Relevant bibliographies by topics / Media courses

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Academic literature on the topic 'Media courses'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Media courses"

Hammer, Rhonda. "Critical Media Literacy as Engaged Pedagogy." E-Learning and Digital Media 8, no. 4 (January 1, 2011): 357–63. http://dx.doi.org/10.2304/elea.2011.8.4.357.

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Given the escalating role of media and new media in our everyday lives, there is an urgent need for courses in Critical Media Literacy, at all levels of schooling. The empowering nature of these kinds of courses is demonstrated through a discussion of a Critical Media Literacy course taught at UCLA.

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Seaborn, Katie, Deborah I. Fels, Rob Bajko, and Jaigris Hodson. "Gamifying the Media Classroom." International Journal of Game-Based Learning 7, no. 4 (October 2017): 22–49. http://dx.doi.org/10.4018/ijgbl.2017100102.

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Gamification, or the use of game elements in non-game contexts, has become a popular and increasingly accepted method of engaging learners in educational settings. However, there have been few comparisons of different kinds of courses and students, particularly in terms of discipline and content. Additionally, little work has reported on course instructor/designer perspectives. Finally, few studies on gamification have used a conceptual framework to assess the impact on student engagement. This paper reports on findings from evaluating two gamified multimedia and social media undergraduate courses over the course of one semester. Findings from applying a multidimensional framework suggest that the gamification approach taken was moderately effective for students overall, with some elements being more engaging than others in general and for each course over time." Post-term questionnaires posed to the instructors/course designers revealed congruence with the student perspective and several challenges pre- and post-implementation, despite the use of established rules for gamifying curricula.

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Fife, Eric, C. Leigh Nelson, and Theresa B. Clarke. "Online Technological Media in the Higher Education Classroom." International Journal of Online Pedagogy and Course Design 4, no. 2 (April 2014): 35–45. http://dx.doi.org/10.4018/ijopcd.2014040103.

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An exploratory quasi-experiment of college-level students was used to examine the difference in a variety of course indicators among instructors when they did not use Twitter as a supplement to their courses, when they moderately used Twitter, and when they used Twitter a great deal in their courses. When instructors used Twitter in their classes, perceived learning via technological mediums, perceived classroom community with regard to technological media, perceived pedagogical affect, perceived course effectiveness, perceived learning performance, and perceived perception of learning from Twitter were all greater than when they did not use Twitter in their courses. Overall results of this study recommend further research and a continued focus on the usage of Twitter in the higher education classroom.

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McHaney, Roger, Merrill Warkentin, David Sachs, Michael Brian Pope, and Dustin Ormond. "Teaching Social Media in Business." Journal of Information Technology Education: Innovations in Practice 14 (2015): 039–62. http://dx.doi.org/10.28945/2164.

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The ways people connect, interact, share, and communicate have changed due to recent developments in information technology. These developments, categorized as social media, have captured the attention of business executives, technologists, and education professionals alike, and have altered many business models. Additionally, the concept of social media impacts numerous sub-disciplines within business and has become an important issue with operational, tactical, and strategic considerations. Despite this interest, many business schools do not have courses involving social media technologies and applications. In those that do, the placement and focus of the course varies considerably. This article provides motivation and insight into the process of developing an approach for effectively teaching social media use in business. Additionally, it offers implementation examples of courses taught at three major universities. The article concludes with lessons-learned that will give instructors practical guidance and ensure that social media courses taught in a business school provide students with a solid basis for integrating social media into business practice.

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Martin, Dennis G., and Carla Lloyd. "Media Planning Courses and Dedicated Software." Journalism Educator 47, no. 1 (March 1992): 38–47. http://dx.doi.org/10.1177/107769589204700104.

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Aminova, Zebo Pulatovna. "DESIGNING ESP COURSES WITH MEDIA LITERACY." Theoretical & Applied Science 98, no. 06 (June 30, 2021): 754–56. http://dx.doi.org/10.15863/tas.2021.06.98.104.

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Lang-Wojtasik, Gregor, Ronja M. Erichsen-Morgenstern, and Jörg Stratmann. "Online course: ‘Global Medial’ – Global learning through media competence and vice versa." International Journal of Development Education and Global Learning 12, no. 1 (June 30, 2020): 52–68. http://dx.doi.org/10.14324/ijdegl.12.1.05.

