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1
Lee, Jang Ho. "Temporal Navigation in a Session in a Mobile Distance Learning System." Applied Mechanics and Materials 284-287 (January 2013): 3563–68. http://dx.doi.org/10.4028/www.scientific.net/amm.284-287.3563.
Повний текст джерелаАнотація:
Typical mobile distance learning system allows students to download and play the video of lecture, which lacks synchronous capability. Although a few synchronous mobile e-learning systems enable students to experience the video and presentation materials of a lecture in real time and real-time interaction with the lecturer, they still have the problem of not allowing students to navigate and re-experience the lecture session including video and slides with annotation. Thus, we present a mobile distance learning system that enables students to join the ongoing lecture, watch video and annotated slides, interacts with the lecturer with text in real-time as well as to store the lecture session on their mobile device and play them later. During the play of a lecture session, a student can navigate the session in terms of time and re-experience the video, slides with annotation, and text-based interaction among the lecturer and students.
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Holmstrom, Steven E. "Effective Slide Presentations." Journal of Veterinary Dentistry 8, no. 2 (June 1991): 7–8. http://dx.doi.org/10.1177/089875649100800204.
Повний текст джерелаАнотація:
Veterinarians are often called upon to give lectures on a variety of subjects. The preparation of these lectures often includes the use of kodachrome slides to illustrate a subject. Often narrative slides and descriptional slides are necessary to complete an effective lecture. A description of preparing slides is detailed.
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Todorovová, Jiřina. "Public Presentation of Non-European Cultures at the Turn of the 19th and 20th Centuries. Part 2: “From Worlds Afar” – The Lecture Activity of Enrique Stanko Vráz." Annals of the Náprstek Museum 37, no. 2 (September 1, 2016): 3–16. http://dx.doi.org/10.1515/anpm-2017-0009.
Повний текст джерелаАнотація:
Abstract The way in which the Czech public learned about exotic countries at the end of the 19th and 20th centuries was dependent above all on the ability of travellers to convey their experience in literary form, as travelogue, or to communicate their experiences directly – in lecture form. From the 1890s lectures were accompanied by the projection of slides. One of the best-known travellers, and an excellent lecturer, was Enrique Stanko Vráz (1860–1932). The Náprstek Museum holds an extensive collection of glass slides from his estate. Vráz filled the periods in between his various world travels with intensive lecture activity, and the themes of his lectures grew wider with the increasing number of journeys he undertook. Information gained from Vráz’s lectures had a marked effect on the outlook of broad swathes of the population of the Czech lands on the life and cultures of non-European areas.
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Krygin, Valerii M., and Maksym K. Shylo. "Creating Slides from Video Lecture." Control Systems and Computers, no. 2 (298) (2022): 3–10. http://dx.doi.org/10.15407/csc.2022.02.003.
Повний текст джерелаАнотація:
Introduction. Video recordings of lectures are no longer a rarity in the conditions of distance learning. Videos may be in an inconvenient format for students or contain different artifacts due to compression, camera quality, and other factors. It is useful to have a presentation of the study material, which contains only the text from the board because such a view of the material is most like the compendium. Purpose. The item of our work is creating an algorithm for obtaining panorama slides without a teacher from video lecture. To develop this algorithm, we use the Boykov-Kolmogorov Max-flow algorithm for obtaining a mask of moving objects. In some video lectures, the camera is moved so that the teacher is in sight, so some of the recordings are not visible. To do this, we make frames stitching to get a panorama. To reduce duplication of slides due to camera shaking, we perform video-stabilization as a preprocessing step, then replace the pixels using the mask. Finally, we create slides by comparing changes in the frames, binarizingand denoising. Methods. We used the Boykov-Kolmogorov Max-flow algorithm, SIFT, Laplace operator and Otsu binarization for developing information technology. Results.As a result, we get panorama slides with the extracted text or drawings from the board, which will help to simplify the creation of e-learning materials for both new and existing lecture recordings. Teachers will also be able to quickly provide lecture material to students even if they teach several complex subjects. Conclusion. We have developed an algorithm and implemented information technology for obtaining slides from video-lecture. Now, a teacher can give students short content of video material. The next steps are automatic detection of the board, division of the board into sections, and recognition of the text and formulas written on the board.
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Lim, J. H. "Effective lecture slides." Journal of the Korean Radiological Society 22, no. 4 (1986): 641. http://dx.doi.org/10.3348/jkrs.1986.22.4.641.
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Adams, Ramona. "A Comparison of Students’ Attitude and Perception towards Morning or Afternoon Classes in Texila American University, 2021." TEXILA INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH 9, no. 3 (July 30, 2022): 193–201. http://dx.doi.org/10.21522/tijar.2014.09.03.art016.
Повний текст джерелаАнотація:
This paper reports on the findings from focus groups conducted at Texila American University on the attitudes of its medical students towards morning lectures. Students felt that two things were vital for a good lecture: (1) that the lecturer goes beyond what is written in the lecture notes; (2) that the lecture is interactive, by which students meant that the lecturer asks if students understand concepts and adjust the delivery accordingly, and the lecturer answers the students’ questions. The students in the focus groups also discussed what makes for a bad lecture: (1) lecturers reading straight from slides; (2) lecturers who ‘blame the students’ by saying that students don’t work hard enough and are too lazy to turn up to lectures; and (3) lecturers who cover the material too slowly or too quickly. The most prominent reason given for not attending lectures was the timetabling of lectures in such a way that students had too few classes in one day to make the sojourn to university worthwhile and relating to feelings of tiredness each afternoon. Any university seeking to improve attendance at lectures should perhaps look as much to improving its timetabling practices as it does to improve the practices of its individual lecturers. Keywords: Focus groups, Lectures, Student attitudes.
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Wilkinson, Robert. "Enhancing Lecture Interaction through Live SMS." HERMES - Journal of Language and Communication in Business 23, no. 45 (October 24, 2017): 51. http://dx.doi.org/10.7146/hjlcb.v23i45.97346.
