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Despite consistent calls for authentic stimuli in listening tests for better construct representation, unscripted texts have been rarely adopted in high-stakes listening tests due to perceived inefficiency. This study details how a local academic listening test was developed using authentic unscripted audio-visual texts from the local target language use (TLU) domain without compromising the reliability of the test results and validity of the score interpretations. The purpose of the listening test was to identify international students who need additional language support at a U.S. university. We show that efficiency persists when using authentic unscripted texts that are representative of the local context both at the test development phase and at the classification phase where placement decisions are made in a dependable manner. Expert judgments highlighted the improved correspondence of the listening test using locally sourced audio-visual texts to the local TLU domain, providing additional support for using the listening test for local placement purposes. Additionally, dimensionality assessments demonstrated that test design decisions inevitably entailed with using authentic unscripted texts did not threaten the internal structure of the test. We argue that local resources are indispensable in developing authentic test stimuli and in supporting the validity of local test interpretation and use. [ABSTRACT FROM AUTHOR]

This study of minority students entering their first year of an urban historically Black college (HBCU) investigated the utility of commercial subliminal audio aids to improve academic performance, along with a method of automatic delivery of said messages. Recruited from graduates of an eight-week summer program, 324 developmental students were randomly assigned to an experimental group to the extent of available equipment or control group and asked to use a subliminal audio CD for "accelerated learning" as a morning alarm during their first academic year. Fully participating students performed significantly better than the control group on 10 measures of academic performance. The results suggest that subliminal audio aids can indeed have an influence on behavior, and that the positive results may be due to the CD clock radio method of automatic delivery of subliminal messages that facilitates effects for students motivated enough to use it. [ABSTRACT FROM AUTHOR]

Streaming is an increasingly popular delivery method for audiovisual content in higher education and has been embraced by many libraries, sometimes without sufficient communication with faculty. The authors developed a survey with the primary purpose of determining whether faculty on their campus were aware of the library's streaming video services and what barriers might be preventing wider use. The study sought to gather contextual information on faculty preferences, interests, and awareness regarding library media collections, audiovisual delivery formats, and the use of streaming video for instruction. This information will inform actions and decisions about collections and outreach. [ABSTRACT FROM AUTHOR]

This article focuses on the study of the main characteristics of Soviet feature films and is devoted to school problems, the chronological framework of which covers the period from 1969 to 1984. The author made an attempt to perform a hermeneutic analysis of audiovisual media texts of different genres including stereotype analysis, ideological analysis, identification analysis, iconographic analysis, plot analysis, and character analysis. The methodological basis for using this type of analysis of feature films on the school topic is the research papers by C. Bazalgette, A. Silverblatt, and U. Eco showing the relationship between hermeneutic analysis and key media education concepts: media agencies, media / media text categories, media technologies, media languages, media representations and media audiences. The author presents an overview of the scientific approaches to the study of cinematography in the period under consideration, in particular, the works by E. Artemieva, I. Waisfeld, E. Eliseeva, M. Kosinova, O. Grigorieva, D. Davidenko, I. Levshina and others. In the course of the analysis, the complexity and inconsistency of feature cinema on the school subject, closely related to social processes taking place in the society, were revealed. For example, a changing representation of teachers' and schoolchildren'images, coverage of the most acute problems in the school community (interpersonal relationships, personal development, moral choice, etc.) in feature films, including such problematic issues in the adult society as development crisis of family relations, substitution of spiritual values with material ones, formalism, indifference, moral fatigue, etc. [ABSTRACT FROM AUTHOR]

A series of short (5 to 7 minutes long) geoscience videos were created to support student learning in a flipped class setting for an introductory geology class at North Carolina State University. Videos were made using a stylus, tablet, microphone, and video editing software. Essentially, we narrate a slide, sketch a diagram, or explain a figure while describing the concept illustrated on the tablet. This study sought to compare student learning about key concepts from video with equivalent textbook reading assignments. Students were given a video or text-based resource followed by a series of assessments featuring knowledge and comprehension questions. Students who reviewed the videos showed greater learning gains and had higher confidence in their learning than students who had completed equivalent textbook reading assignments. Further, we report student interview responses that may help explain why students are likely to seek out and use video resources to supplement their learning. [ABSTRACT FROM AUTHOR]