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Globalization and digital media have been responsible for societal and educational challenges. There are educational approaches in the field of global learning and media competence that offer options to deal with these challenges. These approaches were combined in a course called ‘Global Medial’, mainly addressing students of educational subjects (primarily teacher training) at BA/MA level. This course provides online learning-based opportunities for Japanese and German students. With reference to this course, we describe the educational approaches of global learning, media competence and their possible interlinkages. For this description, we use the taxonomy of normative, descriptive and prescriptive. We then outline the first evaluation results of a course that took place in the Autumn term of 2017/2018 and draw conclusions for follow-up courses as well as recommendations for future research.

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Gualtieri, Lisa, Gillian Javetski, and Helen Corless. "The integration of social media into courses." Future Learning 1, no. 1 (January 1, 2012): 79–102. http://dx.doi.org/10.7564/12-fule8.

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Christians, Clifford G. "Media Ethics Courses have Increased since 1977." Journalism Educator 40, no. 2 (June 1985): 17–51. http://dx.doi.org/10.1177/107769588504000206.

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Sohn, Ardyth, and Marge Bratcher. "Setting the Agenda for Media Management Courses." Journalism Educator 43, no. 1 (March 1988): 32–35. http://dx.doi.org/10.1177/107769588804300110.

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Dissertations / Theses on the topic "Media courses"

Desypris, Georgios A. "Enhancement of learning process in web-based courses using combined media components." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02sep%5FDesypris.pdf.

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Thesis (M.S. in Computer Science)--Naval Postgraduate School, September 2002.
Thesis advisor(s): Rudolph Darken, Anthony Ciavarelli. Includes bibliographical references (p. 85-86). Also available online.

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Platt, Stacy Michelle. "College Freshman Perceptions of Social Media Use for Authentic Learning in Composition Courses." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7718.

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Social media has been used as an instructional tool for authentic learning in order to enable adaptability through experimentation and action rather than passive listening and regurgitation. The problem addressed in this study is that it is not known how English composition students’ perceptions of authentic learning are impacted by the use of online social media as instructional tools. Authentic learning is characterized by multiple elements, including collaboration, reflection, and communication. The purpose of this quantitative study was to determine the perceptions of undergraduate 1st year freshmen composition students using social media as instructional tools, across 9 elements of authentic learning. Bandura’s social cognitive theory and Siemens’ theory of connectivism guided this research study:. Research questions were used to examine the relationship that exist across undergraduate freshman composition students' perceptions using social media (i.e., Facebook and Twitter) as instructional tools of the 9 elements of authentic learning. A previously validated survey instrument aligned to Herrington and Oliver’s authentic learning framework was used to collect data from 50 students and then analyzed using a Pearson product correlation. Data showed multiple statistical significances and revealed that students perceived that social media provided them opportunities to collaborate, reflect, and articulate authentically when it was used as an instructional tool. The results from this study may contribute to social change by providing insight into whether or not universities should support faculty who want to use social media as an authentic learning strategy with college students.

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Hunn, Niares. "The Role of Online College Courses in Rehabilitating Offenders." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/282.

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Research and testimonial evidence indicate the importance of postsecondary education in the rehabilitating inmates and in decreasing reoffending. However, limited research exists on improving critical thinking skills and cognitive processing among inmates. The purpose of this quantitative study was to (a) examine the influence of a psychology course on the critical thinking scores for individuals who took an online psychology course and to (b) analyze how the scores of inmates and other students in the course differed. Using a social cognitive theoretical framework, pretest and posttest scores were compared using a paired t test of statistical analysis of secondary, archival data (n = 25).Secondary data analysis using ANOVA was used to examine the effect of the course on inmates' test scores after course completion. Results indicated that critical thinking skills improved for all students; there was no significant difference based on incarceration status. The outcomes of this study, as well as future data on graduation and recidivism rates, need to be integrated into policy and programs developed for correctional facilities, collegiate classrooms, and for other professionals. It is recommended that correctional facilities, colleges, legislators, and other organizations with direct impact on inmates should collect and analyze these specific variables in a longitudinal study. The results can be used to improve the delivery of online courses offered to inmates, thereby improving opportunities for inmates, easing reentry into society at large, and resulting in positive social change.

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Harms, David. "Positive and Negative Experiences of Career Technical Secondary Students in Online Courses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2544.