Повний текст джерелаАнотація:
A consistent challenge with lectures to large audiences is the extent to which the lecturer can develop interaction with the audience. Obtaining answers to the lecturer’s questions or stimulating questions from the audience during the lecture may be hampered by the fact that the lecturer and the audience are not able to hear speakers in the audience clearly. This article reports on an experimental design to test the feasibility of allowing live SMS messaging as a means to stimulate interaction during large lectures. The context concerned lectures on academic writing in bachelor’s programmes in business and economics. Each lecture attracted about 500 students. The students were invited to send text messages to a dedicated phone line connected to a computer, which, at chosen intervals, displayed messages for everyone to see. The set-up allowed the lecturer to switch instantly from slides to the message display. Messages could be easily transferred to an Excel fi le for subsequent processing if necessary. Results showed that students did not use the opportunity as frequently as expected, and most messages were not relevant to the topics of the lectures. In this article, explanations for these outcomes are discussed, and recommendations for further implementation are presented. Using a new technology, even a pervasive one like SMS messaging, in a lecture entails modifications to the design, delivery and content of the lecture itself.
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Gallagher, Richard. "Preparing effective lecture slides." Journal of Cancer Education 2, no. 3 (1987): 141–44. http://dx.doi.org/10.1080/08858198709527874.
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Che, Xiaoyin, Haojin Yang, and Christoph Meinel. "The Automated Generation and Further Application of Tree-Structure Outline for Lecture Videos with Synchronized Slides." International Journal of Technology and Educational Marketing 4, no. 1 (January 2014): 34–50. http://dx.doi.org/10.4018/ijtem.2014010103.
Повний текст джерелаАнотація:
In this paper, the authors illustrate their motivation and method in the automated generation of tree-structure outline for lecture videos with supplementary synchronized slides, and then propose a further application, lecture video segmentation by slide-group-change event, based on the outline previously generated. Starting with OCR (Optical Character Recognition) result, with an approximate accuracy of 90%, the authors attempt to reconstruct the text system of each slide into an up-to-3-level content tree, and then explore logical relations between slides in order to set them hierarchical. A final up-to-6-level outline will be achieved after removing all the redundancy. And the hierarchy of the slides, which is saved in the outline, will largely simplify the additional segmentation process. Evaluation result shows that, the final outline generated based on the test dataset retains about only 1/4 of the original texts from all slides and is organized well, with a high accuracy of 85% at slide title level. And the majority of the segments the authors' get are logically reasonable, while the average length of them is about 5~15 minutes.
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Giannini, A. James, Rachel K. Bowman, Juliette N. Giannini, and Jocelyn D. Giannini. "Teaching with Symbols Tangentially Related to Topic: Using a Linked Multimedia Approach to Enhance Learning." Psychological Reports 88, no. 2 (April 2001): 403–9. http://dx.doi.org/10.2466/pr0.2001.88.2.403.
Повний текст джерелаАнотація:
40 undergraduate students, none of whom were history or literature majors, attended a lecture on Medieval literature. For half the students the lecture was supplemented by two sets of slides. One set summarized course content while the second set contained slides of paintings or other forms of visual art which were only tangentially related to the topic. For the other half of the student-group, the lecture was supplemented by course content slides only. Students viewing symbolic slides had significantly higher test scores on a written 20-question multiple-choice test given immediately after the lecture.
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Rothstein, Stephen G., and Patricia L. Stewart. "Instant Slides of Radiographs for Lectures." Otolaryngology–Head and Neck Surgery 101, no. 4 (October 1989): 506. http://dx.doi.org/10.1177/019459988910100418.
Повний текст джерелаАнотація:
High quality slides of radiographs may be made with a simple, fast, and inexpensive technique using Kodak Rapid Process Copy film. Lecture presentations may include a slide of a pertinent plain radiograph, computed tomography (CT) scan, or magnetic resonance imaging (MRI). Although these slides may be made with a 35 mm SLR camera and flash or with a 35 mm SLR camera and a lighted viewbox, an alternative method is available that is easy to perform, inexpensive, and can produce quality slides in as little as 30 minutes.
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Persson, Alfred V., John D. Frusha, and Richard J. Chevalier. "Rapid Preparation of Lecture Slides." Surgical Clinics of North America 65, no. 1 (February 1985): 139–48. http://dx.doi.org/10.1016/s0039-6109(16)43538-3.
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Ziewer, Peter, and Thomas Perst. "Navigational indices and content interlinkage on the fly." Interactive Technology and Smart Education 4, no. 1 (February 1, 2007): 31–42. http://dx.doi.org/10.1108/17415650780000327.
Повний текст джерелаАнотація:
Lecture recording provides learning material for local and distance education. The TeleTeachingTool uses the very flexible screen recording technique to capture virtually any material displayed during a presentation. With its built‐in annotation system teachers can add freehand notes and emphasize important parts. Unlike other screen recorders, our implementation offers slide‐based navigation, full text search and annotated scripts, which are obtained by automated post‐production. This article presents how automated analysis generates indices for slide‐based navigation on the fly and how to achieve live interlinkage of annotations with slides so that annotations disappear when a slide is changed and are made visible again when returning to that slide later during presentation, although screen recorders generally do not provide an association of annotations with slides.
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Godha, Ashima, and Puja Trivedi. "CNN Filter based Text Region Segmentation from Lecture Video and Extraction using NeuroOCR." SMART MOVES JOURNAL IJOSCIENCE 5, no. 7 (July 28, 2019): 7. http://dx.doi.org/10.24113/ijoscience.v5i7.218.
Повний текст джерелаАнотація:
Lecture videos are rich with textual information and to be able to understand the text is quite useful for larger video understanding/analysis applications. Though text recognition from images have been an active research area in computer vision, text in lecture videos has mostly been overlooked. In this paper, text extraction from lecture videos are focused. For text extraction from different types of lecture videos such as slides, whiteboard lecture videos, paper lecture videos, etc. The text extraction, the text regions are segmented in video frames and extracted using recurrent neural network based OCR. And finally, the extracted text is converted into audio for ease of convenience. The designed algorithm is tested on different videos from different lectures. The experimental results show that the proposed methodology is quite efficient over existing work.
