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1.
困境与突围——城市形象宣传片的创新路径研究 总被引：1，自引：0，他引：1
蔡夏梦 《十堰职业技术学院学报》2010,23(6):56-58
伴随着近年来城市形象宣传片的大量制作、传播,其自身也陷入了千人一面、浮光掠影、文化内涵不足、缺乏思想精神承载的困境。本文总结了目前宣传片的现状及其主要结构类型并从宣传片创作的角度提出了精准城市定位从而确定该城市的宣传片独一无二的主题和精神内涵,以及从城市中的人物切入从而承载整个城市的内涵、宣传片的诉求要兼顾受众的地理想象等对策。 相似文献
2.
Winnifred Wijnker Arthur Bakker Tamara van Gog Paul Drijvers 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3175-3197
Teachers are increasingly using video in their lessons, with various aims (eg, to raise students’ levels of conceptual knowledge or interest). Videos that can be used for educational purposes are numerous, ranging from instruction videos to fiction films. Such videos have different characteristics, for example regarding the amount and structure of information, and the audio-visual presentation. However, guidelines on which video characteristics can help to achieve specific teacher aims are lacking. As a first step towards composing such guidelines, we added a film theory perspective to educational research on videos. The study included seven science teachers, 13 videos, and 233 students (aged 13–18 years). We used teacher interviews, video analyses, student questionnaires and a cross-case analysis connecting all the data. Data analysis followed a grounded theory approach, including open and axial coding to structure the data, and the constant comparative method to interconnect them. The results showed that videos that posed questions were associated with an increase in students’ interest, and that highly informative videos with authoritative speakers were associated with an increase in students self-reported conceptual knowledge gains. Moreover, teachers often did not have explicit aims for using a particular video, and they selected and used videos in their lessons intuitively. Stimulating teachers to use videos in a more aim oriented way may make video usage more effective. From these findings, we developed a framework to assist teachers in selecting or making videos that match their aims, and a model of possible connections between teacher aims and film types as a first step towards guidelines for teachers using educational videos. 相似文献
3.
ABSTRACT The authors report outcomes of an evaluation of a ‘video club’ intervention to improve the feedback and dialogic teaching practice of 91 teachers from 11 primary schools in England. Participating teachers worked collaboratively in a sequence of six video clubs over a six-month period. To understand teacher engagement they examine videos of video club meetings; online platform use metrics; surveys; selected videos of classroom practice; focus groups; and interviews. They evaluate change in teachers’ thinking and practice using survey results for participants compared to a comparison group of non-participating teachers at the intervention schools. The survey includes a new instrument for gathering evidence of teachers’ thinking and practice in feedback. The results suggested changes in thinking and practice for teachers who self-reported as engaging highly with the intervention. They conclude by discussing the potential of video technology within professional development and the challenges of researching changes in thinking and practice. 相似文献
4.
This study examines learner enrolment purposes, perceptions on instructional activities and their relationship to learning gains in a Massive Open Online Course (MOOC) for attitudinal change regarding human trafficking. Using an author-developed survey, learners reported their perceptions on instructional activities and learning gains within the MOOC, as well as their enrolment purposes. Motivations varied with the majority of learners wanting to formulate a viewpoint or to justify their existing viewpoint, with those taking the MOOC in order to earn a formal certification reporting the highest learning gains. Overall, learners perceived lectures and videos as the most impactful instructional strategy. However, learners who reported the personal project activity as the most effective instructional strategy showed the highest learning gain. The authors discuss the instructional design considerations based on these survey results. 相似文献
5.
