Academic literature on the topic 'TV Open Learning'
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Journal articles on the topic "TV Open Learning"
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Timmermann, Waltraud. "„Interculture TV“: Interkulturelles Lernen durch Educasts." Glottodidactica. An International Journal of Applied Linguistics 38 (January 1, 2011): 7–19. http://dx.doi.org/10.14746/gl.2011.38.1.
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This paper gives an introduction to "Interculture TV", an educational videocast project initiated by the Department of "Intercultural Studies and Business Communications" at the Friedrich Schiller University, Jena. The project provides open access to audio-visual teaching/learning materials produced by intercultural student work groups and offers opportunities for cooperation. Starting from a definition of the term "educast", the article analyses the videocast episodes on Interculture TV and discusses their potential for inter-cultural instruction and learning.
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Utomo, Prattama Santoso, Savitri Shitarukmi, Noviarina Kurniawati, and Widyandana Widyandana. "COMPARING THE EFFECTIVENESS OF LED TV/LCD AND WHITEBOARD AS A LEARNING MEDIA IN PBL TUTORIAL DISCUSSION IN A MEDICAL SCHOOL AT INDONESIA." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 8, no. 3 (November 25, 2019): 129. http://dx.doi.org/10.22146/jpki.46410.
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Background: Learning media do have an important role in facilitating learning for medical students, especially in Problem Based Learning (PBL) curriculum. TV-LEDs, LCDs and whiteboards are currently popular to be used as the learning media for PBL tutorial discussions. TV-LEDs and LCDs are digital technologies which are considered more sophisticated when compared to whiteboards. Undergraduate medical students in Faculty of Medicine, Universitas Gadjah Mada (FM UGM), Yogyakarta-Indonesia attend PBL tutorials every week and use those learning media to facilitate their tutorial discussions. This study aimed to compare the effectiveness of TV-LEDs/LCDs and whiteboards as learning media in PBL tutorial discussion.Methods: A cross-sectional study using both qualitative and quantitative (mixed method) survey approaches. A total of 398 third and fourth year undergraduate medical students of FM UGM participated the survey. Data were collected using a questionnaire that incorporated close-ended questions using likert-scale (quantitative) and open-ended questions (qualitative). Quantitative data were analysed based in ARCS (Attention, Relevance, Confidence, Satisfaction) grouping method and qualitative data were analysed using deductive qualitative analysis.Results: The survey found based on ARCS groups that A = 3,68; R = 3,63; C = 3,69; S = 3,71. These results indicate that students are eager and enthusiastic in using the technology of TV-LEDs/LCDs as learning media. The qualitative responses describe the benefits and limitations of both TV-LEDs/LCDs and whiteboards as learning media in PBL tutorial. Students also provide some suggestions to optimise the benefits of both learning medias in facilitating learning in PBL tutorial.Conclusion: The use of TV-LEDs/LCDs as learning media in PBL tutorial received a positive response overall. TV-LEDs/LCDs are considered more effective and interactive rather than whiteboard. Students suggested that TV-LEDs/LCDs should be used side-by-side with whiteboard.Keywords: TV-LED/LCD, whiteboard, tutorial, learning media, effectiveness, medical student
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Farida, Idha, and Ernik Yuliana. "SIKAP MAHASISWA MEMANFAATKAN TEKNOLOGI INFORMASI DAN KOMUNIKASI DALAM PEMBELAJARAN TERBUKA DAN JARAK JAUH." Jurnal Pendidikan Terbuka Dan Jarak Jauh 15, no. 2 (September 14, 2014): 112–21. http://dx.doi.org/10.33830/ptjj.v15i2.594.2014.