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Kjelgren, Roger, and Larry Rupp. "461 Multimedia Dissemination On and Off Campus of Two Landscape Horticulture Courses." HortScience 35, no. 3 (June 2000): 473C—473. http://dx.doi.org/10.21273/hortsci.35.3.473c.
Повний текст джерелаАнотація:
We developed two courses, sustainable landscaping and landscape water conservation, to meet time-constrained students on campus and place-bound students off campus. Lecture material consisting of text, slides, drawings, and some video were assembled digitally using presentation software. Each course was broken into nine to10 units by topic matter, and each unit consisted of 50 to 100 individual “slides” containing visuals, text, and audio narration. The lecture material was then packaged for student consumption onto videotape and CD-ROM, and on the Web (without audio) and as hard copy. Students taking the course received a course reader of the lecture material in hard copy and CD format. Contact with the instructor was through e-mail and a threaded newsgroup on the Web. All testing was with take-home quizzes and an exam. These courses had 700 to 800 slides averaging 1 min of narration per slide, equaling 12 to 14 h of audio. Assembly time for 1 h of narration, or about 60 slides, was 20 to 30 h. These courses are taught live in a classroom, where the presentation time is doubled compared to audio narration, alternate years, and have been available every term on an arranged basis. Survey results of 40 students to date taking the course on an arranged basis, obtaining lecture material mainly through CD-ROM, showed that by a 6:1 margin, their learning experience was overall positive. However, by a 19:1 margin, students would have preferred to have taken the course with live classroom instruction. Developing digital courses such as these is only feasible if a faculty member has unequivocal and ample administrative and financial support, and is only cost-effective if there is sufficient student demand outside of conventional scheduling.
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Levesley, Aurora. "The Plant Science TREE." Biochemist 35, no. 2 (April 1, 2013): 52–53. http://dx.doi.org/10.1042/bio03502052.
Повний текст джерелаАнотація:
The Plant Science TREE (Tool for Research Engaged Education) is an online teaching aid giving access to inspirational educational resources in the form of online lectures, lecture slides, movies, practicals and images from the research community, so that the excitement and potential for plant science can be disseminated to a wide student audience through educators worldwide.
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Haque, Md Sajedul, and Md Humayun Kabir Talukder. "Audio Visual Aids-Quality Use in Lecture Classes of Undergraduate Medical Education in Bangladesh." Medicine Today 28, no. 2 (June 13, 2017): 48–51. http://dx.doi.org/10.3329/medtoday.v28i2.32923.
Повний текст джерелаАнотація:
This descriptive type of cross sectional study was conducted to explore the use of AV aids in undergraduate medical education in 7 government & 5 non-government medical colleges of Bangladesh by convenient sampling. Sixty (60) lecture classes were observed to estimate the proportion of the uses of different AV aids & to identify the quality use of different types of AV aids by observation checklists. Views were also taken from 20 teachers regarding the quality use of different types of AV aids by open ended questions. Study revealed that 20% teachers used CB/WB, 15% used OHP and 65% used PPT. Most of the CB/WB & PPT users maintained the quality use of these media but not OHP. Readability and legibility of handwriting or text of all media were acceptable in 78% lectures but it was 33% in OHP lectures. Students' attention was also less in OHP. Regarding number of words per acetate sheet/slide, only 33% OHP lectures met the standard criteria & 72% PPT slides met this criterion. In open ended questions, 25% teachers choose CB/WB, 10% Choose OHP and 65% choose PPT. Study recommended that use of clean, multi-color and good quality chalk/marker & board/screen are essential for effective teaching learning session. Adequate lighting, AC lecture class/gallery, proper sound systems & training on different AV aids are also needed to standardize the quality use of AV aids in lecture classes.Medicine Today 2016 Vol.28(2): 48-51
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Bittner, Marvin J. "How Many Slides for a Medical Lecture?" Archives of Internal Medicine 145, no. 10 (October 1, 1985): 1925. http://dx.doi.org/10.1001/archinte.1985.00360100199036.
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Weatherly, Jeffrey N., Mark Grabe, and Emily I. L. Arthur. "Providing Introductory Psychology Students Access to Lecture Slides via Blackboard 5: A Negative Impact on Performance." Journal of Educational Technology Systems 31, no. 4 (June 2003): 463–74. http://dx.doi.org/10.2190/krw7-qhfy-ay3m-ffjc.
Повний текст джерелаАнотація:
The present study investigated the impact of making lecture outlines available on-line via Blackboard 5 on exam performance of students enrolled in introductory psychology. Performance of students in a class with access to information on Blackboard was compared to that of students in a class without such access. These classes were held in successive semesters, but had the same instructor, teaching assistants, textbook, lectures, and exams. Results showed that, across the three exams, students in the course with access to information via Blackboard performed significantly poorer than did students in the class without access to it. Performance in the laboratory section of the course, in which Blackboard was not employed, did not differ between classes. Thus, despite several potential positive ramifications of allowing increased access to lecture information, the impact of such access was not positive. The decreased exam performance may have been the outcome of decreased lecture attendance due to access to lecture information outside of lecture and several measures are discussed which could potentially address this possibility. The present results should alert educators not to rush to introduce technology into their course without serious consideration of the potential positive and negative outcomes such an introduction might have.
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Gopalan, Chaya, and Megan C. Klann. "The effect of flipped teaching combined with modified team-based learning on student performance in physiology." Advances in Physiology Education 41, no. 3 (September 1, 2017): 363–67. http://dx.doi.org/10.1152/advan.00179.2016.
Повний текст джерелаАнотація:
Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture.
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Russell, I. Jon. "How Many Slides for a Medical Lecture?-Reply." Archives of Internal Medicine 145, no. 10 (October 1, 1985): 1925. http://dx.doi.org/10.1001/archinte.1985.00360100199037.
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Krupiei, Krystyna. "MASTERY OF PUBLIC SPEAKING OF A TEACHER OF HIGHER EDUCATION INSTITUTION IN THE CONDITIONS OF «SLIDE DEPENDENCE»." Academic Notes Series Pedagogical Science 1, no. 204 (June 2022): 154–58. http://dx.doi.org/10.36550/2415-7988-2022-1-204-154-158.
