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1.
该文以浙江传媒学院音视频基础课实验室的建设为立足点,论述了影视艺术类高校音视频实验教学的特点和音视频实验教学模式构建的基本思路和应遵循的基本原则,详述了浙江传媒学院在教学实践中探索音视频实验教学模式的做法。 相似文献
2.
影视艺术类高校音视频教学资源库的建设与规划 总被引：2，自引：1，他引：1
钟康云 《中国现代教育装备》2008,(8):55-56
文章分析了影视艺术类高校音视频教学资源库建设存在的不足及其原因,论述了音视频教学资源库整体规划建设的内容和要求,并根据影视艺术类高校音视频教学的特点,对音视频教学资源库的建设提出了系统的思考。 相似文献
3.
一个生动的多媒体课件离不开音视频媒体。音视频媒体的加入不但可以渲染气氛、吸引注意力、强化效果,而且可以起到提高学生学习积极性,进而提高教学效果的作用。Director不但支持多种音视频文件的播放,而且可以实现其他多媒体开发软件不能实现的特殊效果。本文介绍了在Director中播放音视频文件使用的一些高级技巧。 相似文献
4.
吕元康 《湖州师范学院学报》2006,28(4):134-137
基于音视频文献的发展特点,因此综合利用音视频文献具有一定的必要性和可行性。在新的环境下,图书馆应进一步拓宽利用音视频文献资源的方法和途径,丰富文献资源,以便更好地为读者服务。 相似文献
5.
设计了基于DSP+ARM的音视频同步压缩存储实时传输系统。该系统融合DSP和ARM以及FPGA芯片对音视频进行处理,通过CCD和麦克风采集的音视频信息经FPGA处理后进入DSP完成基于H. 264/AVC的音视频同步压缩处理,完成后由ARM控制周边电路完成音视频的外接硬盘存储和RTP网络实时传输。结果表明,该系统的压缩比可达160,传输速度可达50帧/s,同步误差不超过600 ms。 相似文献
6.
一个生动的多媒体课件离不开音视频媒体。音视频媒体的加入不但可以渲染气氛、吸引注意力、强化效果,而且可以起到提高学生学习积极性,进而提高教学效果的作用。Director不但支持多种音视频文件的播放,而且可以实现其他多媒体开发软件不能实现的特殊效果。本文介绍了在Director中播放音视频文件使用的一些高级技巧。 相似文献
7.
赵雪军 《喀什师范学院学报》2015,(2)
暴恐案件的发生与暴恐音视频的传播关系极大,如何有效的遏制暴恐音视频的传播是值得思考的问题。加大法律惩处力度,提高人民的法律意识,筑牢防御网络等都是有效治理暴恐音视频的应对之策。 相似文献
8.
分布式数字音视频矩阵系统具有数字化、网络化、集成化的特点.根据具体案例,给出了一个基于网络的分布式数字音视频矩阵系统设计方案、系统基本架构和工作流程,并对系统架构的设计、音视频数据的采集与压缩、网络通信协议等关键技术进行了详细描述. 相似文献
9.
安学立 《实验室研究与探索》2012,31(3):83-85,89
结合我国目前网络带宽的特点和教学的实际需求,应用JMF软件和流媒体相关技术,采用P2P+C/S模式,开发了1个多人音视频辅导平台,解决了音视频网络传输时的带宽资源占用,音视频同步控制,用户及流媒体管理等关键问题,使师生可以进行在线音视频同步交流和讨论,提高了学生学习的兴趣和质量,满足了教学的实际需求。 相似文献
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11.
This study examined student learning outcomes for accelerated degree students as compared to conventional undergraduate students, disaggregated by class levels, to develop strategies for then closing the loop with assessment. Using the National Survey of Student Engagement, critical thinking and oral and written communication outcomes were examined. Within- and between-group learning outcome differences with freshmen and seniors in both instructional formats were tested to determine if instructional goals were met and student learning transpired. A quantitative, single case analysis method was used to determine significance with the items relating to these outcomes. Results indicated that seniors in both instructional formats typically reported greater engagement scores than freshmen, and that accelerated students tended to report more engagement than their conventional counterparts. These findings were most robust for the critical thinking outcome. Ramifications for student learning and relevant instructional formats are then explored, so as to close the loop with assessment. 相似文献
12.
The current study investigated how item formats and their inherent affordances influence test‐takers’ cognition under uncertainty. Adult participants solved content‐equivalent math items in multiple‐selection multiple‐choice and four alternative grid formats. The results indicated that participants’ affirmative response tendency (i.e., judge the given information as True) was affected by the presence of a grid, type of grid options, and their visual layouts. The item formats further affected the test scores obtained from the alternatives keyed True and the alternatives keyed False, and their psychometric properties. The current results suggest that the affordances rendered by item design can lead to markedly different test‐taker behaviors and can potentially influence test outcomes. They emphasize that a better understanding of the cognitive implications of item formats could potentially facilitate item design decisions for large‐scale educational assessments. 相似文献
13.