The article argues that the ongoing usage of audio visual media is falling behind in terms of educational quality compared to prior achievements in the history of distance education. After reviewing some important steps and experiences of audio visual digital media development, we analyse predominant presentation formats on the Web. Special focus is put on recent development of new ways to generate graphics and to create animation sequences, as well as on the video presentation formats used in MOOCs. We conclude that the "new" features are in no way disruptive innovations in distance education and that the potential of video has not been sufficiently exploited. Adequate incentives to use these media for collaborative learning have not been provided and student-generated video content is at present just starting to be considered useful in instructional design. [ABSTRACT FROM AUTHOR]

The traditional teaching-learning process which focuses on "teacher-directed pedagogical practices" has its own inherent drawbacks. Modern classroom technologies have presented educators the ease of using a variety of resources and tools for course delivery. Game-based learning (GBL) is an effective resource that can help teachers in engaging students having a wide variety of learning styles. It has the capability of enhancing creativity, problem solving, collaboration, achievement orientation, engagement, and a host of other related skills. Higher-education scenarios in Saudi Arabia (KSA), like many other countries, is replete with issues related to student participation and engagement. KSA, having advanced substantially with respect to technology adoption in education, has the required background to adapt GBL. A carefully implemented GBL programme will aid in ensuring student participation and engagement of indigenous students, which is the need of the hour. The present study analyses the possibility of utilizing GBL in dealing with the issues faced by the higher education sector in KSA. [ABSTRACT FROM AUTHOR]

Alongside with many societal changes, technology has also started to change the teaching and learning of EFL especially since the turn of the millennium. Multimedia-based and audiovisual materials are now easily accessible and available for both teachers and learners of EFL. Recent research demonstrates that EFL learner ownership and preferences about dictionaries seem to have taken its share from these technological innovations and influences. The increasing number of research on learners' dictionary ownership and preferences has tried to explore this rather recent situation and has mainly resulted in the main finding that paper dictionaries are losing their long-lasting popularity and that multimedia-based dictionaries are becoming popular among EFL learners. This new situation that has pedagogical and curricular applications necessitates research on ELT student teachers' dictionary ownership and preferences in Turkey, especially considering that studies into this area are almost non-existent in Turkish ELT departments. Therefore, the primary aim of this study is to explore ELT student teachers' dictionary ownership and preferences. With this aim this paper reports on a descriptive study about dictionary ownership and preferences of 186 ELT student teachers at Mehmet Akif Ersoy University. The results demonstrate that student teachers strongly believe that a language learner needs a dictionary; that paper dictionaries are mostly owned but multimedia based dictionaries are mostly preferred; that paper dictionaries are difficult to carry, expensive and time consuming; that they use their dictionaries mostly at home and secondly in class; and that their main reason for using the dictionary is to learn the meaning of vocabulary but not spelling or pronunciation. [ABSTRACT FROM AUTHOR]

In most engineering courses, students need to experience the theoretical issues discussed in the classrooms to gain a deeper understanding. The high cost of laboratory equipment deprives many educational institutions of delivering quality education. Virtual laboratories can alleviate this problem substantially. Virtual laboratories with audiovisual and force feedback make the understanding and analysis of many engineering courses possible. This paper presents the design and implementation of an interactive virtual control laboratory (IVCL) for university students studying engineering at the undergraduate level. In this laboratory, six experimental setups are designed and for each setup, five to six scenarios are considered. Therefore, a considerable amount of the classical concepts in control course and a selection of advanced concepts such as impedance control and fuzzy control are covered. Statistical analysis for both experimental and control groups' pre-test and post-test indicates the effectiveness of this interactive virtual laboratory. For example, the mean scores for the experimental group was 21% higher in comparison with the control group and 18% higher in comparison with their own pre-test. Also, according to students' responses to survey questions, a laboratory program is necessary for the control course and interactive virtual laboratory can compensate lack of a real laboratory. [ABSTRACT FROM AUTHOR]