Sarah J. Greene 《Anatomical sciences education》2020,13(1):48-58
Dissection videos are commonly utilized in gross anatomy courses; however, the actual usage of such videos, as well as the academic impact of student use of these videos, is largely unknown. Understanding how dissection videos impact learning is important in making curricular decisions. In this study, 22 dissection videos were created to review structures identified in laboratory sessions throughout the Organ Systems 1 (OS1), 2 (OS2), and 3 (OS3) courses. Dissection videos were provided to 201 first-year medical students, and viewing data were recorded. Demographic data for age and gender identity were also collected from students. Overall, there was a significant decrease in total views (P = 0.001), the number of students who pressed play (P < 0.001), and the number of students who viewed ≥ 90% of the total length of videos (P < 0.001) from OS1 to OS3. The total adjusted time spent viewing videos was not significantly different between individual OS courses. There were some instances where significant differences existed in examination performance between those who did and did not view videos, and by time spent viewing videos. There were no significant differences in time spent viewing videos by gender. Together these data suggest that students may utilize dissection videos more at the beginning of a dissection course, although they remain an important resource throughout the year for a subset of students. 相似文献
6.
《Journal of Further & Higher Education》2012,36(1):96-100
Abstract Students in the penultimate year of a Biology degree produced pilot videos on microbiological topics using camcorders. Videos were intended for use as school teaching aids: the ‘best’ video was selected for subsequent professional production. The organisation, assessment and evaluation of the project are described. 相似文献
7.
翻转课堂、混合课堂等新型教学模式的出现,让学生可以通过在线视频提前预习知识。但是,在这种非面对面的课堂,教师无法观察到学生观看视频的状态,不易识别预期的教学难点与学生在视频学习过程中实际感知到的难点是否一致。为解决这一问题,文章通过采集学生预习视频时的交互行为数据还原学生的视频观看轨迹,采用聚类分析法来诊断学生预习视频时感知到的实际难点;同时,通过对在线测试答题正确率进行分析得到的结论、半结构化访谈中学生对视频学习难易度的反馈分别与对学生视频观看轨迹进行聚类得出的结论进行对比,发现结果趋于一致,由此验证了文章提出的难度感知诊断方法的可行性与有效性。难度感知诊断方法依靠客观行为数据更加精准地掌握学生的学习难点,为提高课堂教学效率提供了有力保障。 相似文献
8.
Online instructional anatomy videos: Student usage,self‐efficacy,and performance in upper limb regional anatomy assessment 
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下载免费PDF全文 Allied health professionals concur that a sound knowledge of practical gross anatomy is vital for the clinician, however, human anatomy courses in allied health programs have been identified as high‐risk for attrition and failure. While anatomists and clinicians agree that learning anatomy via human cadaveric instruction is the preferred method, students vary in their reaction to the cadaveric learning experience and have differing levels of anatomy self‐efficacy. This study investigated whether student self‐efficacy had an effect on student usage of supplemental instructional videos and whether the use of videos had an impact on student self‐efficacy and/or learning. Anatomy self‐efficacy differed based on gender and prior performance. Student usage of the videos varied widely and students with lower self‐efficacy were more inclined to use the resources. The provision of the videos did not improve overall cohort performance as compared to a historical cohort, however, those students that accessed all video sets experienced a greater normalized learning gain compared to students that used none or one of the four sets of videos. Student reports and usage patterns indicate that the videos were primarily used for practical class preparation and revision. Potentially, the videos represent a passive mode of teaching whereas active learning has been demonstrated to result in greater learning gains. Adapting the videos into interactive tutorials which will provide opportunity for feedback and the development of students' self‐evaluation may be more appropriate. Anat Sci Educ 11: 461–470. © 2017 American Association of Anatomists. 相似文献
9.
Three intervention methods to assist non-traditional college students in evaluating and improving their chemical and mathematical backgrounds were developed and implemented over three successive years. The goal was to improve students' self-confidence and success in the course. The first method was a one-day optional symposium featuring a variety of tutorial sessions. In the second, a pre-test helped students determine potential deficits in requisite knowledge, and topical workshops were made available outside of class time. The third method used the same assessment pre-test combined with instructional videos on selected topics drawn from the pre-test. The three approaches were compared in a formative sense with respect to 1) student identification of areas of potential weakness, 2) accessibility of each method to the non-traditional student population. The success of the third method at improving student course performance was also examined. 相似文献
10.