Jeanine Romano Tary L. Wallace Ina J. Helmick Lou M. Carey Lisa Adkins 《The Internet and Higher Education》2005,8(4):243
Growth in distance education is increasing the need to examine students' learning strategies in distance and blended learning environments. Students' cramming or spaced-review behaviors were measured and compared across delivery formats as well as examined related to course achievement and attitudes across a term. Although theory would predict that spaced study rather than last minute cramming would yield higher achievement, researchers report mixed findings in both areas. One hundred fifty-seven students in distance and blended course formats were blocked into 5 groups based on their cramming/spaced-review patterns a week prior to each of 3 posttests. Significant differences were observed in cramming/spaced-review behaviors between delivery formats and for achievement and attitudes. 相似文献
14.
The effectiveness of alternative performance appraisal formats is evaluated in terms of their contribution to selected dimensions of role clarity, and their focusing the evaluation on primary criteria as opposed to secondary criteria. The formats studied are: simple graphic rating scales, more complete graphic rating scales, and behaviorally anchored rating scales. From the viewpoint of the person being rated, the dimensions of role clarity investigated are: understanding of the performance dimension being rated, understanding of where the faculty member stands on each performance dimension, and understanding of the behavioral changes that would improve ratings on each performance dimension. Behaviorally anchored rating scales are observed to be superior to the other rating scale formats on each dimension of evaluation. 相似文献
15.
Many innovative item formats have been proposed over the past decade, but little empirical research has been conducted on their measurement properties. This study examines the reliability, efficiency, and construct validity of two innovative item formats—the figural response (FR) and constructed response (CR) formats used in a K–12 computerized science test. The item response theory (IRT) information function and confirmatory factor analysis (CFA) were employed to address the research questions. It was found that the FR items were similar to the multiple-choice (MC) items in providing information and efficiency, whereas the CR items provided noticeably more information than the MC items but tended to provide less information per minute. The CFA suggested that the innovative formats and the MC format measure similar constructs. Innovations in computerized item formats are reviewed, and the merits as well as challenges of implementing the innovative formats are discussed. 相似文献
16.
This eye-tracking study investigates how novice and expert teachers' noticing of classroom management events differs in two formats of instruction. 20 novices and 20 experts participated in the study, watching short video clips of whole-group and partner work teaching situations. Their retrospective verbal reports were analyzed for events identified as note-worthy along with their allocation of visual attention as indicators of their noticing. Experts noticed more classroom management events in the partner work format than novices. Furthermore, their noticing was characterized by a focus on student-related events. Similarly, their gaze prioritized students more than novices', particularly in the partner work format. In contrast, novice teachers' attention was more drawn to the teacher in both formats of instruction. The results show that expertise in teachers’ noticing of classroom management is characterized by a focus on students with the partner work format being more challenging for novice teachers. 相似文献
17.
Tamara van Gog K. Anders Ericsson Remy M. J. P. Rikers Fred Paas 《Educational technology research and development : ETR & D》2005,53(3):73-81
Cognitive load theory (CLT) has been successful in identifying instructional formats that are more effective and efficient
than conventional problem solving in the initial, novice phase of skill acquisition. However, recent findings regarding the
“expertise reversal effect” have begun to stimulate cognitive load theorists to broaden their horizon to the question of how
instructional design should be altered as a learner's knowledge increases. To answer this question, it is important to understand
how expertise is acquired and what fosters its development. Expert performance research, and, in particular, the theoretical
framework of deliberate practice have given us a better understanding of the principles and activities that are essential
in order to excel in a domain. This article explores how these activities and principles can be used to design instructional
formats based on CLT for higher levels of skills mastery. The value of these formats for e-learning environments in which
learning tasks can be adaptively selected on the basis of online assessments of the learner's level of expertise is discussed.
In their preparation of this article, the first and last authors were supported by an Internationalization grant from the
Netherlands Organization for Scientific Research (NWO, The Hague, project number 411-01-010). 相似文献
18.
文章提出了一种基于文档自动生成和格式自动检测的毕业设计文档管理技术。这种技术利用文档内容和格式共享模板,实现了大量文档的自动生成和格式的自动检测,解决了大量重复文档内容的手工填写和格式检测的低效和易出错的问题,提高了毕业设计文档的管理效率;同时便于进行版本控制从而保证文档一致性。利用该技术的毕业设计文档管理系统自投入到应用以来取得了满意的效果。 相似文献
19.
Matthew J. Irvin Wallace H. Hannum Claire de la Varre Thomas W. Farmer Julie Keane 《Distance Education》2012,33(3):331-345
The purpose of this study was to examine rural school district administrators’ satisfaction with distance education in the United States and to identify factors that may contribute to their satisfaction. Telephone interviews were conducted with administrators in randomly selected rural districts across the country. Analyses revealed that students’ preparation in their study and computer skills as well as the use of synchronous delivery formats were related to administrators’ satisfaction with distance education. Results imply that students’ study and computer skills should be addressed as needed and, when feasible, synchronous delivery formats used in order to possibly bolster districts’ satisfaction with and effective use of distance education. 相似文献
20.
This paper draws on a Canadian qualitative case study grounded in multiliteracies theory to describe the meaning‐making processes of four students aged 13‐14 years as they created history projects. Students were invited to explore curriculum content in self‐chosen ways and to produce presentations in a range of formats. The data we present and discuss were collected through participant observation and in‐situ interviews with four students who selected digital formats. We examine these data using multiliteracies concepts: specifically multimodality and identity texts. We argue that multimodal literacy practices have potential to bridge gaps between students' in‐school and out‐of‐school lives and underscore the importance of allowing students to draw on their out‐of‐school identities and interests to guide explorations of curriculum content. 相似文献