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Journal articles on the topic 'Media courses'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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2

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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3

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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9

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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10

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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11

Husson Isozaki, Anna. "CT SIG: Critical media literacy for learner-empowering news media courses." Language Teacher 38, no. 5 (September 1, 2014): 6. http://dx.doi.org/10.37546/jalttlt38.5-2.

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News media literacy is challenging but essential for English learners participating fully in the global community. Gaining news-comprehension skills is complicated by information overload; students need critical strategies to sort through sources and get a reliable grasp on current events. Critical thinking skills are crucial too, for engaging with news: from access, to discussion and participation. Building these skills is actually quite manageable, and a consistent focus on critical strategies can provide a solid base for learner-empowering news media courses. This condensed article introduces some resources and methods for helping learners develop skills and enjoy more critical, confident understanding and autonomy in engaging with and responding to news in L2 English. ニュースメディアリタラシーは、グローバル社会の一員である英語学習者には難しいが欠かせない能力である。しかし、英語のニュースを理解するスキルは情報過多により複雑になっている。つまり、情報源を整理し最新の出来事を信頼して把握するのには、学生は効率的な戦略が必要である。批判的思考（クリティカル・シンキング）も、多すぎる情報の中からニュースを理解するために役に立つ。クリティカル・シンキングとは、読んだり、聞いたりしたことをそのまま受け取ったり、否定したりせずに、自分で他の情報を得て、自分自身で決めることである。クリティカル・シンキングは、ニュースに触れる時や、ニュースについてディスカッションをする時、ニュースに関して積極的に問題に取り組む時にも大切である。このスキルを築くことはそれほど難しいことではなく、常にクリティカル・シンキングの方法に焦点を置くことで、ニュースメディア学習のための講座に確かな基礎を作ることができる。本論では、学習者がインターネット上の英語のニュースの理解と使い方を、自信を持って高めることができる情報源（ニュースメディアの参考ウェブサイトなど）を紹介する。

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12

Wood, Thomas C. "SENCER “Do-Now” KQED social media in the classroom." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g8hs4q.

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By developing opportunities for students to learn through compelling current events, learning environments are improved. Inspired students discover relevance to their lives, create dialogue and gain confidence in their ability to expand civic capacity. Social media has been used to provide an experimental venue for this enhanced learning in selected courses nationally through project SENCER (Science Education for New Civic Engagement and Reform), an NSF sponsored national education reform initiative. In the fall of 2015, the New Century College course Mysteries of Migration was one of six courses selected nationally for the inaugural SENCER collaboration with KQED in San Francisco, where social media blogs called “Do Now” are flourishing. In this session, I will discuss the implementation of “Do Now” blogs into Mystery of Migration’s semester–long case study assignment. This course is interdisciplinary in scope, integrating the biology and ecology of migratory organisms with public policy. In this session I will discuss the student reactions and evidence of learning through the use of “Do Now” and the merits of implementing social media into existing courses.

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Miranda Viana, Murilo, Danyel Elias da Cruz Perez, Laís Cesar de Vasconcelos, Andrea dos Anjos Pontual, Flavia Maria de Moraes Ramos-Perez, and Maria Luiza dos Anjos Pontual. "Evaluation of Social Media in Teaching in Oral Radiology." EDUCATION SCIENCES AND SOCIETY, no. 1 (June 2020): 464–76. http://dx.doi.org/10.3280/ess1-2020oa9455.