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Utilization of information and communication technology (ICT) in open and distance education is very important. Universitas Terbuka (UT-The Indonesia Open University) gradually began developing and using ICT applications for a variety of purposes, both academic and administrative. In the academic services, UT provides learning materials specifically designed for independent learning. The students can using learning materials provided by UT through the internet such as online tutorial (tuton), web supplement, internet television (I-TV), and online exercise independent (LM-Online). The objectives of the research were: (i) to describe students attitude for using information and communication technology in open and distance learning, and (ii) to describe the relationship between the students characteristics with their attitude for using information and communication technology in open and distance learning. This research was conducted with the survey methods and observations in the Regional Office (UPBJJ-UT) in Serang dan Bengkulu. The 52 students samples were randomly selected as respondents. The data were analyzed through Spearman rank correlation test. The result showed students attitude for using information and communication technology in open and distance learning is pretty good. The result showed educational students background were significantly correlated with their attitude for using web supplement and I-TV. A student region of residence were significantly correlated with their attitude for using I-TV. There was also a significant correlation between the availability of internet facilities and computer ownership with their attitudes for using tuton, web supplement and I-TV.
Pemanfaatan teknologi informasi dan komunikasi ( TIK ) dalam pendidikan terbuka dan jarak jauh sangat penting. Universitas Terbuka (UT) secara bertahap mulai mengembangkan dan menggunakan aplikasi ICT untuk berbagai keperluan, baik akademik dan administratif. Dalam pelayanan akademik, UT menyediakan bahan ajar yang dirancang khusus untuk belajar mandiri. Para mahasiswa dapat menggunakan bahan pembelajaran yang diberikan oleh UT melalui internet seperti tutorial secara online (Tuton), suplemen web , televisi internet (I- TV), dan latihan mandiri online (LM - Online). Tujuan dari penelitian ini adalah: (1) untuk menggambarkan sikap mahasiswa untuk menggunakan teknologi informasi dan komunikasi dalam pembelajaran terbuka dan jarak jauh, dan (2) untuk menggambarkan hubungan antara karakteristik mahasiswa dengan sikap mereka dalam menggunakan teknologi informasi dan komunikasi pada media pembelajaran terbuka dan jarak jauh. Penelitian ini dilakukan dengan metode survei dan pengamatan di Kantor Wilayah (UPBJJ-UT) di Serang dan Bengkulu. Sampel sebanyak 52 mahasiswa dipilih secara acak sebagai responden. Data dianalisis melalui uji korelasi Rank Spearman. Hasil penelitian menunjukkan sikap mahasiswa menggunakan teknologi informasi dan komunikasi dalam pembelajaran terbuka dan jarak cukup bagus. Selanjutnya hasil penelitian menunjukkan latar belakang pendidikan mahasiswa secara signifikan berkorelasi dengan sikap mereka untuk menggunakan suplemen web dan I-TV. Tempat tinggal mahasiswa secara signifikan berkorelasi dengan sikap mereka untuk menggunakan I- TV. Ada juga hubungan yang signifikan antara ketersediaan fasilitas internet dan kepemilikan komputer dengan sikap mereka untuk menggunakan Tuton , suplemen web dan I- TV .
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Vásquez-Ramírez, Raquel, Maritza Bustos-Lopez, Giner Alor-Hernández, Cuauhtémoc Sanchez-Ramírez, and Jorge García-Alcaraz. "AthenaCloud: A cloud-based platform for multi-device educational software generation." Computer Science and Information Systems 13, no. 3 (2016): 957–81. http://dx.doi.org/10.2298/csis160807037v.
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Nowadays, information technologies play an important role in education. In education, mobile and TV applications can be considered a support tool in the teaching - learning process, however, relevant and appropriate mobile and TV applications are not always available; teachers can only judge applications by reviews or anecdotes instead of testing them. These reasons lead to the needs and benefits for creating one?s own mobile application for teaching and learning. In this work, we present a cloud-based platform for multi-device educational software generation (smartphones, tablets, Web, Android-based TV boxes, and smart TV devices) called AthenaCloud. It is important to mention that an open cloud-based platform allows teachers to create their own multi-device software by using a personal computer with Internet access. The goal of this platform is to provide a software tool to help educators upload their electronic contents - or use existing contents in an open repository - and package them in the desired setup file for one of the supported devices and operating systems.
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Fiani, Isma Dwi, Nila Kusuma Windrati, Melisa Arisanty, and Danar Kristiana Dewi. "Tipologi Gaya Video Instruksional di Universitas Terbuka TV." IKOMIK: Jurnal Ilmu Komunikasi dan Informasi 1, no. 1 (July 30, 2021): 40–47. http://dx.doi.org/10.33830/ikomik.v1i1.1879.
