Contextualizing the failure of mobile TV service in Korea

A Korean version of broadcast-type mobile TV service called digital mobile/multimedia broadcasting (DMB) that started in 2005 is now considered a failure. Existing studies approach DMB's failure in commercial terms. This study discusses DMB in the sociocultural context of the new media environment into which it was inserted, where it struggled and eventually declined. With the rapid spread of smartphones and social media, the media environment was reshaped toward interactive and decentralized communication practices that were radically different than those of broadcasting-centric times. DMB with a centralized mass communication structure did not fit in well with this environment. This study shows that the success or failure of new media services may well depend on how they fit in within the larger media environment. More broadly, it shows that a contextual approach to analyzing new media technologies that employs the concept of fitness formation can be very useful.     

知识产权创造与高技术产业发展关系研究——以京津冀地区为例

选取京津冀经济圈为研究对象,估计全国1998—2015年高技术产业面板数据,在此基础上建立京津冀时间序列的VAR模型。研究结果表明:(1)全国高技术产业有效发明专利与产业发展间存在长期均衡关系,产业有效发明专利确实能带动产业发展;(2)RD活动内部经费支出对全国高技术产业发展作用最明显,而RD活动人员全时当量对产业发展具有不显著的负影响;(3)京津冀高技术产业有效发明专利和产业发展之间存在双向互动关系。     

知识型人才流动与产业集群发展互动关系研究

知识型人才与产业集群发展密切相关。通过论述知识型人才流动和产业集群发展的现状,分析知识型人才流动对产业集群发展的促进、阻碍影响。运用生命周期理论分析产业集群在发展的不同阶段对知识型人才流动的吸引与排斥影响,发现当前知识型人才流动与产业集群发展互动过程中产生的缺乏合作观念、区域发展不平衡、创新能力不足以及人才市场不完善等问题。提出加大宣传力度、树立合作共赢观念,全面统筹规划、促进区域协调发展,推动机制改革、加强提高自主创新能力,加强引导、完善人才网络等解决措施。     

工商管理课程互动式案例教学探讨

文章通过介绍课堂讨论互动式案例教学、课堂专题案例互动式研讨、课堂案例实例互动模拟教学法,利用“能量守恒定律”,力争在互动式案例教学中达到最佳教学效果。激发学生学习的积极性、主动性、创造性,培养学生分析和解决问题能力,从而最终提高学生理论水平和实际运用能力,发挥学生在学习中的主体地位。并对管理类案例互动式案例教学实践进行探讨,旨在探索一条行之有效的教学模式提高教学质量和教学效果,希望形成一套完整的互动式案例教学方法体系。     

对外汉语游戏型互动教学模式探析

随着信息技术的发展,教育游戏在教学中应用的研究正在兴起,然而如何有效的应用游戏进行教学是当前研究的难点。笔者结合当前的汉语学习热,建构了对外汉语游戏型互动教学模式,并对其进行了详细的阐述,以期促进对外汉语的教学以及对游戏在教学中的应用有点滴启示。     

中小学校长信息素养与学校互动发展的实证研究

在基础教育信息化建设中,校长信息素养影响着学校教育信息化的发展与深层次应用。基于实证分析,从不同条件视角来分析校长信息素养的差异性,探究在学校教育信息化过程中校长信息素养与学校信息化建设乃至学校发展之间的互动关系,为教育信息化决策与校长专业发展提供依据。     

Assessing and tracking students’ problem solving performances in anchored learning environments

The purpose of this randomized experiment was to compare the performance of high-, average-, and low-achieving middle school students who were assessed with parallel versions of a computer-based test (CBT) or a paper-pencil test (PPT). Tests delivered in interactive, immersive environments like the CBT may have the advantage of providing teachers with diagnostic tools that can lead to instruction tailored to the needs of students at different achievement levels. To test the feasibility of CBT, students were randomly assigned to the CBT or PPT test conditions to measure what they had learned from an instructional method called enhanced anchored math instruction. Both assessment methods showed that students benefited from instruction and differentiated students by achievement status. The navigation maps generated from the CBT revealed that the low-achieving students were able to navigate the test, spent about the same amount of time solving the subproblems as the more advanced students, and made use of the learning scaffolds.

模仿还是叙事？——试论摄像记者的角色表现

电视画面的叙事作用关系到摄像记者在电视新闻报道中的工作属性和地位,对电视画面“证实性”的过分强调,只会将电视摄像的工作带向简单“模仿”现实的误区。从电视画面的生成机制来看,任何画面语言背后都有或强或弱的叙事声音,画面背后的叙事存在主要表现为选择、组合与评价。     

视觉文化语境下的形象片

形象片与现时代视觉文化的飞速发展密不可分.今日社会的形象表现力更是日新月异,伴随而来的是观众视觉经验的不断积累以及观众对世界认知的调整.形象片深受视觉文化的积极推动,而视觉文化也给形象片带来了新的挑战:淹没于形象浪潮中的人们对视觉符号的要求愈加挑剔,普通的视觉形象及其表现方式已经难以满足人们的需求.于是形象片就需要进一步激发形象内在的潜力,从而吸引更多的片刻的眼球.本文把形象片放在视觉文化的语境之下,对形象片的视觉表达进行了分析.     

Chemistry problem solving instruction: a comparison of three computer-based formats for learning from hierarchical network problem representations

Within the cognitive load theory framework, we designed and compared three alternative instructional solution formats that can be derived from a common static hierarchical network representation depicting problem structure. The interactive-solution format permitted students to search in self-controlled manner for solution steps, static-solution format displayed all solutions steps, and no-solution format did not have solution steps. When we matched instructional time across the formats, in relation to the complex molarity problems rather than the dilution problems, differential transfer performance existed between the static-solution or no-solution formats and the interactive-solution format, but not between the static-solution format and no-solution format. The manner in which learners interact with the static-solution and no-solution formats depends on their level of expertise in the chemistry domain. With considerable learner expertise, provision of solution steps may be redundant incurring extraneous cognitive load. Absence of the solution steps may not have left sufficient cognitive capacity for germane cognitive load as some beginning learners lacked the prior knowledge to deduce the solution steps. Searching for solution steps presumably incurred extraneous cognitive load which interfered with learning and hence, in the interactive-solution format, it outweighed the benefit of engaging in self-regulated interaction with the content. Hence, cognitive load theory is a promising tool to predict the mental load associated with learning from the three alternative computer-based instructional formats.