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Purpose: This study aimed to evaluate the use of social media (Facebook and Instagram) in the teaching-learning process in Oral Radiology I and II of the dentistry courses. Materials and Methods: The evaluation was based on the students 'opinions and suggestions regarding a questionnaire applied to the use of social media in the classroom, complemented by the students' performance, through the analysis of general averages before and after the use of social media. All students who completed Oral Radiology I and II courses, 2 years after the implementation of social media in 2015, answered the questionnaire (n = 340). The scores were compared between 3 years before and after the start of the social media project in the courses. Results: There was a decrease in the number of students who needed to re-sit the test to get them approved, and an increase in the scores of students who attended the course after implementation; these factors were significant for both courses (p< 0.05; Mann-Whitney). They replied were satisfied and that the use of social media helped them in academic development. Conclusion: The use of social media contributes to increasing the academic performance of the students, establishing an interconnection between students and teachers in the construction of knowledge and pedagogical practice, and improving socialization, encouraging them to develop new projects.

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Wilyanti, Liza Septa, Larlen Larlen, and Irma Suryani. "Pengembangan E-Book Mata Kuliah Drama sebagai Media Pembelajaran Mandiri di Masa Pandemi." Jurnal Ilmiah Universitas Batanghari Jambi 21, no. 1 (February 8, 2021): 156. http://dx.doi.org/10.33087/jiubj.v21i1.1136.

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This research aims to develop an eBook of Drama courses that can be used independently by students by linking learning videos that have been uploaded by lecturers in youtube media. The development of drama e-book courses aims to help and support distance learning, especially during this pandemic. This research follows the steps of ADDIE (analize, design, develop, implement, and evaluate) which focuses on development research. Based on the results of data analysis, the average value of each aspect tested in the eBook of this Drama course is 83.85. This figure shows the teaching book on Drama Subjects is feasible and valid to use. The effectiveness and practicality of the e-book drama courses that have been used obtained an average score of 83.25. This figure shows the Drama course eBook is practical and effective for use in learning.

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15

Yanaka, Kazuhisa, and Toshiaki Yamanouchi. "3D Image Display Courses for Information Media Students." IEEE Computer Graphics and Applications 36, no. 2 (March 2016): 68–73. http://dx.doi.org/10.1109/mcg.2016.36.

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16

Solomon, William S. "The Importance of Context in Media History Courses." Journalism Educator 47, no. 4 (December 1992): 70–72. http://dx.doi.org/10.1177/107769589304700411.

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17

Towner, Emil B., and Bruce R. Klemz. "Social Media in Business and Professional Communication Courses." Business and Professional Communication Quarterly 79, no. 3 (July 27, 2016): 331–47. http://dx.doi.org/10.1177/2329490615628017.

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18

Nopriyanti, E. D. Kurniawan, and H. Fatihah. "Learning media-based android for technical drawing courses." Journal of Physics: Conference Series 1446 (January 2020): 012047. http://dx.doi.org/10.1088/1742-6596/1446/1/012047.

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19

Ulfiya, F., N. R. Rinekasari, and M. P. Ningsih. "Implementing web-based digital media in online courses." IOP Conference Series: Materials Science and Engineering 1098, no. 2 (March 1, 2021): 022111. http://dx.doi.org/10.1088/1757-899x/1098/2/022111.

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20

Seechaliao, Thapanee. "Lecturers Experience Of Using Social Media In Higher Education Courses." Contemporary Issues in Education Research (CIER) 8, no. 4 (October 2, 2015): 215–22. http://dx.doi.org/10.19030/cier.v8i4.9427.

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This research paper presents lecturers experience of using social media in higher education courses. The research methodology used a survey approach. The research instrument was a questionnaire about lecturers experience of using social media in higher education courses. Thirty-one lecturers completed the questionnaire. The data were scored by frequency and percentage. The research results are as follows: 1) A slight majority of the lecturers were male. The largest age group was 3035 years old. The most commonly held highest degree was a Masters. The most common academic position they held was lecturer. The largest group was in the Department of Educational Technology and Communications. They had monthly incomes of 30,000 THB and over. They had experience of using social media, namely, Facebook, mostly through internet use on devices such as notebooks and desktops. 2) A majority of the lecturers had some experience using social media in higher education courses, mostly Facebook. However, they did not have teaching experience using social media in courses. The devices they used for facilitating social media use in courses were notebooks and desktops. Learners role in using social media in courses was searching. Lecturers roles were posting or creating, and commenting. Social media use in the courses was part of a blended approach that employed both regular and online instruction. The lecturers always searched for information and studied hard by themselves to cope with the problems of social media use in their courses and to enhance their skills in using social media in courses effectively.