Повний текст джерелаАнотація:
The author systematized and supplemented in the article some recommendations for a successful public speech of a teacher of higher education with a presentation. The article highlights the causes and disadvantages of «slide dependence» of public speeches. Analysis of scientific publications suggests that the key to success of a professional lecturer is not only intellectual ability and academic knowledge, but also personal criteria (emotional culture, ability to regulate, feel and understand not only their own emotional states but also audiences). The author recommends not to turn the lecturer with presentation into mechanical reproduction (reading) and commenting some slides, but to emphasize the key points that are demonstrated in them. Crowded slides cause emotional tension and a reluctance to listen to the lecturer. The key to the mood of the audience is improvised during the performance, the ability of the lecturer to use prosodic elements of speech (facial expressions and intonation of the voice, which is transmitted to listeners through tempo, intensity, and logical pauses). Rhythmic, emotional, pointing, visual, symbolic gestures are most often used in oratory, but they must be involuntary, not accompanied by a full speech of the speaker. You should also not build the whole lecturer in a humorous way. It is important to remember that the main conditions for effective humor are appropriateness and «portion». Need to be especially careful with satire, irony, and sarcasm, avoid jokes about race, religion, or sexual preference. The audience can be interested in history, an example on the topic of the speech, it is desirable that this example be covered from their own experience, the experience of acquaintances, colleagues. Real stories (even slightly exaggerated) give the speech concreteness, persuasiveness and tune the audience in the lecture. The slides in the presentation should not be «crutches» for the speaker, but only a support and a tool for oral narration. Therefore, to improve communication skills, it is necessary to constantly practice the art of transforming thought into word, work on diction and develop language thinking.
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Bicher, Martin, Irene Hafner, Andreas Bauer, Carina Poll, Niki Popper, and Felix Breitenecker. "A Web-based Platform for E-Learning and Blended Learning in Modelling and Simulation." International Journal of Business & Technology 2, no. 1 (November 2013): 2–7. http://dx.doi.org/10.33107/ijbte.2013.2.1.01.
Повний текст джерелаАнотація:
The Mathematics Modelling and Tools (MMT) e-learning system is a platform used for supporting lectures and tutoring at the Vienna University and Technology. Additionally to traditional e-learning properties like up- and download of lecture notes, videos and slides the MMT system provides the surface for a virtual modelling and simulation laboratory. Very powerful calculation software like MATLAB, Java or Octave, running in behind, allows experimenting with targeted modelling and simulation examples prepared and developed by experts. These are first of all used to support the presentation directly at the lecture and can afterwards be accessed by students given a password at home. As especially MATLAB also allows development of suitable examples dealing with mathematics, so far about ten percent of all examples treat this specific topic and are used in math lectures. It showed that especially the live experience fiddling on pre-implemented examples poses a big improvement for lectures.
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Rae, Mark George, and Marian McCarthy. "The Impact of Vodcast Utilisation upon Student Learning of Physiology by First Year Graduate to Entry Medicine Students." Journal of the Scholarship of Teaching and Learning 17, no. 2 (May 11, 2017): 1–23. http://dx.doi.org/10.14434/josotl.v17i2.21125.
Повний текст джерелаАнотація:
Abstract: The current study sought to determine the effectiveness of video-on-demand podcasts (vodcasts) as a tool for facilitating the understanding of Physiology by first year undergraduate Graduate Entry to Medicine (GEM) students. 73 first year undergraduate GEM students were provided with full length vodcasts of lecture material in advance of each of 9 Physiology lectures. Exam performance, using identical sample questions, was assessed against performance of the 2012-2013 GEM I class, which did not have access to the vodcasts. Qualitative information of students’ perceptions of the vodcasts was also gathered and analysed. Analysis revealed that the study group of 2013-2014 GEM I students achieved significantly higher grades in various examination formats in comparison to the control 2012-2013 GEM I cohort. Qualitative analysis of responses to the attitudinal survey revealed that the majority of students liked the vodcasts and that previewing them before lectures did indeed facilitate understanding of the lecture material. However, only 15% of the class were able to view all 9 of the prepared vodcasts prior to lectures. Notably, the majority of students indicated that they also considered the vodcasts to be valuable revision tools. This study is the first to show that the use of vodcasts can provide clear, quantifiable benefits for medical student learning over and above lecture notes and/or lecture slides alone. Our analysis suggests that this improvement was due both to their use as a preview tool as well as facility for later revision of lecture content.
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Tuminskaya, Olga A. "Educational Activities of the State Russian Museum in the 1940s." Observatory of Culture 18, no. 5 (October 29, 2021): 549–59. http://dx.doi.org/10.25281/2072-3156-2021-18-5-549-559.
Повний текст джерелаАнотація:
The relevance of the article is indicated by referring to archival primary sources that characterize the forms and methods of scientific and artistic educational activities of the State Russian Museum in the 1940s, in particular — during the Great Patriotic War (a museum tour, an exhibition session, a lecture, a conversation with slides). This makes it possible to more accurately identify the direction of work in the following years and at the present time and indicate the need to introduce other forms of work with visitors: lectures with slides, traveling exhibitions, concerts, cycle subscriptions, trips to villages and enterprises, lectures on the radio, cooperation with the museum’s publishing house and the country’s press bodies.The influence of the Department of Scientific and Artistic Propaganda of the 1940s on the State Russian Museum’s subsequent work on communication with the audience is expressed in the revision of the content of the excursion and lecture courses. In the 1950s—1970s, messages on the heroic past of the Soviet people, presentations of the activities of warrior artists, and communication with national unions of artists gained particular popularity. The State Russian Museum became a center for advanced training of tour guides for peripheral art museums.Documentary sources, which include archive materials, are of particular importance in the preservation of memory. Together with them, works of art created during the war or in the first post-war years play an invaluable role in restoring the truth.
