Teachers in a traditional video/audio design course usually divide students into small groups and ask every group doing a short film as semester project. The semester grades are given by teachers according to the proj...
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Teachers in a traditional video/audio design course usually divide students into small groups and ask every group doing a short film as semester project. The semester grades are given by teachers according to the project quality and how well that students apply the knowledge they had learned from the classes. This paper describes that how the internet technology can be applied to such traditional video/audio design course to make students learning better. The experiment involves two classes. Students in different classes do not know each others, since these two classes belong to the day-school and night-school respectively. Therefore, these two classes are seen as the Experiment Group (EG) and Traditional Group (TG) for proving the differences of the learning effects between those students (EG students) whose course is internet technology-enhanced and those students (TG students) whose course is classical one.
A framework and methodology for data collection and analysis of multi-cultural dimensions and initial observations made during the first phase of the ongoing study are discussed. The focus is on the relationship betwe...
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A framework and methodology for data collection and analysis of multi-cultural dimensions and initial observations made during the first phase of the ongoing study are discussed. The focus is on the relationship between multi-cultural dimensions and communication channels in a rich multi-modal collaboration and information technology environment deployed in a cross-disciplinary, geographically distributed teamwork course organized by the PBL LAb, at Stanford. An interesting process of compensation through the use of diverse combinations of synchronous and asynchronous communication channels. Further analysis of the data will be performed and continuous validation of the methodology and dimensions is planned for the coming A/E/C generations.
This paper presents research findings of 365 NHS Trust executives in the UK and builds on work carried out on risk perceptions and treatment in facilities management operations and business support activities in the N...
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作者：
Bailey, H.J.Thornton, N.E.Institute for Interactive Technologies
Bloomsburg University of Pennsylvania Bloomsburg Pennsylvania 17815 Dr. Harold J. Bailey:currently is Director of the Institute for Interactive Technologies at Bloomsburg University
Bloomsburg Pennsylvania. He also serves as Coordinator of the University's Master's program in Instructional Technology. His educational background includes a PhD in Curriculum and Instruction from Penn State University an M Ed. in Mathematics Education from the same institution and a BS in Mathematics from Albright College. He is the author of several books on microcomputer applications and has received the Distinguished Teaching Award at the university. During the past seven years Dr. Bailey has been actively involved with the design development production and evaluation of interactive videodisc projects. He has managed many interactive video projects and conducts interactive video workshops for interested professionals. As a frequent speaker at national and international conferences Dr. Bailey possesses broad practical experience in the teaching and development of interactive video instructional systems. Dr. Nancy E. Thornton:is Assistant Director for Research and Development of the Institute for Interactive Technologies at Bloomsburg University
Bloomsburg Pennsylvania. Her educational background includes a PhD in Educational Psychology from Arizona State University an MS in Speech and Hearing from Washington University and a BA in Psychology and Speech from the College of St. Catherine. She teaches introductory and advanced instructional design and authoring systems in the Master of Science program in Instructional Technology. Her specialty areas include instructional design learning theory and classroom applications of interactive technologies.
This article provides information about the actual and potential uses of interactive video in instruction in an effort to motivate educators to consider using this technology to improve teaching. The authors (1) descr...
This article provides information about the actual and potential uses of interactive video in instruction in an effort to motivate educators to consider using this technology to improve teaching. The authors (1) describe the continuing evolution of computer-based educational tools; (2) examine instances when an interactive videodisc provides viable instructional solutions to otherwise very difficult or impossible tasks; (3) discuss several models for delivering instruction to accommodate different learning styles and teaching methods; and (4) provide a framework for designing lessons systematically based on proven methods.
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