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Zaus, Mahesu Agni, and Krismadinata Krismadinata. "Suatu Kajian Literatur Masalah-Masalah yang Dihadapi dalam Mata Kuliah Jaringan Komputer." INVOTEK: Jurnal Inovasi Vokasional dan Teknologi 18, no. 2 (October 1, 2018): 1–8. http://dx.doi.org/10.24036/invotek.v18i2.263.

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Abstract— Computer network course is a subject that is the basic course that must be mastered by students majoring in Informatics Engineering. Practical and interesting learning has an interesting role in the learning process. Exciting learning can improve student learning outcomes and help students improve their understanding, as well as increase their motivation to improve their learning outcomes and knowledge. This article will discuss the problems related to computer network courses that are teaching methods and learning media. Based on the objectives of computer network courses it is proposed to optimize the content in teaching as well as on instructional media proposed to adopt software simulation for teaching to be interesting. Keywords: Computer Networking, Simulation, Teaching Method, Instructional Media

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Yusuf, Muhammad, Mochammad Kautsar Sophan, Arif Muntasa, Nurwahyu Alamsyah, Haythem Nakkas, and Putri Pradnyawidya Sari. "E-government learning media through augmented reality technology." Bulletin of Social Informatics Theory and Application 4, no. 1 (April 23, 2020): 12–20. http://dx.doi.org/10.31763/businta.v4i1.258.

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Augmented reality (AR) is one of the newest learning technologies besides Artificial Intelligent, Virtual Reality, Virtual World, Alternates Reality Games, and Wearable Computing. E-Government is becoming an evolving academic field and transforming to be E-Governance, E-Participation, E-Service, E-Democracy, E-Voting issues. Therefore, some universities have E-Government course in their curriculum. AR can be one of the learning media to learn and teach E-Government effectively and interestingly. This research aims and contributes to develop a novel model of E-Government learning media using AR. Furthermore, this work has three novelties as follows:First, a method to develop e-Government learning media using AR. Second, a novel model of e-government learning media based on augmented reality technology. Third, the material courses are command centre and public service mall materials based in Surabaya, Indonesia. The new model of learning media using AR consists of main components, i.e., user, devices, AR, and course materials. Additionally, this novel model has some sub-components, such as AR object, marker, text, image, audio, video, and 3D animation. The proposed model has some practical and theoretical implications. For the theoretical implication , it adds a model of learning media for e-government course and extends the body of knowledge for e-government and augmented reality fields. For practice, e-Government courses can uilize the augmented reality application.

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Dewi, Kumala, Agus Zainal Ramat, and Ririn Gusti. "PELAKSANAAN PEMBELAJARAN MENJAHIT LEVEL SATU PADA LEMBAGA KURSUS DAN PELATIHAN (LKP)." Journal Of Lifelong Learning 2, no. 2 (January 13, 2020): 67–69. http://dx.doi.org/10.33369/joll.2.2.67-69.