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Amato, Dominick, and Ian Quirt. "Lecture handouts of projected slides in a medical course." Medical Teacher 12, no. 3-4 (January 1990): 291–96. http://dx.doi.org/10.3109/01421599009006633.
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Kester, Marieke Elise. "Positive student response to engaging lecture videos with embedded activities implemented in hybrid online course, Biostatistics for Biology Majors." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g8z01p.
Повний текст джерелаАнотація:
Lecture videos were developed for use in a hybrid online section of Biostatistics for Biology Majors (BIOL214-DL) piloted during the spring 2016 semester. Lecture videos were based on recordings of the face-to-face lecture course completed with the help of GMU TV in a classroom fitted with 5 cameras including one on the document camera to record course materials. During fall 2015, 22 class sessions were recorded. Video editing software was used to cut original 75 minute videos into shorter chunks by topic. Activities were added as still PowerPoint slides to present the activity, followed by a slide reading “Did you really try the activity” followed by a video explanation of the correct answer. Final videos were on average 13.5 ± 0.73 (SEM) minutes and ranged from 3 to 21 minutes. Videos had an average of 2.62 ± 0.27 (SEM) activities. In a mid-term assessment completed by 18 students, 44% “Strongly agreed” that the embedded activities helped them learn class material, 44% “Agreed” and the other 11% responded “Neither Agree nor Disagree”. Sixty one percent of students ranked lecture activities in the top two “aspects of the course that are helpful to your learning”. Current challenges of embedding lecture video activities will be discussed along with future solutions offered by Kaltura media.
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Williams, Joshua L., Nancy McCarley, Stephen D. Willis, and Amber N. Huddleson. "Images and Text on PowerPoint Slides." International Journal of Mobile and Blended Learning 14, no. 1 (January 2022): 1–14. http://dx.doi.org/10.4018/ijmbl.291979.
Повний текст джерелаАнотація:
In this study, we examined the impact of irrelevant visual images in a PowerPoint lecture on attention and information retention performance. We found students viewing text-only PowerPoint slides retained less information than students viewing text-and-image slides, but the difference did not reach significance. However, when examining both fixation counts and fixation duration, we found students viewing text-and-image PowerPoint slides who spent more time looking at the text retained more information. We discuss the impact of varied visual attention (moving back and forth from text to image) on information integration and retention and establish empirical questions for future research.
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Steptoe, Patrick. "The Role of In-Vitro Fertilization in the Treatment of Infertility: Ethical and Legal Problems." Medicine, Science and the Law 26, no. 2 (April 1986): 82–84. http://dx.doi.org/10.1177/002580248602600202.
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Smith, David P. "Bringing experiential learning into the lecture theatre using 3D printed objects." F1000Research 5 (January 13, 2016): 61. http://dx.doi.org/10.12688/f1000research.7632.1.
Повний текст джерелаАнотація:
The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Conceptual teaching usually involves vocal explanations or using two dimensional slides or video presentations. A deeper understanding may be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didatic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation of an enzyme’s active site or the structure of DNA for example. Models and other artefacts are handled in small groups and act as a focus for talking points to generate conversation. Through this approach core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery is adjusted based around experiential learning activities by moving the object from mental cognition and into a physical environment leading to student engagement in the lecture theatre and a dialog with the lecturer. The use of artefacts in teaching allows the lecturer to create interactive sessions that challenge and enable the student. This approach can be applied at all levels and across many disciplines.
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Šejbl, Jan. "Photographic Estate of Barbora Markéta Eliášová in the Náprstek Museum Collections: Negatives and Slides." Annals of the Náprstek Museum 43, no. 2 (2022): 55–86. http://dx.doi.org/10.37520/anpm.2022.010.
Повний текст джерелаАнотація:
The study focuses on the photographic negatives and slides from the personal estate of traveller Barbora Marketa Eliášova stored in the National Museum – Náprstek Museum of Asian, African and American Cultures. Photographic negatives and slides were divided between the archival fund and the museum collection. With the use of digital technologies, it was possible to reunite separated parts and study them as a whole. For negatives, the main question was to find out which images Eliášova took herself on her travels and which are image reproductions from other sources. In the same way, slides were examined as evidence of the use of photographic techniques in lecture activities.
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Avduhin, V. E., T. M. Avdyukhina, and E. V. Larionova. "THE POSSIBILITIES OF THE LECTURES WITH PRESENTATIONS USED TO IMPROVE THE QUALITY OF TRAINING OF ENGINEERING STUDENTS." Spravochnik. Inzhenernyi zhurnal, no. 274 (2020): 48–54. http://dx.doi.org/10.14489/hb.2020.01.pp.048-054.
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The article contains the aspects used to improve the quality of education for engineering students specialties. There is necessity of using a modern form of lecturing with the use of slides, videos, interactive whiteboards. It is noticed based on the results of the conducted polling of students and professors of the technical University. Such form of lectures are lectures with presentations. There is variety of forms of presentation of lecture material in their development from 60 – 70 years of the twentieth century to the present day considered in the article, the assessment of the advantages and disadvantages of each of them is also given. The features of lectures-presentations in accordance with the originality of different courses and specializations of students (bachelor, specialist, master) for technical University are revealed. Possibilities and advantages of lectures-presentations for students of engineering specialties are estimated.
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Smith, David P. "Active learning in the lecture theatre using 3D printed objects." F1000Research 5 (June 3, 2016): 61. http://dx.doi.org/10.12688/f1000research.7632.2.
Повний текст джерелаАнотація:
The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Visualisation of biological molecules often involves vocal explanations or the use of two dimensional slides and video presentations. A deeper understanding of these molecules can however be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didactic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation, for example, of an enzyme’s active site or the difference between the major and minor groove of DNA. Models and other artefacts can be handled in small groups within a lecture theatre and act as a focal point to generate conversation. Through the approach presented here core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery was adjusted based around experiential learning activities by moving the object from mental cognition and into the physical environment. This approach led to students being able to better visualise biological molecules and a positive engagement in the lecture. The use of objects in teaching allows the lecturer to create interactive sessions that both challenge and enable the student.