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This article explains the typology of instructional video styles in Universitas Terbuka TV (UT TV) as a learning medium in open and distance higher education. Instructional video styles are an essential aspect of learning media because they relate to student involvement in the learning process. This research used a descriptive content analysis method to obtain and determine the style of communication in each video studied. The result indicates that the instructional video style on UT TV tends to be consistent across subjects and disciplines. The style used by most instructional videos on UT TV is slide style, both as the main style and as a secondary style. The slide style is identical to the presentation format in conventional lectures, where slides are positioned as teaching aids so learning material can easily be understood.
Artikel ini berusaha memaparkan tipologi gaya video instruksional di Universitas Terbuka TV (UT TV) sebagai media pembelajaran di Pendidikan Tinggi Terbuka dan Jarak Jauh (PTTJJ). Gaya video instruksional merupakan aspek penting dalam media pembelajaran sebab berkaitan dengan tingkat keterlibatan mahasiswa dalam proses pembelajaran. Penelitian ini menggunakan metode analisis isi deskriptif untuk mengidentifikasi gaya komunikasi pada setiap video yang diteliti. Hasil penelitian ini menunjukkan bahwa video instruksional di UT TV memiliki gaya komunikasi yang cenderung seragam di seluruh mata pelajaran dan disiplin ilmu. Gaya yang digunakan di sebagian besar video instruksional di UT TV adalah gaya slide, baik sebagai gaya utama maupun gaya pendukung. Gaya slide sangat identik dengan format presentasi pada perkuliahan konvensional, di mana slide diposisikan sebagai alat bantu pengajar saat menyampaikan materi agar mudah dipahami oleh mahasiswa.
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Doukhan, David, Géraldine Poels, Zohra Rezgui, and Jean Carrive. "Describing Gender Equality in French Audiovisual Streams with a Deep Learning Approach." Audiovisual Data in Digital Humanities 7, no. 14 (December 31, 2018): 103. http://dx.doi.org/10.18146/2213-0969.2018.jethc156.
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A large-scale description of men and women speaking-time in media is presented, based on the analysis of about 700.000 hours of French audiovisual documents, broadcasted from 2001 to 2018 on 22 TV channels and 21 radio stations. Speaking-time is described using Women Speaking Time Percentage (WSTP), which is estimated using automatic speaker gender detection algorithms, based on acoustic machine learning models. WSTP variations are presented across channels, years, hours, and regions. Results show that men speak twice as much as women on TV and on radio in 2018, and that they used to speak three times longer than women in 2004. We also show only one radio station out of the 43 channels considered is associated to a WSTP larger than 50%. Lastly, we show that WSTP is lower during high-audience time-slots on private channels. This work constitutes a massive gender equality study based on the automatic analysis of audiovisual material and offers concrete perspectives for monitoring gender equality in media.The software used for the analysis has been released in open-source, and the detailed results obtained have been released in open-data.
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Lin, Xiaoqing Diana. "Playing with history and tradition: television educational programs in contemporary China." Media, Culture & Society 42, no. 6 (November 8, 2019): 823–37. http://dx.doi.org/10.1177/0163443719876623.
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TV educational programs mushroomed in China in the 1990s and beyond. They combined education and entertainment, and for the first time in Communist Chinese history, used TV ratings to determine the continued existence of these programs. This article addresses the predominant focus on history and traditional learning in the lectures at the most famous of these programs, China Central Television’s Lecture Room (baijiajiangtan) since its inception in 2001. Borrowing Pierre Bourdieu’s concept of habitus, it studies how a confluence of state policies, TV station decisions, market imperatives, and educators who presided over the programs created, through storytelling, a modern, open yet culturally conservative world, to keep the audience oriented to modern ideas and practices while deterring excessive individualism or freedom, and a vibrant social milieu favorable to these ideas and practices through audience input via TV program ratings.
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Tolstaya, Ekaterina, and Anton Egorov. "Deep learning for automated seismic facies classification." Interpretation 10, no. 2 (March 14, 2022): SC31—SC40. http://dx.doi.org/10.1190/int-2021-0140.1.