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The objectives of this study were: (1) The purpose of this stady was to determine the learning objectives of sewing courses at level one in the Mayang Sari course Institusi in Bengkulu City (2) Knowing the source of learning sewing courses at level one at the Mayang Sari training institusi and city of Bengkulu (3) Knowing the sewing course learning strategy at level one at the Mayang Sari Course and training institute in Bengkulu City (4) Know the learning media for sewing courses at level one at the Mayang Sari course and training institusi in Bengkulu (5) Know the evaluation of learning sewing courses at level one in the Mayang Sari training course institute in Bengkulu. The research method used is a qualitative method with a descriptive approach participants in the research were Ibu Sorehalela as the chairperson of the Mayang Sari training curriculum. Data collection techniques used were non-participant observation, structured, interviews, and documentation. To test the validity and reliability of the data using triangulation of sources, techniques and time. Based on the analysis that has been done that the management of sewing courses at the Mayang Sari training institute and courses in the city of Bengkulu. (1) The goal of the sewing course is to improve the personal and social qualities of each individual learning, to provide a sense of security and comfort while learning to sew(2) learning resources at LKP mayang sari are assence of digital media, guidebooks and references from fellow sew (3) the sewing course learning strategies for LKP mayang are essentially giving the theory first to practice while the method used is discourse, discussion, practice and simulation methods (4) the media that we use for sewing classes in LKP mayang is essentially the set of them one computer, printer one unit,laptop 1 unit LCD 1 unit and has the means and infrastructure of a course room, office building, sewing machine and machine, (5) the evaluation for the sewing course is done with the written exam and the practice exam of participants learning to sew. Keywords: Implementation of the sewing course

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24

Breines, E., and T. Avi-Itzhak. "Pragmatic Learning and Media Courses at New York University." American Journal of Occupational Therapy 45, no. 9 (September 1, 1991): 788–94. http://dx.doi.org/10.5014/ajot.45.9.788.

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Bektaş, Münevver Çağın. "Media literacy courses in faculties of communication in TRNC." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 446–49. http://dx.doi.org/10.1016/j.sbspro.2009.01.080.

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Vukadinović, Gordana Zindović. "A Curriculum in Media Education for Teacher Training Courses." Educational Media International 24, no. 1 (January 1987): 43–47. http://dx.doi.org/10.1080/0952398870240109.

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27

Elliot, N. L. "Pedagogic discourse in theory--practice courses in Media Studies." Screen 41, no. 1 (March 1, 2000): 18–32. http://dx.doi.org/10.1093/screen/41.1.18.

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Rodgers, T. L., S. Mabley, and A. A. Garforth. "Understanding student use of resources in “rich-media” courses." Education for Chemical Engineers 20 (July 2017): 22–31. http://dx.doi.org/10.1016/j.ece.2017.07.002.

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Zhou, Zhiqi, and Bo Dong. "Strategies and Implementation Paths for Curriculum Setting of Digital Media Major in the Digital Age." International Journal of Emerging Technologies in Learning (iJET) 16, no. 15 (August 11, 2021): 152. http://dx.doi.org/10.3991/ijet.v16i15.24887.

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The professional courses of digital media major face several problems: too many influencing factors, unclear implementation strategy, and difficulty in evaluating the implementation effect. To solve these problems, this paper explores strategies and implementation paths for the professional courses of digital media major in the digital age. Firstly, the essential elements in curriculum setting were discussed, and the symptoms of the relevant problems were summarized; On this basis, the authors derived detailed strategies for the curriculum setting of digital media major. To ensure the effectiveness and reasonability of the professional courses of digital media major, an evaluation system and an evaluation model were constructed for judging the implementation effect of these courses. The research provides a strong support for the smooth implementation of the designed professional courses of digital media major, and a good reference for theorists and engineers in the relevant fields.

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Ferrier, Michelle Barrett, and Battinto Batts. "Educators and professionals agree on outcomes for entrepreneurship courses." Newspaper Research Journal 37, no. 4 (December 2016): 322–38. http://dx.doi.org/10.1177/0739532916677054.

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Educators and professionals agree on the top skills and knowledge and the course objectives that should be emphasized within media entrepreneurship courses. All groups of respondents assess team building, revenue streams and content development as the most important skills taught.

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Selanik Ay, Tugba, and Nil Duban. "Media literacy from the eyes of children: an interdisciplinary approach." Cypriot Journal of Educational Sciences 13, no. 3 (September 30, 2018): 372–87. http://dx.doi.org/10.18844/cjes.v13i3.2805.

