Concept of Video Bookmark (Videomark) and Its Application to the Collaborative Indexing of Lecture Video in Video-Based Distance Education

ERIC Educational Resources Information Center

Haga, Hirohide

2004-01-01

This article describes the development of the video bookmark, hereinafter referred to as the videomark, and its application to the collaborative indexing of the lecture video in video-based distance education system. The combination of the videomark system with the bulletin board system (BBS), which is another network tool used for discussion, is…

Exploring the Relationship between Video Lecture Usage Patterns and Students' Attitudes

ERIC Educational Resources Information Center

Giannakos, Michail N.; Jaccheri, Letizia; Krogstie, John

2016-01-01

Videos have enhanced the value of teaching and learning, particularly in tertiary education. Recent studies have investigated students' attitudes toward video lectures for educational purposes; however, the relationship between students' attitudes and different usage patterns such as platforms used, video duration, watching period and students'…

Learning Declarative and Procedural Knowledge via Video Lectures: Cognitive Load and Learning Effectiveness

ERIC Educational Resources Information Center

Hong, Jianzhong; Pi, Zhongling; Yang, Jiumin

2018-01-01

Video lectures are being widely used in online and blended learning classes worldwide, and their learning effectiveness is becoming a focus of many educators and researchers. This study examined the cognitive load and learning effectiveness of video lectures in terms of the type of knowledge being taught (declarative or procedural) and instructor…

Content-Based Indexing and Teaching Focus Mining for Lecture Videos

ERIC Educational Resources Information Center

Lin, Yu-Tzu; Yen, Bai-Jang; Chang, Chia-Hu; Lee, Greg C.; Lin, Yu-Chih

2010-01-01

Purpose: The purpose of this paper is to propose an indexing and teaching focus mining system for lecture videos recorded in an unconstrained environment. Design/methodology/approach: By applying the proposed algorithms in this paper, the slide structure can be reconstructed by extracting slide images from the video. Instead of applying…

Pinch Hitter: The Effectiveness of Content Summaries Delivered by a Guest Lecturer in Online Course Videos

ERIC Educational Resources Information Center

Fanguy, Mik; Costley, Jamie; Baldwin, Matthew

2017-01-01

Lecture videos have become an increasingly prevalent and important source of learning content. Lecturergenerated summaries may be used during a video lecture to improve student recall. Furthermore, the integration of a guest lecturer into the classroom may be a beneficial educational practice drawing the learner's attention to specific content or…

Live lectures or online videos: students' resource choices in a first-year university mathematics module

NASA Astrophysics Data System (ADS)

Howard, Emma; Meehan, Maria; Parnell, Andrew

2018-05-01

In Maths for Business, a mathematics module for non-mathematics specialists, students are given the choice of completing the module content via short online videos, live lectures or a combination of both. In this study, we identify students' specific usage patterns with both of these resources and discuss their reasons for the preferences they exhibit. In 2015-2016, we collected quantitative data on each student's resource usage (attendance at live lectures and access of online videos) for the entire class of 522 students and employed model-based clustering which identified four distinct resource usage patterns with lectures and/or videos. We also collected qualitative data on students' perceptions of resource usage through a survey administered at the end of the semester, to which 161 students responded. The 161 survey responses were linked to each cluster and analysed using thematic analysis. Perceived benefits of videos include flexibility of scheduling and pace, and avoidance of large, long lectures. In contrast, the main perceived advantages of lectures are the ability to engage in group tasks, to ask questions, and to learn 'gradually'. Students in the two clusters with high lecture attendance achieved, on average, higher marks in the module.

Interpolated testing influences focused attention and improves integration of information during a video-recorded lecture.

PubMed

Jing, Helen G; Szpunar, Karl K; Schacter, Daniel L

2016-09-01

Although learning through a computer interface has become increasingly common, little is known about how to best structure video-recorded lectures to optimize learning. In 2 experiments, we examine changes in focused attention and the ability for students to integrate knowledge learned during a 40-min video-recorded lecture. In Experiment 1, we demonstrate that interpolating a lecture with memory tests (tested group), compared to studying the lecture material for the same amount of time (restudy group), improves overall learning and boosts integration of related information learned both within individual lecture segments and across the entire lecture. Although mind wandering rates between the tested and restudy groups did not differ, mind wandering was more detrimental for final test performance in the restudy group than in the tested group. In Experiment 2, we replicate the findings of Experiment 1, and additionally show that interpolated tests influence the types of thoughts that participants report during the lecture. While the tested group reported more lecture-related thoughts, the restudy group reported more lecture-unrelated thoughts; furthermore, lecture-related thoughts were positively related to final test performance, whereas lecture-unrelated thoughts were negatively related to final test performance. Implications for the use of interpolated testing in video-recorded lectures are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

A Comparison of a Traditional Lecture-Based and Online Supplemental Video and Lecture-Based Approach in an Engineering Statics Class

ERIC Educational Resources Information Center

Halupa, Colleen M.; Caldwell, Benjamin W.