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Several published solutions exist for the automatization of seismic facies labeling. We suggest an approach that applies tools from deep learning and semantic image segmentation, such as specific UNet-based neural network structure, total variation (TV) loss, pseudolabels, as well as domain-specific attributes and a novel image-warping augmentation technique. We use a patch-based training and prediction approach, and at the prediction stage, the facies labels for the test cube are collected with the patch overlap and with the averaging of the predictions. When applied to two open-source labeled seismic cubes, the algorithm demonstrates superior performance compared with the published results with regard to several metrics computed, such as accuracy, intersection-over-union, and F1 score. We compare the model predictions with and without the domain-specific augmentation and the pseudolabel approach with the metrics suggesting that the augmentation and the pseudolabels provide an increase in the model’s performance. Our method provides smoother labels due to the use of TV loss and pseudolabels, which is proved by the visual observation of the predictions of the final model in comparison with the baseline raw UNet model results.
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Wei, Runfang. "China’s radio and TV universities: reflections on theory and practice of open and distance learning." Open Learning: The Journal of Open, Distance and e-Learning 25, no. 1 (January 21, 2010): 45–56. http://dx.doi.org/10.1080/02680510903482199.
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Besedina, Yelena I., Anastasia I. Dudkina, and Maria Y. Kopylovskaya. "LEARNING DISCOURSE STRATEGIES FOR INTERNATIONAL RELATIONS." Методички видици 8, no. 8 (January 12, 2018): 355. http://dx.doi.org/10.19090/mv.2017.8.355-372.
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The article deals with the issue of facilitating learning the specific features of spoken professional communication for International Relations through discourse analysis. The authors present an EFL methodology solution to the problem of teaching ESP to International Relations students based on a strong determination to use the latest advancements in linguistics, i.e. discourse analysis for the purposes of ESP teaching at the university level of education, namely the bulk of linguistic research into the rhetoric of discourse strategies. The paper considers the very concept of discourse and discourse strategies, provides examples of discourse strategies used by IR VIP persons in publicly open interviews on TV and outlines the methodology applied to structure the educational process to help students use their linguistic knowledge to achieve efficiency in spoken professional intercultural communication.
Dissertations / Theses on the topic "TV Open Learning"
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Nenghwanya, Erestine. "Exploring the access and influence of Edu TV and radio programs on the learners' self-directed learning among the grade 12 learners enrolled on distance mode at Namibian College of Open Learning (NAMCOL )." Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/32947.
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This research study focused on the issue of access to flexible learning and the use of technology (radio and TV) to assist in the learning process. The study was aimed at measuring the influence of these technology services among grade 12 learners enrolled on distance mode at Namibia College of Open Learning (NAMCOL). The majority of distance education systems around the world have the same general structure of guiding students, which are based primarily on student-centered learning that demands a learner to work independently. Regular lecturing facilities for distance learners are only possible in scheduled workshops at study centers. These provisions are however, inconvenient since most distance learners are working people, as well as inadequate to provide the necessary educational guidance to distance learners. In situations where regular interaction between teacher and student is limited or not possible, the media plays a vital role in providing educational assistance to these learners. NAMCOL, as an institution, has embraced the concept of utilizing media to assist distance learners with programs such as Edu TV and Radio Programmes as well as Online resources. Self-directed learning theories and Malcolm Knowles's theory of Andragogy were used as the theoretical frameworks for the study. In exploring access and influence of Edu TV and radio program on the learner's self-directed learning among the grade 12 learners enrolled at distance mode at Namibian College of Open Learning (NAMCOL), the researcher employed several research strategies to measure the influence that flexible programs have on learners. The research strategies employed in the study included questionnaires and interviews, which were used to yield both qualitative and quantitative research data. The main findings of the study were that the flexible learning policy implemented by NAMCOL is proving successful in affording distance learners access to Edu TV and radio program services. All participants indicated that the lessons were informative. Furthermore, it helps learners to assume responsibility for their learning. However, additional efforts from all stakeholders are required to keep up with the ever-expanding demand for ODL platforms. The study further revealed that implementing appropriate Andragogy fostered self-directed learning. In light of the findings of the research and the Andragogy applied, even though learners have access to the Edu programs, the lack of physical and appropriate technologies can impact negatively. For example, you can be self-directed, but if there are physical constraints and challenges in the pedagogy, the learners are demotivated to be self-directed.