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The aim of the current study was to analyse the interdisciplinary media literacy activities in terms of the views of primary school students. The study was conducted in the spring semester of the 2015–2016 academic year. The participants of the study were 90 fourth-grade students. The study’s implementation process conducted in the courses of social studies, science and Turkish Language as an interdisciplinary approach. For the gains of each course, various materials were developed. In addition to these materials, various media products were also used. The data of the study were collected through student diaries and interviews conducted with 20 participants. These data were analysed through descriptive analysis. The findings of the study showed that interdisciplinary media literacy activities were influential in improving the media literacy skills of students in the courses of science, social studies and Turkish language and that these activities contributed to students in terms of different domains. Keywords: Media literacy skills, social studies, science, Turkish language, interdisciplinary approach.

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Ashley, Seth. "Media Literacy in Action? What Are We Teaching in Introductory College Media Studies Courses?" Journalism & Mass Communication Educator 70, no. 2 (March 31, 2015): 161–73. http://dx.doi.org/10.1177/1077695815572191.

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Herayanti, Lovy, M. Fuaddunnazmi, and Habibi Habibi. "Pengembangan Media Pembelajaran Berbasis Moodle pada Mata Kuliah Fisika Dasar." Jurnal Pendidikan Fisika dan Teknologi 1, no. 3 (March 14, 2017): 205. http://dx.doi.org/10.29303/jpft.v1i3.260.

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The purpose of this study was to fundamental develop a Moodle-based learning media and know how to influence the use of instructional media on physics course. This research includes the development of research conducted through three stages that is: preliminary studies, design development, and testing media. Subjects of the study were students at the FPMIPA IKIP Mataram which was following the fundamental Physics course. Moodle-based learning media development in fundamental physics courses have been designed and have done the settings on the story board and page navigation, profile settings, administration settings, and management course settings. Devices and media that have been developed and then validated and tested on a limited scale.

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Lin, Qing Fu. "Study on Design and Development of Mechanical Engineering Network Courses." Advanced Materials Research 225-226 (April 2011): 710–13. http://dx.doi.org/10.4028/www.scientific.net/amr.225-226.710.

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It’s hard to directly transmit ‘Mechanical Engineering Online Courses’ on the computer network, for there are many diagrams with complex structures and much information capacity. By course systems analysis, course scripts making, multimedia materials production; with choice of database server platform, application technologies like streaming media and dynamic web page technology, image and video processing, the essay makes the online course design more easily and the direct transmission speed on the computer network more quickly, and helps majority of teachers design and develop large-capacity online courses.

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Suvachittanont, Wilailuck. "An Improvement of Content and Teaching Methods for Codes of Conduct and Ethics in Mass Communication Courses of Thailandâ€™s Universities." Journal of Education and Vocational Research 6, no. 2 (June 30, 2015): 61–64. http://dx.doi.org/10.22610/jevr.v6i2.190.

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This research examines the content about ethical issues in Thailandâ€™s mass communication courses, teaching methods and guidelines for improving the content and teaching methods about codes of conduct cultivation. This research uses 3 methods in collecting data: content analysis of syllabus in mass communication courses, focus group of experts and in-depth interviews of instructors and professionals. The results show that most media courses emphasize every-day life and professional ethics. Their main content focuses on principles law and ethics which are taught by lecture in classes without any professional organizationsâ€™ collaboration. Most instructors and students do not aware of the significance of mass communication ethicsâ€™ courses. Guidelines for improving content and teaching methods which suggested by experts and instructors are: 1) collaborating of third partiesâ€”mass communication/professional organizations, institutions and enterprises 2) emphasizing practices in reallife situations/scenarios and discussions 3) training and adjusting instructorsâ€™ attitudes toward mass communicationâ€™s ethics including a role model 4) updating ethical coursesâ€™ content and interposing it in every course.