Still photo imaging is often used in medical evaluations of child sexual abuse (CSA) but video imaging may be superior. We aimed to compare still images to videos with respect to diagnostic agreement regarding hymenal deep notches and transections in post-pubertal females. Additionally, we evaluated the role of experience and expertise on agreement. We hypothesized that videos would result in improved diagnostic agreement of multiple evaluators as compared to still photos. This was a prospective quasi-experimental study using imaging modality as the quasi-independent variable. The dependent variable was diagnostic agreement of participants regarding presence/absence of findings indicating penetrative trauma on non-acute post-pubertal genital exams. Participants were medical personnel who regularly perform CSA exams. Diagnostic agreement was evaluated utilizing a retrospective selection of videos and still photos obtained directly from the videos. Videos and still photos were embedded into an on-line survey as sixteen cases. One-hundred sixteen participants completed the study. Participant diagnosis was more likely to agree with study center diagnosis when using video (p < 0.01). Use of video resulted in statistically significant changes in diagnosis in four of eight cases. In two cases, the diagnosis of the majority of participants changed from no hymenal transection to transection present. No difference in agreement was found based on experience or expertise. Use of video vs. still images resulted in increased agreement with original examiner and changes in diagnostic impressions in review of CSA exams. Further study is warranted, as video imaging may have significant impacts on diagnosis. 相似文献
11.
Varun Saxena Pradeep Natarajan Patricia S. O'Sullivan Sharad Jain 《Anatomical sciences education》2008,1(4):159-165
Medical schools have reduced the time allotted to anatomy instruction. Consequently, schools engage students in more independent settings using information and communication technologies (ICT). There has been limited research in the use of video aids, a type of ICT, to enhance anatomy examination performance. The objective of this study is to describe the design, usage, and effect on examination performance of eight locally developed instructional anatomy videos. First‐year UCSF medical students (n = 141) had access to the videos. They reported their video usage, reason for usage, and satisfaction. The prior year students (n = 141) served as a historical control group. Anatomy and radiology examination performance was compared between groups while controlling for prior performance. The students with and without access to the videos did not differ in examination performance. Sixty‐one (43%) students in the experimental group responded to the survey. Of these, 79% reported using at least one video, viewing an average of 4.75 of the eight videos. They watched 3.27 (SD = 1.57, range 1–5) of the five anatomy videos and 1.48 (SD = 1.35; range 0–3) of the three radiology videos. In a regression analysis controlling for age and MCAT scores, using the anatomy videos at least once improved anatomy examination performance by 3.4% (P‐value = 0.007). There was no relationship between radiology video usage and radiology exam score. Video resource availability did not enhance student performance in anatomy and radiology. However, when analyzing performance for those whom we knew level of video use, there was a statistically different and higher anatomy achievement. Anat Sci Ed, 2008. © 2008 American Association of Anatomists. 相似文献
12.
张艳萍 《福建工程学院学报》2022,(2):141-147
以抖音为代表的短视频成为城市形象传播新载体,通过全新的传播符号构建了城市形象。利用内容分析与个案研究法,通过传播符号学理论分析短视频城市形象建构原理,以重庆网红城市形象符号建构为例,总结短视频城市符号挖掘规律与传播策略。在UGC为主的短视频生产模式下,利用短视频社交化传播方式优势,通过对城市形象符号的挖掘,能够塑造、提升与扭转城市形象。城市形象建构可以借助自然景观、历史文化、标志性符号等多种元素,引导短视频用户对城市形象相关短视频生产与传播,发挥短视频在城市形象建设与传播的优势。 相似文献
13.
Well-designed instructional videos are powerful tools for helping students learn and prompting students to use generative strategies while learning from videos further bolsters their effectiveness. However, little is known about how individual differences in motivational factors, such as achievement goals, relate to how students learn within multimedia environments that include instructional videos and generative strategies. Therefore, in this study, we explored how achievement goals predicted undergraduate students’ behaviors when learning with instructional videos that required students to answer practice questions between videos, as well as how those activities predicted subsequent unit exam performance one week later. Additionally, we tested the best measurement models for modeling achievement goals between traditional confirmatory factor analysis and bifactor confirmatory factor analysis. The bifactor model fit our data best and was used for all subsequent analyses. Results indicated that stronger mastery goal endorsement predicted performance on the practice questions in the multimedia learning environment, which in turn positively predicted unit exam performance. In addition, students’ time spent watching videos positively predicted practice question performance. Taken together, this research emphasizes the availing role of adaptive motivations, like mastery goals, in learning from instructional videos that prompt the use of generative learning strategies. 相似文献
14.