Nowadays, the technological advancement in mobile devices has made possible the development of hypermedia applications that exploit their features. A potential application domain for mobile devices is multimedia educational applications and modules. Such modules may be shared, commented and further reused under other circumstances through the spatial interface environment of mobile devices. Towards this direction, this paper performs a review of existing hypermedia interfaces as well as related environments and their potential use in educational platforms for mobile devices. The review defines and compares features that should be supported by a mobile educational environment such as content representation and relations, spatial interface operations by using touch operations, sharing and annotation properties. [ABSTRACT FROM AUTHOR]

Essence and necessity to make the teaching-learning process more innovative, scientific and students' centred have become main aim and objective of present day education system. A large number of methods are being used in teaching-learning process. The audio visual aids are being increasingly used since these involve both audio (verbal) as well as visual way of teaching. Several researches have been proved that the ability to recall is high with teaching using audio visual aids. Selection of appropriate media of teaching is one of the smart and important steps of teaching students of different levels and domains. Several media of audio visual aids are being practisized such as overhead projector (OHP), power point presentation (PPT), white or black board teaching and flip charts etc. These media have merits as well as demerits. There are key techniques to make them more effective. The audio visual aids help in consolidation of long term memories of learnt information. Logical use of different types of media simultaneously during teaching can be more beneficial for the learners in many ways. [ABSTRACT FROM AUTHOR]

This article discusses the process and findings of a study in which video annotation (VideoANT) and a learning management system (LMS) were implemented together in the microteaching lessons of fourth-year geography student teachers. The aim was to ensure adequate assessment of and feedback for each student, since these aspects are, in general, a shortcoming of micro-lesson facilitation. VideoANT is an online environment synchronizing web-based video application with timeline-based text annotations, and it was imported into and managed in the university's LMS called eFundi. The web videos of the geography students' micro-lessons on VideoANT were made accessible by the lecturer according to a rotational time schedule managed in eFundi. This enabled students to assess fellow students' micro-lessons in a collaborative blended learning environment and to receive feedback on their own lessons. Qualitative as well as quantitative data were collected, and the results indicate that geography student teachers held positive views of these technology applications for geography microteaching in particular and for their teaching training in general. [ABSTRACT FROM PUBLISHER]

College students progressively come to campus with mobile devices and increasingly use them for academic work. We propose that student appropriation of mobile technology transforms classrooms, regardless of structural format, into online environments where students engage, network, and re-structure in-class learning. Such activities may be facilitated by faculty and intentional interventions, but is principally driven and organically defined by students. This study represents a first step in identifying and understanding this trend, we refer to as a hybrid shift, in which student use of mobile technology restructures traditional face-to-face classes by adding a vibrant, and organic, supplemental learning component. Data informing this research were drawn from qualitative responses from 620 students in Korea and the U.S. Findings from textual analysis evidence student appropriation of technology for academic purposes, their desire for more supportive structures and instructional practices, as well as teaching and learning implications stemming from this practice. While further research into this occurrence is needed, this study was intended as a preliminary step at identifying the phenomenon to frame and guide continued work. [ABSTRACT FROM AUTHOR]

An animation based learning unit on the subject of the bipolar junction transistor was recently developed for electronics students in a two-year college in Israel. A previous research had indicated a significant gap between the achievements of students in a basic course studying the electronic device through animation and those of students studying it through static diagrams drawn on the board. The longitudinal study described in this paper examined whether animation based learning of the bipolar junction transistor has a long term effect on students' achievements and whether this gap is maintained in advanced courses covering analog electronics. Findings indicate that even a year after the completion of the basic course, the achievements of students who have studied the transistor through animation continue to be significantly higher than their peers', and that animation based learning promotes retention and transfer. [ABSTRACT FROM AUTHOR]