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Research indicates that secondary students who are successful in online classes share common traits. However, many secondary career technical education (CTE) students taking online courses do not demonstrate the traits identified for success. CTE students may not benefit from online classes unless they are designed with their needs in mind. The purpose of this study was to investigate current CTE student experiences with online classes at a single career center. The research questions investigated CTE experiences with online classes, positive and negative online design features, and the hybrid classroom. The theoretical framework was constructivism. The purposive sample included 12 student participants (3 participants from each of 4 CTE career clusters) and 1 paraprofessional in charge of the classroom. Data included individual and small group interviews and observations. Participants reported that the current online course design, primarily text followed by a traditional assessment, was problematic. Instructional design features that assisted CTE students included individual pacing, instant feedback on assessments, and class organization. Features that did not assist students included content issues, technology issues, and limited testing options. Hybrid environment features that assisted CTE students included having a set time and place, access to technology, and the support of a paraprofessional. Career technical education in general may benefit from this research. Effective online education may provide greater opportunities for a larger audience of learners; their improved preparation helps students contribute more to the work force and gain more in terms of career success.

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Ball, Ardella Patricia. "Integrating Microcomputer Applications into Library Media Courses at Armstrong State College, Savannah, Georgia: A Systematic Approach." NSUWorks, 1991. http://nsuworks.nova.edu/gscis_etd/400.

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Given the increased use of microcomputers in school library media centers to perform a wide variety of tasks, library educators should address the integration of microcomputers into the library media curriculum. Therefore, the purpose of the study was to describe how library educators were integrating microcomputer applications such as word processing, database management, spreadsheets, and other applications into the library education curriculum. A secondary purpose was using the results of the study as a framework for the integration of microcomputer applications in appropriate areas of library media core courses at Armstrong State College, Georgia. Savannah. The specific research questions addressed in the study were as follows: How were library media educators currently providing instruction in microcomputers? How many undergraduate level library programs used microcomputer applications? What types of microcomputers were being used? How were microcomputer applications being used? Which courses used microcomputer applications? What kinds of microcomputer applications were being used by library media educators? How many library educators used locally produced applications? What were the content areas of locally produced applications? What provisions had been made for the availability of microcomputers? What factors had limited the extent to which library media educators were able to introduce microcomputer applications? What relationships existed between geographic region and program type and providing instruction in microcomputers as a part of the undergraduate library education program? In an effort to ascertain the extent to which library educators were using microcomputers, a survey questionnaire was mailed to 357 library educators representing 213 undergraduate library education programs in the United States. Of the 357 library educators mailed questionnaires, there were 202 returns or a 57 percent rate of return. Of this number, 92 responses were excluded from consideration because some institutions were no longer offering undergraduate library education programs, others offered only graduate programs, some library educators had retired or moved, other library educators had checked the First box on the questionnaire indicating that the teaching of library education courses was not one of their current responsibilities, and one respondent did not participate because the school had closed. These questionnaires were eliminated from the study; only 110 questionnaires were used. The nature of the data suggested the use of descriptive percentages. Statistics, primarily frequencies and However, chi-square analysis was used to determine whether a significant relationship existed between geographic region of library educators or program type and current use of microcomputers in library education. Results of the survey showed that 87, or 79.1 percent of the library educators representing 75 undergraduate programs were introducing microcomputer applications into the library education curriculum. Perhaps the most significant fact was that the majority of library educators were currently providing instruction in microcomputers by using a separate course or integrating microcomputer applications in library education courses. Cataloging was the course that most frequently incorporated microcomputer applications. Complementing lectures was the instructional method most frequently identified. In-class instruction was used to prepare and train students to use microcomputers. Word processing was the application most frequently used and Word Perfect was the word processing program of choice. Apple and IBM were the predominant brands used by library educators. Most microcomputers were located in a room designated as a computer lab or in the library. Finally, a lack of funds was the reason most cited as the greatest barrier in integrating microcomputer applications in library education courses. It was concluded that most library educators were introducing microcomputers in the library education curriculum. Recommendations were suggested for ways to integrate microcomputer applications into the library education curriculum. It was recommended that library educators introduce microcomputers into their curricula or existing core courses so that microcomputer applications could be an integral part of the library education program. It was recommended that a separate required introductory computer course be required for all students. That, in addition to the separate required course, microcomputer applications should be integrated into all core courses where appropriate. A systematic plan was developed that would serve as a guide for implementing the integration of microcomputer applications into library media core courses at Armstrong State College, Savannah, Georgia.

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McPherson, Craig L. "IMPACT OF PRIVACY ISSUES OF STUDENTS ON THEIR PARTICIPATION WITHIN BLOGS, SOCIAL MEDIA, AND BLENDED/ONLINE COURSES." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1883.