2015-01-01

This quasi-experimental research study evaluated two intact undergraduate engineering statics classes at a private university in Texas. Students in the control group received traditional lecture, readings and homework assignments. Those in the experimental group also were given access to a complete set of online video lectures and videos…

Video Lectures in E-Learning: Effects of Viewership and Media Diversity on Learning, Satisfaction, Engagement, Interest, and Future Behavioral Intention

ERIC Educational Resources Information Center

Costley, Jamie; Lange, Christopher Henry

2017-01-01

Purpose: Because student viewership of video lectures serves as an important aspect of e-learning environments, video lectures should be delivered in a way that enhances the learning experience. The delivery of video lectures through diverse forms of media is a useful approach, which may have an effect on student learning, satisfaction, engagement…

Video-Out Projection and Lecture Hall Set-Up. Microcomputing Working Paper Series.

ERIC Educational Resources Information Center

Gibson, Chris

This paper details the considerations involved in determining suitable video projection systems for displaying the Apple Macintosh's screen to large groups of people, both in classrooms with approximately 25 people, and in lecture halls with approximately 250. To project the Mac screen to groups in lecture halls, the Electrohome EDP-57 video…

Evaluating Intelligent Interfaces for Post-Editing Automatic Transcriptions of Online Video Lectures

ERIC Educational Resources Information Center

Valor Miró, J. D.; Spencer, R. N.; Pérez González de Martos, A.; Garcés Díaz-Munío, G.; Turró, C.; Civera, J.; Juan, A.

2014-01-01

Video lectures are fast becoming an everyday educational resource in higher education. They are being incorporated into existing university curricula around the world, while also emerging as a key component of the open education movement. In 2007, the Universitat Politècnica de València (UPV) implemented its poliMedia lecture capture system for…

Do Visual Aids Really Matter? A Comparison of Student Evaluations before and after Embedding Visuals into Video Lectures

ERIC Educational Resources Information Center

Fish, Kristine; Mun, Jungwon; A'Jontue, RoseAnn

2016-01-01

Educational webcasts or video lectures as a teaching tool and a form of visual aid have become widely used with the rising prevalence of online and blended courses and with the increase of web-based video materials. Thus, research pertaining to factors enhancing the effectiveness of video lectures, such as number of visual aids, is critical. This…

Presentation video retrieval using automatically recovered slide and spoken text

NASA Astrophysics Data System (ADS)

Cooper, Matthew

2013-03-01

Video is becoming a prevalent medium for e-learning. Lecture videos contain text information in both the presentation slides and lecturer's speech. This paper examines the relative utility of automatically recovered text from these sources for lecture video retrieval. To extract the visual information, we automatically detect slides within the videos and apply optical character recognition to obtain their text. Automatic speech recognition is used similarly to extract spoken text from the recorded audio. We perform controlled experiments with manually created ground truth for both the slide and spoken text from more than 60 hours of lecture video. We compare the automatically extracted slide and spoken text in terms of accuracy relative to ground truth, overlap with one another, and utility for video retrieval. Results reveal that automatically recovered slide text and spoken text contain different content with varying error profiles. Experiments demonstrate that automatically extracted slide text enables higher precision video retrieval than automatically recovered spoken text.

Characterization of Catch-Up Behavior: Accession of Lecture Capture Videos Following Student Absenteeism

ERIC Educational Resources Information Center

Brady, Magen; Wong, Rachel; Newton, Genevieve

2013-01-01

The use of lecture capture in higher education is becoming increasingly widespread, with many instructors now providing digital videos of lecture content that can be used by students as learning resources in a variety of ways, including to catch up on material after a class absence. Despite accumulating research regarding the relationship between…

A combined experimental and individual-differences investigation into mind wandering during a video lecture.

PubMed

Kane, Michael J; Smeekens, Bridget A; von Bastian, Claudia C; Lurquin, John H; Carruth, Nicholas P; Miyake, Akira

2017-11-01

A combined experimental-correlational study with a diverse sample (N = 182) from 2 research sites tested a set of 5 a priori hypotheses about mind wandering and learning, using a realistic video lecture on introductory statistics. Specifically, the study examined whether students' vulnerability to mind wandering during the lecture would predict learning from, and situational interest in, the video and also whether longhand note-taking would help reduce mind wandering, at least for some students. One half of the participants took notes during the video, and all were subsequently tested on lecture content without notes. Regression and mediation analyses indicated that (a) several individual-differences variables (e.g., pretest score, prior math interest, classroom media multitasking habits) uniquely predicted in-lecture mind wandering frequency; (b) although the note-taking manipulation did not reduce mind wandering at the group level, note-taking still reduced mind wandering for some individuals (i.e., those with lower prior knowledge and those who took notes of high quality and quantity); (c) mind wandering uniquely predicted both learning (posttest) and situational interest outcomes above and beyond all other individual-differences variables; (d) moreover, mind wandering significantly mediated the effects of several individual differences; and, finally, (e) not all types of mind wandering were problematic-in fact, off-task reflections about lecture-related topics positively predicted learning. These results, which were generally robust across the 2 sites, suggest that educationally focused cognitive research may benefit from considering attentional processes during learning as well as cognitive and noncognitive individual differences that affect attention and learning. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Learning through Digital Storytelling: Exploring Entertainment Techniques in Lecture Video

ERIC Educational Resources Information Center

Choi, Grace Y.