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Zajicek, Jayne M., and Jennifer C. Bradley. "Electronic Advancements in Teaching Floral Design at Texas A&M University." HortScience 31, no. 4 (August 1996): 589c—589. http://dx.doi.org/10.21273/hortsci.31.4.589c.
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Floral Design (HORT 203) is an increasingly popular course offered at Texas A&M Univ. HORT 203 is offered as a university core curriculum humanities elective and, thus, enrolls many nonhorticulture majors, averaging 95 students per semester. HORT 203 is taught in a large lecture room that does not always lend itself to teaching a hands-on, visual design course. To increase student understanding of the materials, traditional 35-mm slides and overhead transparencies are being replaced by visual computer technology. Colorful, scanned-in images of floral designs are created in Microsoft PowerPoint and incorporated into computer presentations and color transparencies that supplement each instructional presentation. In addition, the Internet is incorporated in the course by providing students with instructors' and lab assistants' e-mail addresses, individual lab section pages, slides for plant identification, reading assignments, as well as classroom lectures. The technologies used for HORT 203 enhance student understanding and ease of teaching while providing a visual alternative to traditional teaching methods. The technologies used for HORT 203 will be discussed and demonstrated including a tour of home-pages, lectures, and plant id lists.
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Sekhar, K. Chandra, Manas Ranjan Rout, and K. Uma Maheswara Rao. "A study on Medical students’ opinions about faculty power point presentations during lecture." Journal of Comprehensive Health 5, no. 1 (October 26, 2020): 108–16. http://dx.doi.org/10.53553/jch.v05i01.010.
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Background: With respect to a multimedia presentation, style refers both to the style of the writing and to the appearance of the slides. Nowadays many faculty members are using different varieties of presentations through power point to many students. Really what extent it is useful for improving their knowledge level, effectiveness of the method and suggestions for improvement. Hence, this study was designed to conduct among medical students. Objectives: 1. To find the opinions of medical students about faculty presentations during lecture. Materials and Methods: The present institutional based cross sectional study was conducted at Alluri Sita Ramaraju Academy of Medical Sciences, Eluru, Andhra Pradesh, during the period from April 2016 to June 2016. A total of 125 individuals were selected from the one of the batch of Final MBBS, part-1 and randomly picked up this batch. Results were analysed and necessary statistical tests were applied. Results: Out of 125 study population, 58.4% were females and 41.6% were males. In the study population Only 46/125 (36.8%) students were opined faculty created interest during listening the class. Out of 125 students, 78 students opined that faculty members presented > 25 slides in their class. But there was no statistical difference was observed between number of slides and eye contact (P-0.32). About 90.4% students given opinion faculty taught relevant subject in their class. Very less proportion of faculty (25.6%) given mental breaks in the class during lecture. Conclusions: Based on the above study results, time taken by faculty is adequate, content delivered in the lecture is also good. But, only number of slides per class is more and mental breaks in the class is also less. In addition to regular practice, these changes also to be incorporated in their classes will give better output of the students in the areas of learning.
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Shadiev, Rustam, Yu-Cheng Chien, and Yueh-Min Huang. "Enhancing Comprehension of Lecture Content in a Foreign Language as the Medium of Instruction: Comparing Speech-to-Text Recognition With Speech-Enabled Language Translation." SAGE Open 10, no. 3 (July 2020): 215824402095317. http://dx.doi.org/10.1177/2158244020953177.
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Scholars suggest that not every student completely comprehends the content of a lecture in a foreign language as the medium of instruction, especially in the case of those with low language ability. To facilitate comprehension of lectures in a foreign language, learning content was presented to students in multiple modalities; that is, in addition to verbal (speech of the instructor) and visual (lecture slides) content, texts generated by speech-to-text recognition (STR) or speech-enabled language translation (SELT) were shown to the students. The goal was to compare how these two additional content modalities (i.e., STR-texts vs. SELT-texts) facilitate student comprehension of lecture content. Because processing multimodal content requires additional cognitive resources, another goal was to explore whether STR-texts versus SELT-texts impose any cognitive load on the students. To this end, two groups of students were recruited, where they attended two lectures at the intermediate and advanced levels. STR-texts were shown to a control group, and SELT-texts were shown to an experimental group. The posttest results and the cognitive load of the students in both groups after each lecture were compared. Four main findings were obtained: (a) The experimental group outperformed the control group on both posttests. However, when student language ability was considered, the difference was statistically significant for low ability students only; (b) there was not a significant between-group difference in cognitive load; however, if student language ability was considered, a significant between-group difference existed during the more difficult lecture; (c) between-group differences in self-efficacy were statistically insignificant; and (d) associations among some research variables were found. Based on these results, several implications were drawn for the teaching and research community.
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Krašna, Marjan, and Tomaž Bratina. "E-LEARNING MATERIALS FOR SOCIAL SCIENCE STUDENTS." Problems of Education in the 21st Century 61, no. 1 (October 5, 2014): 77–87. http://dx.doi.org/10.33225/pec/14.61.77.
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Today's student population is rightfully categorized as digital natives. From the beginning of their education, they used ICT. The technological gadgets, internet, and social networks are like a glove to them. Such generation of students require more than just textbooks. In the 2013 University of Maribor establish a task force for e-learning materials development. The goal was to identify the optimal technological, didactical and financial approach to the long process of e-learning materials development. Members of the task force have many workshops presenting different views, acquired experiences from their previous projects, technological constraints, prediction, etc. During these workshops it was decided it would be the best to prepare different types of e-learning materials and test them by the students. From their feedbacks we could set the guidelines for large scale production. At the Faculty of Arts, Faculty of Natural Sciences and Mathematics and Faculty of Education students needs to acquire also the digital competences to become successful teachers. For special didactics study programs different types of e-learning materials were produced with different technological approach. The concept was to upgrade the previous deliverables (PowerPoint slides) and narrate them. Narrated slides would enable students to refresh their lectures and should be used as blended e-learning materials. Narrations were prepared in different format: textual narration, voice narration and video narration. But later it was decided that these types are not enough and a mix of narratives (integrated multimedia learning materials) could be used on individual slides depending on the content of the slide. Students first receive the lecture in the classroom and in the same week they need to study associated e-learning materials and write their review of corresponding e-learning materials. In their review students were required to log the required time for studying the e-learning materials; benefits and drawbacks; potential improvement of e-learning materials; and open text of impression of using e-learning materials. Effectiveness and outcomes were tested with the electronic quizzes. Students were highly motivated with these new types of learning materials and provide us valuable feedback. Most efficient were text narrated learning materials, but the favourite was integrated multimedia learning materials. Video and audio narrations take them more time to study since they were constrained with the speed of speech of the recorded lecturer. Key words: design, distance education, e-learning, learning materials, verification and validation.