Jari Multisilta 《Education and Information Technologies》2014,19(3):655-666
The use of videos on the internet has grown significantly in the last few years. For example, Khan Academy has a large collection of educational videos, especially on STEM subjects, available for free on the internet. Professional panoramic video cameras are expensive and usually not easy to carry because of the large size of the equipment. Recently, at least two companies have launched a new type of product that enabled panoramic video for certain smartphone users. The aim of this article is to analyze how panoramic video can be adopted, how attractive it is for actual everyday use, how it is used today, and how technology and other solutions should develop to become popular and accessible for mainstream users in learning applications. This research is based on the qualitative research method, namely content analysis. The analysis involved 1595 panoramic videos that users posted to two panoramic video sites. The videos represent a snapshot of videos from the beginning of the panoramic video sites. The videos were classified in 22 groups. In addition, the comments and discussions related to each of the videos were analyzed. Based on the study, it is concluded that panoramic videos are not yet widely used for learning, even though they have much potential for this purpose. Panoramic videos are good for documenting complex interaction situations in settings where a lower image quality is sufficient. Typical social media features are present in panoramic video sites, but they do not provide any extra support for learning or collaboration. 相似文献
15.
张泽民 《河南师范大学学报(哲学社会科学版)》2004,31(3):67-69
毛泽东调查研究思想是在中国革命和建设的长期历史过程中逐步形成和发展的;在这里,调查研究既是一个指导原则,又是一个重要方法。在社会主义现代化建设新的历史条件下,要真正坚持和运用毛泽东调查研究思想,就必须紧密联系我国改革、发展的大局和当代世界新变化,进行新的思考,使调查研究社会化、现代化和准确化。这样做既反映了时代发展的特征和社会主义现代化建设的客观需要,又深化了对毛泽东调查研究思想的认识。 相似文献
16.
Nowadays more and more modern medical degree programs focus on self‐directed and problem‐based learning. That requires students to search for high quality and easy to retrieve online resources. YouTube is an emerging platform for learning human anatomy due to easy access and being a free service. The purpose of this study is to make a quantitative and qualitative analysis of the available human heart anatomy videos on YouTube. Using the search engine of the platform we searched for relevant videos using various keywords. Videos with irrelevant content, animal tissue, non‐English language, no sound, duplicates, and physiology focused were excluded from further elaboration. The initial search retrieved 55,525 videos, whereas only 294 qualified for further analysis. A unique scoring system was used to assess the anatomical quality and details, general quality, and the general data for each video. Our results indicate that the human heart anatomy videos available on YouTube conveyed our anatomical criteria poorly, whereas the general quality scoring found borderline. Students should be selective when looking up on public video databases as it can prove challenging, time consuming, and the anatomical information may be misleading due to absence of content review. Anatomists and institutions are encouraged to prepare and endorse good quality material and make them available online for the students. The scoring rubric used in the study comprises a valuable tool to faculty members for quality evaluation of heart anatomy videos available on social media platforms. Anat Sci Educ. 7: 12–18. © 2013 American Association of Anatomists. 相似文献
17.