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Ulinnuha, Dwi Kusuma, Budi Harjanto, and Indah Widiastuti. "PENGEMBANGAN MEDIA PEMBELAJARAN CNC BERBASIS PERANGKAT LUNAK ANIMASI." NOZEL Jurnal Pendidikan Teknik Mesin 1, no. 1 (March 12, 2019): 09. http://dx.doi.org/10.20961/nozel.v1i1.28482.

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<p><em>This research aims to (1) develop an instructional material based animation software for CNC course, (2) evaluate instructional material for CNC course that has been developed. The research was conducted at the Department of Mechanical Engineering Education, </em><em>Faculty of Teacher Training and Education, </em><em>Sebelas Maret University Surakarta. This research used Multimedia Development Life Cycle (MDLC) as research procedure, which consists</em><em> </em><em>of six stages, concept, design, collecting material, assembly, testing and distribution. Evaluation of instructional material for CNC course was performed by ask potential users to operate CNC instructional material that have been developed, then get response from potential users through a questionnaire. Potential users are divided into two categories, lecturers of CNC and CAM courses and students of Mechanical Engineering Education who take CNC and CAM courses in the academic year 2015/2016. Questionnaire for lecturers of CNC and CAM course reviewing instructional material from aspects of learning content, interaction, and presentation of the material. The questionnaire was given to 3 lecturers consisting of 15 point statements with Rating Scale as assessment system on intervals 1-5. Questionnaire for student reviewing instructional material from aspect of learning motivation as one of instructional material function. Questionnaire was given to 26 students consisting of 20 point statements with Likert Scale as assessment system on intervals1-5. The results of the research show (1) the development of instructional material for CNC course used Adobe Flash CS6 as main software with MDLC as development pro</em><em>c</em><em>edure, (2) the evaluation results show the instructional material for CNC course that developed gets (a) in aspects of learning content, interaction, and presentation of the material, the instructional material for CNC course gets very good category with percentage 90,22%, (b) in the aspect of learning motivation as one of instructional material function, the instructional material for CNC course gets good categories with percentage 78,39%.</em></p>

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Munawar, Ahmad Al, and Dicky Hendrawan. "Developing Multimedia-Based Interactive Learning Media on Football Learning Courses." Journal Physical Education, Health and Recreation 4, no. 2 (April 30, 2020): 43. http://dx.doi.org/10.24114/pjkr.v4i2.15489.

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The purpose of this study is to develop multimedia-based interactive learning media on football subject. This research method is R&D, development research where product development consists of four steps namely (1) Define, (2) Design, (3) Development and (4) Dissemination. The population and sample in this study were all class students of 2017 who took football courses at STOK of Bina Guna Medan. Data collection techniques were conducted by observation, interview and questionnaire. The testing phase was carried out with product validation by two media experts, and two material experts, as well as testing on users (students). The data analysis technique used is descriptive analysis technique. The results of this study are: (1) based on two media experts, the score is 83.33 with the category “very appropriate” to be used as a learning medium. (2) based on two material experts, the score was 71.53 with the appropriate category to be used as learning media. (3) based on the assessment by the students gained a total score of 75.90 with the category "very appropriate" as a learning media. Based on the above results, multimedia-based interactive learning media on football learning subject can be used as learning media.

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Ab. Wahab, Azhar, Amirah Ahmad, and Nor Diyana Saupi. "Language and Interactive Media in Teaching and Training at Akademi Pengajian Bahasa." International Journal of Modern Languages And Applied Linguistics 3, no. 4 (December 2, 2019): 35. http://dx.doi.org/10.24191/ijmal.v3i2.7366.