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Usage rates of blogs, social media, and online courses have been exponentially increasing in the last decade, especially among the college student population (Knight-McCord, et al., 2016). While the benefits of these platforms, including connectivity, visibility, social feedback, persistence, and accessibility are attractive to students as an online learning tool, there is a rising concern regarding privacy and confidentiality. This study aimed to investigate how students’ privacy and confidentiality concerns and attitudes influence their participation level and degree of openness within an online learning environment. Communication privacy management (CPM) theory served as the theoretical framework for this study in order to focus on understanding the way people perceive and manage privacy, both personally and with others. A quantitative correlational research design was selected for this study to examine the relationship between privacy concerns among students enrolled in a bachelor’s, master’s, or doctorate program at a Midwestern university and their participation levels within blogs, social media, and online courses. The quantitative software package SPSS was used to conduct multivariate analysis of variance (MANOVA) to test for the statistical significance of the variables.

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Cheng, Pericles Leng. "Evaluating Intention to Use Remote Robotics Experimentation in Programming Courses." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3596.

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The Digital Agenda for Europe (2015) states that there will be 825,000 unfilled vacancies for Information and Communications Technology by 2020. This lack of IT professionals stems from the small number of students graduating in computer science. To retain more students in the field, teachers can use remote robotic experiments to explain difficult concepts. This correlational study used the unified theory of acceptance and use of technology (UTAUT) to examine if performance expectancy, effort expectancy, social influence, and facilitating conditions can predict the intention of high school computer science teachers in Cyprus, to use remote robotic experiments in their classes. Surveys, based on the UTAUT survey instrument, were collected from 90 high school computer science teachers in Cyprus, and a multiple regression analysis was used to measure the correlations between the constructs and finally the model fit of the analysis. The model was able to predict approximately 35% of the variation of the teachers' intent to use remote robotic experiments. The biggest predictor was facilitating conditions followed by effort expectancy. Performance expectancy had little impact, whereas social influence had no impact on the intention of high school teachers to use remote robotic experiments in their classes. These results can help curriculum decision makers in the Ministry of Education in Cyprus to examine what factors affect the acceptance of remote robotic experiments and develop them in ways that would increase their implementation in high schools. By incorporating remote robotic experiments in high schools, students may learn difficult concepts, leading to an increase in computer science graduates and ultimately an increase in IT professionals.

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Feinman, Lena. "Alternative to Proctoring in Introductory Statistics Community College Courses." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4622.

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The credibility of unsupervised exams, one of the biggest challenges of e-learning, is currently maintained by proctoring. However, little has been done to determine whether expensive and inconvenient proctoring is necessary. The purpose of this quantitative study was to determine whether the use of security mechanisms, based on the taxonomy of cheating reduction techniques rooted in the fraud triangle theory, can be an effective alternative to proctoring. A quasi-experimental 1 group sequential design was used to answer the research questions whether the format, proctored versus unproctored, order in which the exams are administered, course delivery mode, and instructor make a difference in student performance. The archival scores of 850 Californian community college students on 2 sets of equivalent proctored and unproctored web-based exams in face-to-face, hybrid, and online introductory statistics courses taught by 7 instructors were compared. The format effect was tested with repeated-measures ANOVA; the order, course delivery mode and instructor effects were tested with mixed ANOVA. No significant difference in scores in Set 1, and significantly lower scores on unproctored exams in Set 2 indicated that the used security mechanisms allowed for maintaining the credibility of the exams without proctoring. There was no significant difference in scores across the course delivery modes in both sets and instructors in Set 2, but significant order effect was observed. Further research on order effect was recommended. With the use of the utilized security mechanisms education will get an inexpensive and convenient way to increase the credibility of unsupervised web-based exams, and the society will gain more online college graduates with credentials that reflect their knowledge.

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Kahnwald, Nina, Anja Lorenz, Daniela Pscheida, and Andrea Lißner. "Studierende als Zielgruppe von Open Online Courses: Potenziale und Herausforderungen am Beispiel des SOOC13." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-126160.

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Massive Open Online Courses, kurz MOOCs, zählen laut Horizon-Report 2013 zu den aktuellen Schlüsseltrends im Bereich des onlinebasierten Lernens und gelten als eines der wichtigsten neuen Bildungskonzepte. (...)

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Bremer, Claudia, and David Weiß. "Massive Open Online Courses: Kategorisierung und Analyse des Teilnehmerverhaltens am Beispiel der OPCOs 2011 und 2012." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-126178.