Susan Ramlo 《International Journal of Research & Method in Education》2021,44(1):82-95
ABSTRACT Q methodology [Q] is a mixed method created to scientifically study subjectivity. This study uses a single-case design that offers intense analysis regarding a previous study about freedom of speech on university campuses in the US. The study provides insights regarding privilege, social justice, naivete, and speech crisis viewpoints among a variety of campus stakeholders, especially from a troubled, midsized public university in the US. Factor arrays from the earlier study (also called theoretical sorts) were combined with sorts from an individual who sorted under multiple conditions of instruction. This single-case sorter was selected from the most contentious viewpoint from the earlier study called ‘Speech Crisis’ view. This viewpoint consisted of stakeholders from the troubled public university. The operant factors that emerge from the analyses of these Q-sorts represent generalizations of feeling. This study further exemplifies that perception of a situation, including the stakeholder’s power position, can impact their subjective viewpoint creating perspectives of privilege as well as perspectives of crisis. Moreover, this expansion of an earlier study further illustrates how using a single-case Q study can enhance insight concerning an important topic while challenging the often perceived quantitative-qualitative duality. 相似文献
18.
Janet Mannheimer Zydney Amy Grincewicz 《Journal of Science Education and Technology》2011,20(6):715-728
This study investigated the connection between the use of video cases within a multimedia learning environment and students’ inquiry into a socio-scientific problem. The software program was designed based on principles from the Cognitive Flexibility Theory (CFT) and incorporated video cases of experts with differing perspectives. Seventy-nine 10th-grade students in an urban high school participated in this study. After watching the expert videos, students generated investigative questions and reflected on how their ideas changed over time. This study found a significant correlation between the time students spent watching the expert videos and their ability to consider the problem’s perspectives as well as their ability to integrate these perspectives within their questions. Moreover, problem-solving ability and time watching the videos were detected as possible influential predictors of students’ consideration of the problem’s perspectives within their questions. Although students watched all video cases in equivalent ways, one of the video cases, which incorporated multiple perspectives as opposed to just presenting one perspective, appeared most influential in helping students integrate the various perspectives into their own thinking. A qualitative analysis of students’ reflections indicated that many students appreciated the complexity, authenticity, and ethical dimensions of the problem. It also revealed that while the majority of students thought critically about the problem, some students still had naïve or simplistic ways of thinking. This study provided some preliminary evidence that offering students the opportunity to watch videos of different perspectives may influence them to think in alternative ways about a complex problem. 相似文献
19.
YouTube: An emerging tool in anatomy education 总被引：1，自引：0，他引：1
Jaffar AA 《Anatomical sciences education》2012,5(3):158-164
The use of online social networks in medical education can remodel and enhance anatomy teaching and learning; one such network is the video-sharing site YouTube. Limited research in the literature exists on the use of YouTube as a platform for anatomy education. The aim of this study is to assess student's perceptions and patterns of usage of this resource, as well as the effectiveness of YouTube videos within a problem-based learning (PBL) curriculum. The study was conducted on 91 second-year medical students for whom video links were suggested throughout the academic year. In addition, the Human Anatomy Education (HAE) Channel was launched on YouTube to support classroom teaching with videos that emphasized applied aspects of anatomy. The results demonstrated that 98% of the students used YouTube as an online information resource, albeit in different frequencies. Out of the 86% who have been to the HAE Channel, 92% agreed/strongly agreed that the channel helped them learn anatomy. The study also reports the popularity of and awareness about using YouTube as a social network as well as in learning. Based on these findings, YouTube can be considered as an effective tool to enhance anatomy instruction if the videos are scrutinized, diversified, and aimed toward course objectives. Faculty of average computer literacy should be enabled to produce videos on their own YouTube channels to support independent learning and integration in a PBL curriculum. The methods described for capturing and editing the videos can be used as a prototype. 相似文献
20.
Videos made by job candidates can be an effective means of promoting their qualifications, thus potentially helping them secure a job. However, little past research has focused on the impact of such videos on reviewers’ appraisals of a prospective candidate. Using Aristotle's means of persuasion as a methodological framework, this study first identified the most sought after candidate attributes identified by hiring firms, then explored the degree to which firm representatives felt two candidate‐generated videos demonstrated these attributes. Findings suggest reviewers deemed the attributes characterised by pathos (emotional connections) as most important and found this quality to be most evident in the videos. As such, videos may provide the means to inject pathos into a job candidate's self‐promotional materials not possible in more traditional application packages. However, while such videos offer advantages over traditional candidate collateral, their potency can elicit strong and sometimes unintended reactions. 相似文献