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The Industrial Revolution 4.0 (4IR) is gaining ground in technology development in Malaysia. It also involves the development and usage of technology in the national education system. The development of this technology has a positive impact on language teaching and learning as it provides new dimensions with the development of more comprehensive interactive multimedia products. This paper discusses one of the courses that prepare graduates to produce interactive multimedia. Interactive multimedia is produced based on specific topic in Malay language that aims to teach specific target groups. Language and Interactive Media is a compulsory course taken by students of the Bachelor of Applied Language Studies (Malay for Professional Communications) at the Akademi Pengajian Bahasa, Universiti Teknologi MARA, Shah Alam, while the Interactive Media Development course is an advanced course offered as an elective subject. The main objective of teaching and training for both courses is to ensure that students are capable of developing interactive multimedia-based learning products on Malay language and culture. The discussion was based on feedback provided through the Entrance-Exit Survey (EES), student’s learning outcome and examples of interactive media application produced by the students.

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West, Sara. "Confronting Negative Narratives: The Challenges of Teaching Professional Social Media Use." Business and Professional Communication Quarterly 80, no. 4 (August 3, 2017): 409–25. http://dx.doi.org/10.1177/2329490617723118.

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Because social media skills are increasingly viewed as essential for professionals, social media is incorporated frequently in business communication courses. When students are asked to consider professional uses of social media, however, they are often unwilling to critically engage these technologies. This article continues discussions of students’ reticence due largely to negative cultural narratives that label social media as unprofessional, or that link social media only with reputation management. Using student interviews and writing from a social media writing course, I discuss challenges posed by students’ adherence to these narratives and conclude with five suggestions for implementing social media successfully.

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Manisaligil, Alperen, and Diana Bilimoria. "Taking Your Talents to Business Communications." Journal of Management Education 40, no. 6 (August 20, 2016): 769–93. http://dx.doi.org/10.1177/1052562916665657.

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We describe an in-class activity that helps students improve their skills in media selection and use to reinforce effective communication. The activity builds on media richness and channel expansion theories through an examination of the media selection and use of NBA athlete LeBron James and Cleveland Cavaliers majority owner Dan Gilbert during James’s career moves. We utilize three minicase studies highlighting James’s and Gilbert’s videos and open letters. We provide guidelines for preparing and implementing the activity and present students’ reactions through their in-class participation and quantitative survey responses. Student evaluations, collected from both a required undergraduate course and a graduate elective course, indicate that students found this activity engaging and effective in achieving the learning objectives. In addition to business communication courses, this in-class activity may be used in other courses including organizational behavior, introduction to business and management, leadership, human resources management, introduction to public relations, and crisis management.

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Vraga, Emily K., and Melissa Tully. "Effectiveness of a Non-Classroom News Media Literacy Intervention Among Different Undergraduate Populations." Journalism & Mass Communication Educator 71, no. 4 (July 28, 2016): 440–52. http://dx.doi.org/10.1177/1077695815623399.

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In this study, we test the effectiveness of a short news media literacy message with audiences who differ in their media literacy education. We manipulate whether individuals are exposed to a news media literacy public service announcement (PSA) immediately before viewing a political program among two groups: students enrolled in media education courses versus students in a non-media course. Findings suggest that the ability of media literacy messages to influence students’ processing of the subsequent political program is conditioned by their preexisting media literacy education. This study provides insights for considering how classroom and non-classroom media literacy interventions can work together to improve media literacy.

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Robie, David. "Media and the message." Pacific Journalism Review : Te Koakoa 4, no. 1 (November 1, 1997): 96–103. http://dx.doi.org/10.24135/pjr.v4i1.624.

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The University of PNG's journalism program has performed with distinction since it began in 1975 with New Zealand Government aid funding the staff and courses for about three years. More than 170 students have graduated with degrees or diplomas in journalism and the university's alumni are today found in key media positions or civil life throughout the Pacific.

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Wong, Angelina T. "Extending University Courses to Rural Communities via Satellite Television." Journal of Educational Television 16, no. 1 (January 1990): 5–12. http://dx.doi.org/10.1080/0260741900160102.

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Turney, Jon. "Teaching science communication: courses, curricula, theory and practice." Public Understanding of Science 3, no. 4 (October 1994): 435–43. http://dx.doi.org/10.1088/0963-6625/3/4/006.