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Ziel des Beitrags ist, einen Überblick über aktuelle Entwicklungen und Ausprägungen von MOOCs sowie die Erfahrungen und Ergebnisse aus der Untersuchung von zwei MOOCs vorzustellen, die 2011 und 2012 durchgeführt wurden. Besondere Schwerpunkte liegen dabei auf der Bedeutung und Ausprägung der Beteiligungsformen in den verschiedenen MOOC-Formaten, der Beteiligung in den beiden untersuchten MOOCs sowie auf deren Unterschiede auch aufgrund von Veränderungen des Kursdesigns.

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Books on the topic "Media courses"

Varlaam, Andreas. Media courses. London: Skillset, 1996.

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Llewellyn, Shiona. Media courses. London: Skillset, 1996.

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Council, British. Media courses in Britain 1994. Manchester: British Council, 1994.

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Varlaam, Andreas. Media courses survey and consultation 1995/6. London: Skill set, 1996.

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Niemonen, Jack. A bibliography raisonné for sociology courses on the mass media. Washington, DC: Americal Sociological Association, 1994.

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Orton, Lavinia. Studying film & TV: A list of courses in higher education. (London): (Education Department, British Film Institute), 1989.

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The Oryx guide to distance learning: A comprehensive listing of electronic and other media-assisted courses. Phoenix, Ariz: Oryx Press, 1994.

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The Oryx guide to distance learning: A comprehensive listing of electronic and other media-assisted courses. 2nd ed. Phoenix, Ariz: Oryx Press, 1997.

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Björkin, Mats. Postwar Industrial Media Culture in Sweden, 1945-1960. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789462984929.

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During the 1950s, companies aiming for international markets demanded new theories and methods of communication. Ideas regarding cybernetics, systems analysis, new accounting practices, and budgetary principles as well as theories of information, communication, marketing, public relations, and organization were discussed at conferences, seminars, and courses, and in articles and books. At the same time, new technologies changed corporate communication, from a loose-leaf accounting system to mechanical and electronic business machines, from written texts and oral presentations to slide shows, audio tapes, films, television, and flannelgraphs. By looking at a vast array of objects and relations related to uses of media technologies in Swedish industry from the end of World War II to the breakthrough of television, this book shows what happened in the glitches between mass communication and interaction, and how Swedish postwar industry worked to disrupt established understandings of communication.

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Deuze, Mark, and Mirjam Prenger, eds. Making Media. NL Amsterdam: Amsterdam University Press, 2019. http://dx.doi.org/10.5117/9789462988118.

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Making Media uncovers what it means and what it takes to make media, focusing on the lived experience of media professionals within the global media, including rich case studies of the main media industries and professions: television, journalism, social media entertainment, advertising and public relations, digital games, and music. This carefully edited volume features 35 authoritative essays by 53 researchers from 14 countries across 6 continents, all of whom are at the cutting edge of media production studies. The book is particularly designed for use in coursework on media production, media work, media management, and media industries. Specific topics highlighted: the history of media industries and production studies; production studies as a field and a research method; changing business models, economics, and management; global concentration and convergence of media industries and professions; the rise and role of startups and entrepreneurship; freelancing in the digital age; the role of creativity and innovation; the emotional quality of media work; diversity and inequality in the media industries. Open Uva Course: the University of Amsterdam has a open course around the book. The course offers a review of the key readings and debates in media production studies. Course slides 2020 Take a look at the Making Media Facebook page here. Take a look at the Table of Contents and Introduction here.

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Book chapters on the topic "Media courses"

Malhotra, Naresh K., and Steven M. Burgess. "Integrating Social Media in Marketing Research Courses." In Handbook of Advances in Marketing in an Era of Disruptions: Essays in Honour of Jagdish N. Sheth, 430–41. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc., 2019. http://dx.doi.org/10.4135/9789353287733.n36.

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Kadenbach, Daniel, and Carsten Kleiner. "Evaluation of Collaborative Development Environments for Software Engineering Courses in Higher Education." In Social Computing and Social Media, 365–72. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39910-2_34.

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Cropper, Max H., Joanne P. H. Bentley, and Kerstin Schroder. "How Well Do High-Quality Online Courses Employ Merrill’s First Principles of Instruction?" In Educational Media and Technology Yearbook, 121–40. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09675-9_8.

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Christiansen, René Boyer. "Learning Resources and Massive Open Online Courses–What’s Going On?" In Textbooks and Educational Media: Perspectives from Subject Education, 418–23. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80346-9_34.