Book chapters on the topic "TV Open Learning"
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Rosales Rosa, Eugenio, Abel Alfonso Fírvida Donéstevez, Marielis González Muño, and Allan Pierra Fuentes. "Smart TV with Free Technologies in Support of Teaching-Learning Process." In Open Source Software: Mobile Open Source Technologies, 147–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-55128-4_20.
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Rymbayeva, Aizhan. "TV Soaps Influence on the Attitudes of Kazakhstani Women Towards the Represented Turkish Way of Life." In Advances in Media, Entertainment, and the Arts, 105–22. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8491-9.ch007.
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Open market relations opened the opportunity for media representatives to deliver their products worldwide. Thanks to this tendency, TV products became more than entertainment. They are used as a persuasive medium abroad. Turkish TV soaps are the subject of this study. The research further discusses the perceived influence of Turkish TV soaps on Kazakhstani female audience towards the represented Turkish way of life. This study used qualitative in-depth interviews to collect data during August of 2018. The implications are discussed in relation to social learning theory and uses and gratifications theory.
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Sawant, Sarika. "Essential E Learning Tools, Techniques and Open CourseWare for E Learners and Trainers." In Advances in Human and Social Aspects of Technology, 148–77. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0556-3.ch007.
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E-learning includes several types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. E learning is a learner-friendly mode of learning, offering alternative, self-paced and personalised ways of studying. The present chapter explains the synchronous and asynchronous mode of e learning with its features. It also defines and summarises the impact of open source software on teaching and learning process. The numerous open source e learning tools are discussed with examples such as Open source LMS, Open source authoring tools, Open source audio editing software, Open source social bookmarking tools, Open source CMS etc. It also throws light on free e learning tools useful in e learning such as Slideshare, Youtube, Wikis, RSS, Wordpress etc. The search engines especially for academic purpose and for Open CourseWear are also discussed in the chapter. It identifies open courseware around the world spanning various subjects. The chapter concludes with e learning initiatives in India.
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McCabe, Michael. "Live Assessment by Questioning in an Interactive Classroom." In Audience Response Systems in Higher Education, 276–88. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-947-2.ch018.
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This chapter presents an overview of audience response systems as tools for promoting learning in an interactive classroom. The comparison with a popular TV programme is used to introduce the role of questioning in face-to-face teaching, before examining the intrinsic pedagogical benefits of questions. Technical aspects of different systems are summarised, and pedagogical issues discussed, based on the author’s personal teaching experience. Appropriate ways of using audience response systems in the classroom, and guidelines for question delivery are presented. New technology will continue to open up opportunities, but the challenge for the future remains to use the technology effectively and in pedagogically sound ways.
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"Nebraska Innovation Studio." In American Perspectives on Learning Communities and Opportunities in the Maker Movement, 158–82. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8310-3.ch007.
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The Nebraska Innovation Studio (NIS) is a university-based makerspace built on a membership model open to the faculty staff and students from the University of Nebraska – Lincoln (UNL) and community members at large. The space is located in the newly developed Innovation Campus that sits between the two established university campuses of UNL. Consisting of 17,000 ft2 (1580 m2), the space is large and modern with idea strips consisting of TV monitors, peg boards, and white boards running throughout much of the space. NIS has received a number of donations to enable the purchasing of equipment including laser cutters, 3D printers, a long arm quilter, as well as a number of work tables and computers. Overall, the space is very welcoming to new members, with few rules and policies to distract from the making experience. Learning communities are formed through the hard work of NIS staff, which keep track of individual members' projects and interests and work to ensure they connect with like-minded makers in the space. NIS has impacted the community by opening a shared university space, with the community focused on innovation and entrepreneurship. This chapter explores the Nebraska Innovation Studio.