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Ferreira, João Elias Vidueira, and Gwendolyn Angela Lawrie. "Profiling the combinations of multiple representations used in large-class teaching: pathways to inclusive practices." Chemistry Education Research and Practice 20, no. 4 (2019): 902–23. http://dx.doi.org/10.1039/c9rp00001a.
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Teachers select multiple representations and adopt multiple visualization approaches in supporting their students to make meaning of chemical phenomena. Representational competence underpins students’ construction of their mental models of concepts thus it is important that teachers consider this while developing instructional resources. In tertiary chemistry, teachers typically use PowerPoint slides to guide lectures. This instructional resource is transferred between different teachers each semester and, while the sequence of topics are likely to be discussed and agreed upon, the content of the slides can evolve organically in this shared resource over time. The aim of this study was to analyse a teacher-generated resource in the form of a consensus set of course slides to characterise the combination and diversity in representations that students had encountered. This study was set in a unique context since the semester's lecture slides represented a distillation of consensus representations used by multiple chemistry lecturers for at least a decade. The representations included: those created by the lecturers; textbook images (from several texts); photographs and images sourced from the internet. Individual representations in each PowerPoint slide were coded in terms of the level of representation, mode and potential function in supporting deeper understanding of chemistry concepts. Three representational organizing frameworks (functional taxonomy of multiple representations, modes of representation and the chemistry triplet levels of thinking) were integrated to categorise the representations. This qualitative data was subjected to hierarchical cluster analysis and several relationships between the categories and topics taught were identified. Additional qualitative data in the form of student reflections on the perceived utility of specific representations were collected at the end of the semester. The findings from this study inform the design and choice of instructional resources for general chemistry particularly in combining representations to support deeper learning of concepts. A broader goal and application of the findings of this study is to identify opportunities for translation of representations into alternative modalities to widen access and participation in learning chemistry for all students. An example of a strategy for translating representations into tactile modes for teaching the topic of phase change is shared.
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Moravec, Marin, Adrienne Williams, Nancy Aguilar-Roca, and Diane K. O'Dowd. "Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class." CBE—Life Sciences Education 9, no. 4 (December 2010): 473–81. http://dx.doi.org/10.1187/cbe.10-04-0063.
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Actively engaging students in lecture has been shown to increase learning gains. To create time for active learning without displacing content we used two strategies for introducing material before class in a large introductory biology course. Four to five slides from 2007/8 were removed from each of three lectures in 2009 and the information introduced in preclass worksheets or narrated PowerPoint videos. In class, time created by shifting lecture material to learn before lecture (LBL) assignments was used to engage students in application of their new knowledge. Learning was evaluated by comparing student performance in 2009 versus 2007/8 on LBL-related question pairs, matched by level and format. The percentage of students who correctly answered five of six LBL-related exam questions was significantly higher (p < 0.001) in 2009 versus 2007/8. The mean increase in performance was 21% across the six LBL-related questions compared with <3% on all non-LBL exam questions. The worksheet and video LBL formats were equally effective based on a cross-over experimental design. These results demonstrate that LBLs combined with interactive exercises can be implemented incrementally and result in significant increases in learning gains in large introductory biology classes.
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Atapattu, Thushari, Katrina Falkner, and Nickolas Falkner. "A comprehensive text analysis of lecture slides to generate concept maps." Computers & Education 115 (December 2017): 96–113. http://dx.doi.org/10.1016/j.compedu.2017.08.001.
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Seppälä, Otto, and Ville Karavirta. "Work in Progress: Automatic Generation of Algorithm Animations for Lecture Slides." Electronic Notes in Theoretical Computer Science 224 (January 2009): 97–103. http://dx.doi.org/10.1016/j.entcs.2008.12.053.
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Marsh, Elizabeth J., and Holli E. Sink. "Access to handouts of presentation slides during lecture: Consequences for learning." Applied Cognitive Psychology 24, no. 5 (April 27, 2009): 691–706. http://dx.doi.org/10.1002/acp.1579.
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King, Louise. "The Lecture Rolls of Sir Joseph Lister." Bulletin of the Royal College of Surgeons of England 93, no. 10 (November 1, 2011): 369. http://dx.doi.org/10.1308/147363511x13158258989956.
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Sir Joseph Lister is most famous as the pioneer of antiseptic surgery. As well as being a practising surgeon he taught at Glasgow, Edinburgh and King's College London. We hold an impressive Lister collection (ref. MS0021) including correspondence, case notes, drawings, commonplace books and lecture notes. These large rolled drawings are the equivalent of PowerPoint slides today and we believe that Lister's wife Agnes (daughter of Professor James Syme) produced them, as she kept most of his records for him. The drawings on the rolls show bacteria viewed through a microscope, in combinations of solutions of sour milk, boiled milk, Pasteur's salt solution and urine.
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Hubble, Michael W., and Michael E. Richards. "Paramedic Student Performance: Comparison of Online with On-Campus Lecture Delivery Methods." Prehospital and Disaster Medicine 21, no. 4 (August 2006): 261–67. http://dx.doi.org/10.1017/s1049023x00003800.