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Perry, Beth, Margaret Edwards, and Katherine Janzen. "Enhancing E-Learner Engagement by Using Narrative Fiction in Online Nursing and Health Disciplines Courses." In Professional Education with Fiction Media, 71–92. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17693-8_4.

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Ding, Mingxiu. "Teaching Strategies of Literature Courses in the New Media Technology Environment." In Data Processing Techniques and Applications for Cyber-Physical Systems (DPTA 2019), 1065–72. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1468-5_124.

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Saijo, Naoya, Kohei Otake, and Takashi Namatame. "Analysis of Cancellation Factors Based on the Characteristics of Golf Courses in Reservation Sites." In Social Computing and Social Media. Human Behavior, 210–22. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58559-8_18.

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Sharma, Priya, Kimberly Tohill, Philip Tietjen, and Mahir Akgun. "The Use of Social Media in Higher Education Online and Blended Courses." In Handbook of Distance Education, 228–43. Fourth edition. | New York : Routledge, 2019. | Previous edition: 2013.: Routledge, 2018. http://dx.doi.org/10.4324/9781315296135-19.

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Clements, Michele, and James Braman. "Exploring Factors of an Inclusive Textbook Access Program in Computer Technology Courses." In Social Computing and Social Media: Applications in Marketing, Learning, and Health, 187–98. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77685-5_15.

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Luo, Yue. "Teaching Reconstruction and Practice of Media Practice Courses Under the Background of MOOC." In Application of Intelligent Systems in Multi-modal Information Analytics, 695–701. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74814-2_97.

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Conference papers on the topic "Media courses"

Shamir, Ariel, and Olga Sorkine. "Visual media retargeting." In ACM SIGGRAPH ASIA 2009 Courses. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1665817.1665828.

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Jarosz, Wojciech. "Rendering participating media." In ACM SIGGRAPH ASIA 2008 courses. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1508044.1508102.

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Baxter, William, and Ming C. Lin. "Haptic interaction with fluid media." In ACM SIGGRAPH 2005 Courses. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1198555.1198634.

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Narasimhan, Srinivasa, Sanjeev Koppal, Shree Nayar, and Bo Sun. "Structured light in scattering media." In ACM SIGGRAPH ASIA 2008 courses. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1508044.1508106.

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Narasimhan, Srinivasa G., Shree K. Nayar, Bo Sun, and Sanjeev J. Koppal. "Structured light in scattering media." In ACM SIGGRAPH ASIA 2008 courses. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1508044.1508111.

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Rhyne, Theresa Marie. "Applying color theory to digital media & visualization." In ACM SIGGRAPH 2011 Courses. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2037636.2037639.

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Narasimhan, Srinivasa, Mohit Gupta, Craig Donner, Henrik Wann Jensen, Ravi Ramamoorthi, and Shree Nayar. "Acquiring scattering properties of participating media by dilution." In ACM SIGGRAPH ASIA 2008 courses. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1508044.1508103.

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Narasimhan, Srinivasa G., Mohit Gupta, Craig Donner, Ravi Ramamoorthi, Shree K. Nayar, and Henrik Wann Jensen. "Acquiring scattering properties of participating media by dilution." In ACM SIGGRAPH ASIA 2008 courses. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1508044.1508108.

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Wang, Hai-Hui, Chalothon Chootong, Ankhtuya Ochirbat, Worapot Sommool, W. K. T. M. Gunarathn, and Timothy K. Shih. "Online courses recommendation system based on industry occupation skills requirements." In 2017 10th International Conference on Ubi-media Computing and Workshops (Ubi-Media). IEEE, 2017. http://dx.doi.org/10.1109/umedia.2017.8074083.

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Duangphasuk, Pruegsa, Chaowarin Sakunvaraklang, and Kornsak Thanintharatharn. "Edutainment tools and VIDEO podcasting for E-learning courses in university." In 2017 10th International Conference on Ubi-media Computing and Workshops (Ubi-Media). IEEE, 2017. http://dx.doi.org/10.1109/umedia.2017.8074126.

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Reports on the topic "Media courses"

Kevrekidis, Yannis G. Expected Dynamics in Complex Media & Stochastic Simulations A Course-Time Steeper. Fort Belvoir, VA: Defense Technical Information Center, June 2003. http://dx.doi.org/10.21236/ada419612.

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Rubin, E. L. Interactive fundamental physics. [THE REAL STUFF: The New Expanded Media Physics Course for secondary school students]. Office of Scientific and Technical Information (OSTI), November 1992. http://dx.doi.org/10.2172/6705753.

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