Lecture capture, defined here as the capturing of some or all elements of a live lecture in digital format, is becoming increasingly popular in higher education. Despite this increase in popularity, fewer than 10% of institutes of higher education globally have adopted comprehensive lecture capture systems. So, the majority of instructors wanting to use lecture capture technology will find themselves having to acquire their own technology and do the capture themselves. There are several factors that influence the use of lecture capture, including the instructor's level of comfort with technology, their budget, and the context in which they will be using the tool. Using case studies of our own experiences, we hope to illustrate a variety of ways in which lecture capture can be appropriately used in higher education in this way. Following this, we outline several challenges that we faced and provide recommendations for how to overcome these. Lastly, we describe some issues that should be considered and addressed before getting started using lecture capture technology in a way that is customized to suit the needs of both professor and student. We hope that by following the guidelines outlined in this paper, and by seeing practical examples of how lecture capture can be used in a variety of contexts, the transition from idea to implementation will be an easier one. [ABSTRACT FROM AUTHOR]

There is abundant educational research indicating that graphic organisers (knowledge maps, concept maps, or mind maps) have a beneficial impact on learning, but hardly any research has examined this in the context of presentations. This study therefore investigated how graphic organisers – as delivered via presentation software – affect learning outcomes and mediating variables such as self-efficacy, cognitive load and appreciation of the learning material. An experiment was set up during a university course (n= 155). E-lectures were designed that shared recorded audio, but differed in the design of the learning material (graphic organisers), considering the presentation software being used. In both research conditions presentation design was in line with the principles of the cognitive theory of multimedia learning. The results revealed no statistically relevant difference in cognitive load, self-efficacy and knowledge gain, but participants preferred the e-lecture with the graphic organisers to the control version. [ABSTRACT FROM AUTHOR]

Electronically supported learning has increasingly been introduced and accepted into the academic community over recent decades, and a variety of new digital learning tools have been developed to serve students both for distance education and on-campus blended learning. To serve our distance education nursing students, we recently developed unique rich media e-compendiums, based on a combination of PDF and Flash technologies, as a substitute for on- campus lectures. Our e-compendiums are also available for our on-campus students as a supplement to their other learning tools (e.g., lectures, textbooks and podcasts). The aim of this study was to explore students' perceptions of the e-compendiums as a learning tool compared with the other e-learning tools and more traditional tools used in a first-semester course. The study had a descriptive quantitative design and the data were collected by means of a questionnaire developed for this study. We found that a clear majority of the students scored the e-compendiums as a better learning tool than lectures, multiple-choice questions, podcasts and textbooks. Our results indicate that rich media e-compendiums were perceived as better learning tools than both traditional learning tools and other electronically supported learning tools. [ABSTRACT FROM AUTHOR]

Se aplicó un cuestionario a 22 de 24 docentes del Sistema de Educación a Distancia en la Facultad de Ingeniería en Sistemas de Producción Agropecuaria. Se analizaron los factores y espacios que influyen de manera directa en el ambiente de aprendizaje. Los resultados mostraron que el principal lugar donde se brindó asesoría fue el aula, con 86.36 por ciento. El espacio para desarrollar prácticas fue el centro de cómputo y multimedia, con 45.4 por ciento. La Internet se utilizó sobre todo para acceso a la plataforma Eminus, en 88.36 por ciento; revisar tareas y correos, en 86.36. La responsabilidad de los alumnos, de acuerdo con la perspectiva de los docentes, se reflejó en la asistencia a asesorías presenciales en 47.27 por ciento. La comunicación docente-estudiante se efectuó a través de medios electrónicos en 91.81 por ciento. El acceso a los materiales didácticos más utilizado fue la plataforma Eminus, en 81.81 por ciento. Los materiales se encuentran digitalizados en 81.81 por ciento. Conforme a los intereses de los docentes, la totalidad estuvo interesada en seguir actualizándose en su disciplina y el uso de tecnologías. [ABSTRACT FROM AUTHOR]