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AbstractIntroduction:Colleges and universities are experiencing increasing demand for online courses in many healthcare disciplines, including emergency medical services (EMS). Development and implementation of online paramedic courses with the quality of education experienced in the traditional classroom setting is essential in order to maintain the integrity of the educational process. Currently, there is conflicting evidence of whether a significant difference exists in student performance between online and traditional nursing and allied health courses. However, there are no published investigations of the effectiveness of online learning by paramedic students.Hypothesis:Performance of paramedic students enrolled in an online, undergraduate, research methods course is equivalent to the performance of students enrolled in the same course provided in a traditional, classroom environment.Methods:Academic performance, learning styles, and course satisfaction surveys were compared between two groups of students. The course content was identical for both courses and taught by the same instructor during the same semester. The primary difference between the traditional course and the online course was the method of lecture delivery. Lectures for the on-campus students were provided live in a traditional classroom setting using PowerPoint slides. Lectures for the online students were provided using the same PowerPoint slides with prerecorded streaming audio and video.Results:A convenience sample of 23 online and 10 traditional students participated in this study. With the exception of two learning domains, the two groups of students exhibited similar learning styles as assessed using the Grasha-Riechmann Student Learning Style Scales instrument. The online students scored significantly lower in the competitive and dependent dimensions than did the on-campus students. Academic performance was similar between the two groups. The online students devoted slightly more time to the course than did the campus students, although this difference did not reach statistical significance. In general, the online students believed the online audio lectures were more effective than the traditional live lectures.Conclusion:Distance learning technology appears to be an effective mechanism for extending didactic paramedic education off-campus, and may be beneficial particularly to areas that lack paramedic training programs or adequate numbers of qualified instructors.
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Pazmino, John, and Sidney Scheuer. "Take The “A” Train to the Stars." International Astronomical Union Colloquium 105 (1990): 335–36. http://dx.doi.org/10.1017/s0252921100087078.
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Astronomers, in addition to their scholarly and academic functions, have the mission to bring enlightenment to the people. In the City of New York, astronomers fulfill this mission through the Amateur Astronomers Association. Over the decades, the Association, or AAA, evolved a multi-faceted scheme of public enlightenment in astronomy. Under this scheme, astronomy in New York City has become a freestanding cultural amenity on a par with streetfairs, artshows, plays, and parades.Once a month during the school year, the Association presents a formal public lecture on astronomy. These are convened in the American Museum of Natural History, the ancestral birthplace of the AAA. Occasionally, lectures are featured at a large university in the City for time and place variety. At these lectures, a professional astronomer explains some contemporary topic on a first-year college level, illustrated by slides and viewgraphs. The lectures — and all public activities of the AAA — are free of any charge. Area high schools and colleges employ the AAA lectures as an extra-curricular activity for their students.
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Chew, FS. "The use of a microcomputer to make rapid and inexpensive lecture slides." American Journal of Roentgenology 152, no. 1 (January 1989): 185–88. http://dx.doi.org/10.2214/ajr.152.1.185.
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Wang, Yuanyuan, and Kazutoshi Sumiya. "Semantic ranking of lecture slides based on conceptual relationship and presentational structure." Procedia Computer Science 1, no. 2 (2010): 2801–10. http://dx.doi.org/10.1016/j.procs.2010.08.005.
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Chen, Jennjou, and Tsui-Fang Lin. "Does Downloading PowerPoint Slides Before the Lecture Lead to Better Student Achievement?" International Review of Economics Education 7, no. 2 (2008): 9–18. http://dx.doi.org/10.1016/s1477-3880(15)30092-x.
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Loewe, Iwona. "Ku pamięci. Kolor w dyskursie akademickim." tekst i dyskurs - text und diskurs, no. 12 (2019) (December 27, 2019): 99–110. http://dx.doi.org/10.7311/tid.12.2019.06.
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The article refers to the theory of colour, the theory of perception, contemporary media morphosis and the postulates of multimedia stylistics. The author undertakes the presented deliberations for two reasons. Perception, remembering and learning are important for the teaching process at the university regardless of the passage of time. Both the lecturer and the student are interested in the effective acquisition of content. Multimodality as an attribute of the prevailing products of contemporary culture should be the subject of interest for discourse linguistics. The author’s research goal is to examine the effectiveness of font colours used in academic Power Point slides. In a multimedia presentation as a form of a lecture, a public reception takes place, alongside listening with reading and watching. The synergy of the spoken word and the bit-based text occurs. The author puts forward the claim that colour can be a factor in supporting or losing the listener’s directional attention. The second claim is that a colourful area, or a background for a printed text, is different from the colour of the font used in a text that students are required to read and watch from a distance. When the lecturer stands in front of the audience, they can manage its attention through various means. One of them is visualization in the form of the font colour choice within the slide. The article is a proposal of a certain type of research, but the author also presents the results of an experiment. Its results allow to reject the dominant role of the text placed on the slide. Some students correctly recalled the information conveyed only in the spoken form.
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Żydek-Bednarczuk, Urszula. "Dyskurs medialny w ujęciu kulturowym." tekst i dyskurs - text und diskurs, no. 12 (2019) (December 27, 2019): 111–20. http://dx.doi.org/10.7311/tid.12.2019.07.
Повний текст джерелаАнотація:
The article refers to the theory of colour, the theory of perception, contemporary media morphosis and the postulates of multimedia stylistics. The author undertakes the presented deliberations for two reasons. Perception, remembering and learning are important for the teaching process at the university regardless of the passage of time. Both the lecturer and the student are interested in the effective acquisition of content. Multimodality as an attribute of the prevailing products of contemporary culture should be the subject of interest for discourse linguistics. The author’s research goal is to examine the effectiveness of font colours used in academic Power Point slides. In a multimedia presentation as a form of a lecture, a public reception takes place, alongside listening with reading and watching. The synergy of the spoken word and the bit-based text occurs. The author puts forward the claim that colour can be a factor in supporting or losing the listener’s directional attention. The second claim is that a colourful area, or a background for a printed text, is different from the colour of the font used in a text that students are required to read and watch from a distance. When the lecturer stands in front of the audience, they can manage its attention through various means. One of them is visualization in the form of the font colour choice within the slide. The article is a proposal of a certain type of research, but the author also presents the results of an experiment. Its results allow to reject the dominant role of the text placed on the slide. Some students correctly recalled the information conveyed only in the spoken form.