with inner‐city youth, providing assistance in underserved communities while mentors gain experiences that connect theory and practice. Here we report on two years of fieldwork in a Community Technology Centre that created mentoring partnerships in which 36 liberal arts undergraduates engaged with local youth to design, create, and build technology projects involving graphics, video, music, and animation. We analysed over 200 field notes, which described their mentoring interactions over eight weeks and conducted exit interviews about their mentoring experiences. Our results indicate that mentors participated not just as more knowledgeable peers but also as facilitators, advisors, observers and, most importantly, as learners in this process. In the interviews, nearly all mentors reviewed assumptions about their own learning and mentoring, in addition to reflections about social issues. We discuss the importance of these findings for conceptualising mentoring as a partnership by creating more equitable interactions in service learning initiatives. We also address the role of constructionist activities in facilitating learning opportunities for both mentors and mentees.     

Counselor Education and Supervision: 2017 Inaugural Review

This article includes a review of 100 peer‐reviewed journal articles regarding counselor education and supervision published in 2017. Areas reviewed include supervision, understanding stakeholders, teaching and training, and professional issues. Publications featured a blend of research methodologies, attention to complexity in supervision and teaching, and incorporation of student experiences.     

Using a fine-grained multiple-choice response format in educational drill-and-practice video games

When using educational video games, particularly drill-and-practice video games, there are several ways of providing an answer to a quiz. The majority of paper-based options can be classified as being either multiple-choice or constructed-response. Therefore, in the process of creating an educational drill-and-practice video game, one fundamental question to be answered is which is the most appropriate response format? This paper answers this question, proposing a hybrid format that we call fine-grained multiple-choice, where the player constructs their response one element at a time, with each element chosen from a pre-defined set. A comparative study was conducted with second grade students. When comparing the impact of an educational drill-and-practice video game that uses multiple-choice with one that uses fine-grained multiple-choice, we observe that the fine-grained multiple-choice game achieved better results. However, the multiple-choice game was substantially more successful at capturing the students' interest and motivation. Considering the widespread use of the multiple-choice format in game-based learning activities, as well as in interactive activities, this research suggests rethinking what the most suitable answer format might be for each area of the curriculum and for the different types of games.     

The student with a thousand faces: from the ethics in video games to becoming a citizen

Video games, as technological and cultural artifacts of considerable influence in the contemporary society, play an important role in the construction of identities, just as other artifacts (e.g., books, newspapers, television) played for a long time. In this paper, we discuss this role by considering video games under two concepts, othering and technopoly, and focus on how these concepts demand that we deepen our understanding of the ethics of video games. We address here how the construction of identities within video games involves othering process, that is, processes through which, when signifying and identifying ??Ourselves??, we create and marginalize ??Others??. Moreover, we discuss how video games can play an important role in the legitimation of the technopoly, understood as a totalitarian regime related to science, technology and their place in our societies. Under these two concepts, understanding the ethics of video games goes beyond the controversy about their violence. The main focus of discussion should lie in how the ethics of video games is related to their part in the formation of the players?? citizenship. Examining several examples of electronic games, we consider how video games provide a rich experience in which the player has the opportunity to develop a practical wisdom (phronesis), which can lead her to be a virtuous being. However, they can be also harmful to the moral experiences of the subjects when they show unethical contents related to othering processes that are not so clearly and openly condemned as violence, as in the cases of sexism, racism or xenophobia. Rather than leading us to conclude that video games needed to be banned or censored, this argument makes us highlight their role in the (science) education of critical, socially responsible, ethical, and politically active citizens, precisely because they encompass othering processes and science, technology, and society relationships.