Openness is a fundamental value underlying significant changes in society and is a prerequisite to changes institutions of higher education need to make in order to remain relevant to the society in which they exist. There are a number of ways institutions can be more open, including programs of open sharing of educational materials. Individual faculty can also choose to be more open without waiting for institutional programs. Increasing degrees of openness in society coupled with innovations in business strategy like dynamic specialization are enabling radical experiments in higher education and exerting increasing competitive pressure on conventional higher education institutions. No single response to the changes in the supersystem of higher education can successfully address every institution's situation. However, every institution must begin addressing openness as a core organizational value if it desires to both remain relevant to its learners and to contribute to the positive advancement of the field of higher education. [ABSTRACT FROM AUTHOR]

Copyright of @tic.revista d'innovació educativa is the property of @Tic. Revista D'Innovacio Educativa i Tics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

New Technologies have modified the role played by didactics in the educational process. For a long time they were considered last when designing the curricula; however, their great potential as means of better transmitting the curricular contents, have at present made them a key factor in said design. Thus, a new instructional model, characterized by auto motivated learning and the transformation of one way instruction (traditional model) into an inclusive one has emerged. This article is intended as a reflection on the challenges faced by education in the presence of a generalized use of new technologies. [ABSTRACT FROM AUTHOR]

iTunes University, a website with downloadable educational podcasts, can provide students the opportunity to obtain professors’ lectures when students are unable to attend class. To determine the effectiveness of audio lectures in higher education, undergraduate general psychology students participated in one of two conditions. In the lecture condition, participants listened to a 25-min lecture given in person by a professor using PowerPoint slides. Copies of the slides were given to aid note-taking. In the podcast condition, participants received a podcast of the same lecture along with the PowerPoint handouts. Participants in both conditions were instructed to keep a running log of study time and activities used in preparing for an exam. One week from the initial session students returned to take an exam on lecture content. Results indicated that students in the podcast condition who took notes while listening to the podcast scored significantly higher than the lecture condition. The impact of mobile learning on classroom performance is discussed. [Copyright &y& Elsevier]

Abstract: Digital audio is becoming increasingly popular in higher education with faculty digitally recording and broadcasting lectures for students to learn-on-demand. Students have discovered accelerated playback features in popular computer software and use it to reduce the amount of time spent listening to audio-enhanced instruction. In the current study, 183 undergraduates were randomly assigned to one of three audio-enhanced multimedia presentations that were recorded at three speeds (1.0, 1.4, and 1.8). Results show no significant difference on performance across treatments and a significant difference on satisfaction in favor of 1.4 times the normal audio speed. The results also indicate statistical differences in favor of verbal redundancy, in which the same verbal information was presented on both an auditory and visual channel. [Copyright &y& Elsevier]