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Science communication teaching is a growing area in the UK, and a recent conference brought together teachers of existing and proposed courses to share information and experience. Their courses were of several types, from purely media skills courses for working scientists to theoretical and academic courses for undergraduate and postgraduate students in science, science studies and journalism. The conference stressed the value of skills but also of a theoretical background, and delegates welcomed contributions from fields such as the sociology of scientific knowledge and cognitive psychology. The conference established an electronic network, and formed a committee to maintain the group's interest and activities in the development of course materials and curricula.

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Hetherington, John, and Trish FitzSimons. "Delivering Screen Media Production Courses Online: Two Universities Share Perspectives." Journal of Technologies in Education 11, no. 1 (2015): 11–21. http://dx.doi.org/10.18848/2381-9243/cgp/v11i01/56451.

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Maulana, Ilham Tri, and Fadil Firdian. "DESIGN MULTIMEDIA INTERACTIVE FOR MEDIA LEARNING ON SOFTWARE APPLICATION COURSES." Jurnal Sains dan Informatika 3, no. 2 (November 30, 2017): 89. http://dx.doi.org/10.22216/jsi.v3i2.2350.

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<p>Penelitian ini bertujuan untuk merancang sebuah media pembelajaran berupa Multimedia Interaktif pada mata kuliah aplikasi software. Multimedia Interaktif ini dirancang sebagai salah satu media pembelajaran bagi dosen di perkuliahan. Penelitian ini menggunakan metode SDLC (System Development Life Cycle), adapun prosedur metode SDLC yaitu: Definisi Kebutuhan, Analisis Kebutuhan, Pengumpulan Data, Desain Aplikasi, Coding, Pengujian Sistem. Jenis data yaitu data primer dimana data yang diberikan oleh dosen pengampu mata kuliah. Teknik analisis data yang digunakan adalah teknik analisis data deskriptif yaitu dengan mendeskripsikan rancangan Multimedia Interaktif. Perancangan multimedia interaktif diharapkan bisa memfasilitasi kebutuhan mahasiswa dan dosen untuk mempelajari materi tersebut setiap saat tanpa ada batasan waktu dan tempat. Software yang digunakan adalah Macromedia Flash CS .3</p><p> </p><p><em>This research aimed to design a learning media in the form of Interactive Multimedia course on software applications. Interactive Multimedia is designed as a media of learning for lecturer in the Class. This study uses SDLC (System Development Life Cycle), while the procedure SDLC methods are: Definition of Requirements, Needs Analysis, Data Collection, Application Design, Coding, Testing System. Types of data are primary data where the data provided by the lecturer of the course. Data analysis technique used is the technique of descriptive data analysis is to describe the design of Interactive Multimedia. The design of interactive multimedia is expected to facilitate the needs of students and faculty to learn the material at any time without any limitation of time and place. Software used is Macromedia Flash CS 3.</em></p><p><em> </em></p>

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Lancaster, Kent M., and Thomas C. Martin. "Teachers of Advertising Media Courses Describe Techniques, Show Computer Applications." Journalism Educator 43, no. 4 (December 1988): 17–71. http://dx.doi.org/10.1177/107769588804300403.

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McNeilly, Kevin M., and Frances J. Ranney. "Combining Writing and the Electronic Media in Sales Management Courses." Journal of Marketing Education 20, no. 3 (December 1998): 226–35. http://dx.doi.org/10.1177/027347539802000306.

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Johnson, Allen B. "Enhancing General Education Science Courses Written Logs on Popular Media." College Teaching 41, no. 2 (May 1993): 55–58. http://dx.doi.org/10.1080/87567555.1993.10532246.

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Chang. "Exploring Media Curation and Sociocultural Competence in Asynchronous Language Courses." Korean Language in America 24, no. 2 (2021): 85. http://dx.doi.org/10.5325/korelangamer.24.2.0085.

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