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Hopkins, Kelsey P., and Branislav Bédi. "Immigrant families’ home use of electronic and online Icelandic L2 materials for children." In CALL and professionalisation: short papers from EUROCALL 2021, 143–48. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.54.1323.
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This article presents two studies performed on 14 immigrant families with children aged one to 16; 12 families in Iceland and two Icelandic families living abroad. Lack of exposure and availability of online materials for learning Icelandic as an L2 may affect what skills children can practise at home. This study represents 32 children aged one to 16, all of whom practise Icelandic (L2) at home. Data regarding use and availability of online and offline learning materials were collected by means of a survey containing both open-ended and closed questions. A comprehensive, central directory of available materials was created in parallel as a desktop research. These studies reveal that Icelandic is spoken in most homes but children require further development of specific language skills, predominantly reading. Families consider reading, writing, and vocabulary to be the most important skills to practise, while grammar, speaking, and listening take lower priority. Children’s books are the most frequently used learning material, while textbooks, audiobooks, and other language programmes or apps are used less frequently. TV, films, and online channels (e.g. YouTube) are used to provide language exposure.
Conference papers on the topic "TV Open Learning"
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Atcero, Milburga. "Covid-19 Disruption of Inclusive Lifelong Learning through Digital Technologies in Ugandan Higher Education: Policies and Practices for University Vulnerable Groups." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6456.
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The Covid-19 crisis has forced most governments around the world to close educational institutions in an attempt to contain the spread of the pandemic, impacting over 91% of the world’s student population according to UNESCO. Uganda is among the countries where schools have been closed for at least 2 years. Uganda subscribes to the UN’s 2030 sustainable development goal (SDG) 4 which is grounded on notions of equity and fairness. The SDG 4 agenda: ‘Ensures inclusive and equitable quality education and promotes lifelong learning opportunities for all’. Similarly, Uganda’s Education Sector Strategic Plan 2018-2020 stipulates delivery of equitable, relevant and quality education for all. Notably in Uganda, with 42 million people (UBOS 2020) in lock down and mostly confined in their homes, digital technologies are becoming a necessity, as they become one of the main ways to access education, but also one remaining vectors for social interactions to take place. For instance, the 2019 communication sector report by the Uganda Communications Commission shows that the country’s internet penetration stands at 37.9% with over 23 million internet users, who mostly use mobile phones. According to the same report, mobile internet subscription stood at between 14.3 to 15.2 million persons out of the 42 million Ugandans. Meanwhile about 1.1 million to 1.4 million Ugandans have actively subscribed to pay-tv services. This clearly shows the digital gap as of 2020, given that a large proportion of the population (estimated at 62-96%) does not have access to the internet or pay-tv. The present article aims to demonstrate that in the current Covid-19 crisis, much as digital technologies are helping to reach wider audiences globally, Uganda, like other Sub-Saharan African countries, still faces several challenges which directly or indirectly affect lifelong learning. Our hypothesis is that some of the most vulnerable students from Universities living in rural communities, people living with disability are the most difficult to reach if ICTS serve as the main instrument for promoting lifelong learning. A survey of a convenient sample of 350 Ugandan students from various socioeconomic backgrounds was conducted. Preliminary results show that despite the fact that digital technologies have enabled the closing of the gap of continued access to lifelong learning during the Covid-19 pandemic in Uganda, there are still existing challenges in implementing Inclusive lifelong learning such as mobile phones, unstable electricity, poor infrastructure and accessing the lowest technology in order to close the educational gap.
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Perero-Codosero, Juan M., Javier Antón-Martín, Daniel Tapias Merino, Eduardo López-Gonzalo, and Luis A. Hernández-Gómez. "Exploring Open-Source Deep Learning ASR for Speech-to-Text TV program transcription." In IberSPEECH 2018. ISCA: ISCA, 2018. http://dx.doi.org/10.21437/iberspeech.2018-55.
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Dai, Yi, Fei Wan, Fan Wu, and Hou Han. "Construction of cloud learning environment for Open Education: the exploration and practice of Zhuhai Radio a TV University." In 2016 International Forum on Management, Education and Information Technology Application. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ifmeita-16.2016.87.
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