A major change has occurred in the way Web technology is being used in society. The change is grounded in user empowerment using Web 2.0 tools and processes. Students are already sophisticated users of these tools and processes, but outside of the mainstream instructional practices in higher education. In this reflection, the educational potential of Web 2.0 tools and processes is discussed, followed by three sets of perspectives relating to the potential quality of such practices in higher education course settings. For each perspective an analysis of key factors affecting the perceived value of Web 2.0 tools and processes is given, followed by suggestions for overcoming predictable barriers to uptake in mainstream instructional practice. Les outils et les processus d'Internet 2.0 dans l'enseignement superieur : une perspective de qualite Un changement tres important s'est produit dans la facon d'utiliser les technologies du Web dans la societe. Ce changement repose sur la capacite qu'ont les utilisateurs d'employer les outils et les processus de Web 2.0. Les etudiants sont deja des utilisateurs avertis de ces outils et processus, mais cela, en dehors des pratiques educatives habituelles dans l'enseignement superieur. La reflexion menee ici examine le potentiel educatif des outils et processus d'Internet 2, le tout accompagne de trois ensembles de perspectives liees a la qualite potentielle de ces pratiques dans le cadre de cours universitaires. Dans chacune de ces perspectives on offre une analyse des facteurs principaux qui affectent la perception de la valeur des outils et processus du Web 2.0, le tout suivi de suggestions pour surmonter les obstacles previsibles a l'adoption dans la pratique educative courante. Web 2.0 Hilfsprogramme und Prozesse in der Hochschulbildung: Qualitats-Aspekte Ein bedeutender Wandel ist in der Art erfolgt, wie die Webtechnologie in der Gesellschaft benutzt wird. Dieser Wandel beruht darauf, dass die Nutzer hohere Handlungskompetenz fur Web 2.0 Hilfsprogramme und Prozesse besitzen. Studenten sind schon fortgeschrittene Anwender dieser Werkzeuge und Prozesse, allerdings ausserhalb der gangigen Lehrpraktiken im Hochschulbereich. In dieser Betrachtung werden die padagogischen Moglichkeiten von Web 2.0 Programmen und Prozessen diskutiert, gefolgt von drei Anlagen mit Perspektiven der potentiellen Qualitaten dieser Techniken in Hochschulkursen. Fur jede Perspektive wird eine Analyse von Schlusselfaktoren bezuglich der erwarteten Werte von Web 2.0 Werkzeugen und Prozessen angeboten, gekoppelt mit Vorschlagen zur Uberwindung von Denkhindernissen bei der Umsetzung in die durchschnittliche Lehrpraxis. Las herramientas y los procesos de Internet 2.0 en la ensenanza superior: una perspectiva de calidad Un cambio muy importante ha ocurrido en la manera de aprovechar la tecnologia de la Web en la sociedad. Este cambio esta basado en la toma de control por parte de los usuarios para el uso de las herramientas y procesos del Web 2.0. Los estudiantes ya son usuarios expertos de esas herramientas y procesos pero esto ocurre fuera de las practicas educativas habituales en la ensenanza superior. La presente reflexion examina el potencial educativo de las herramientas y procesos del Web 2.0 seguido por tres conjuntos de perspectivas relacionadas con la calidad potencial de esas practicas dentro del marco de cursos universitarios. En cada una de esas perspectivas se ofrece un analisis de los factores claves que afectan la percepcion del valor de las herramientas y procesos del Web 2.0, esto siendo seguido por sugerencias para superar los obstaculos a una adopcion dentro de la practica educativa habitual. [ABSTRACT FROM AUTHOR]

This paper reports the detailed steps in the development of audio lessons for medical transcription (MT) with the help of Indian as well as international students and also visiting professors from the United States at the Manipal Academy of Higher Education (MAHE), Manipal, India The audio lessons administered on Medical Transcription in Distance Education (MTDE) students were found appropriate and effective. The author suggests that these methods and media should be more useful if we plan to offer long term programmes as against short-term high-pressure courses. [ABSTRACT FROM AUTHOR]

The article investigates whether audiotaped response to student writing is useful in teaching two-year-campus students. One of the authors believe that audiotaped response is particularly well suited for the diverse student body at two-year campuses. Educator Barry Kroll has focused on the importance of the value of talk in teaching a composition class, both the talk between students and teacher and the talk among students themselves engaged in collaborative activities. The author tape-recorded response to student writing as he was inspired by several findings which revealed that two-year-campus students are strong in oral literacy; that they are social beings; that they are holistic thinkers and that two-year campuses are sites for innovation. The author found that the taped comments tend to go into more depth than written comments, and it works both for older and younger students.

The Military Installation Voluntary Education Review (MIVER) assesses the quality of selected on-base higher education programs and assists in the improvement of such programs through recommendations to the institutions and the military services. This poster relates the experience of one librarian's participation in such a review of the master's degree program in adult education offered by Kansas State University at Ft. Leavenworth. Topics covered include: the librarian's role in preparing the self-study document; steps taken to gather information; collaboration with responsible administrators/faculty members; pre-visit telephone interview with a site inspector; attending the actual site visit; and recommendations from the site team. Shared highlights and benefits specific to this librarian's experience include: developing a better working relationship with the teaching faculty; implementing a new method of reaching the students; gaining new knowledge of library services needed by this particular group of distance students; exploring opportunities for further activities; and reviewing outcomes and commendations received from the MIVER team. [ABSTRACT FROM AUTHOR]