2018-01-01

Although online education is popularized, it is in a developing stage that continues to struggle with communicating and engaging with students. The question remains on how students can be better engaged in online educational materials that are presented in asynchronous media, especially in lecture videos. Thus, using engagement theory, the present…

Comparison of the Effect of Toothbrushing Education Via Video, Lecture and Pamphlet on the Dental Plaque Index of 12-Year-Old Children.

PubMed

Ramezaninia, Javad; Naghibi Sistani, Mohammad Mehdi; Ahangari, Zohreh; Gholinia, Hemmat; Jahanian, Iman; Gharekhani, Samaneh

2018-04-11

The aim of this study was to compare the effect of different modes of toothbrushing education (lecture, video and pamphlet) on the dental plaque index (PI) of adolescents. The cluster randomized intervention was performed on 128 participants aged 12 years, who were allocated into four groups based on the type of intervention. Group 1: no intervention; and groups 2, 3, 4: education via lecture, video, and pamphlet, respectively (n = 32). Their plaque index was measured at the baseline, 24 h and two months later. Data were analyzed by repeated measures analysis of variance (ANOVA), one-way ANOVA, independent and paired t-test. The plaque indices of groups 2, 3, 4 at 24 h (p values < 0.001) and two months (p values < 0.001) showed a significant reduction when compared to the baseline. The lowest PI score was observed in the pamphlet, video and lecture groups at 24 h, respectively. After 2 months, the lowest score of PI was measured in lecture, video and pamphlet groups, respectively; however, these differences were non-significant. Therefore, toothbrushing education via lecture, video and pamphlet reduced the dental plaque index with the same effectiveness.

Effect of Video Triggering During Conventional Lectures on Final Grades of Dental Students in an Oral Biology Course: A Two-Year Retrospective Study.

PubMed

Farooq, Imran; Al-Jandan, Badr A

2015-12-01

The aim of this study was to analyze the effect of the inclusion of video triggers in conventional face-to-face lectures on the final grades of dental students in an oral biology course. The study consisted of two groups of students taking the course in two academic years at a dental school in Saudi Arabia: group 1, 2013-14 (control); and group 2, 2014-15. The total sample comprised 163 students (n=163; group 1: 71 and group 2: 92). Group 1 received lectures without any videos, whereas group 2 received lectures that included two to three videos of one to five minutes in duration with triggering effect (a video was shown every 10-15 minutes into the lecture). The final examination grades of the students were accessed retrospectively, and the data were compared with a chi-square test. The results confirmed that a higher number of students who received video triggering during lectures (group 2) performed better than their counterparts who did not receive video triggers (group 1); the difference was statistically significant (p<0.05). Among the group 2 students, 26% achieved a grade of A, and 37% achieved a grade of B. In contrast, only 7% of the group 1 students obtained a grade of A, and 31% achieved a grade of B. These results suggest that video triggers may offer an advantage over conventional methods and their inclusion in lectures can be a way to enhance students' learning.

Using learning analytics to evaluate a video-based lecture series.

PubMed

Lau, K H Vincent; Farooque, Pue; Leydon, Gary; Schwartz, Michael L; Sadler, R Mark; Moeller, Jeremy J

2018-01-01

The video-based lecture (VBL), an important component of the flipped classroom (FC) and massive open online course (MOOC) approaches to medical education, has primarily been evaluated through direct learner feedback. Evaluation may be enhanced through learner analytics (LA) - analysis of quantitative audience usage data generated by video-sharing platforms. We applied LA to an experimental series of ten VBLs on electroencephalography (EEG) interpretation, uploaded to YouTube in the model of a publicly accessible MOOC. Trends in view count; total percentage of video viewed and audience retention (AR) (percentage of viewers watching at a time point compared to the initial total) were examined. The pattern of average AR decline was characterized using regression analysis, revealing a uniform linear decline in viewership for each video, with no evidence of an optimal VBL length. Segments with transient increases in AR corresponded to those focused on core concepts, indicative of content requiring more detailed evaluation. We propose a model for applying LA at four levels: global, series, video, and feedback. LA may be a useful tool in evaluating a VBL series. Our proposed model combines analytics data and learner self-report for comprehensive evaluation.

Video-Based Learning vs Traditional Lecture for Instructing Emergency Medicine Residents in Disaster Medicine Principles of Mass Triage, Decontamination, and Personal Protective Equipment.

PubMed

Curtis, Henry A; Trang, Karen; Chason, Kevin W; Biddinger, Paul D

2018-02-01

Introduction Great demands have been placed on disaster medicine educators. There is a need to develop innovative methods to educate Emergency Physicians in the ever-expanding body of disaster medicine knowledge. The authors sought to demonstrate that video-based learning (VBL) could be a promising alternative to traditional learning methods for teaching disaster medicine core competencies. Hypothesis/Problem The objective was to compare VBL to traditional lecture (TL) for instructing Emergency Medicine residents in the American College of Emergency Physicians (ACEP; Irving, Texas USA) disaster medicine core competencies of patient triage and decontamination. A randomized, controlled pilot study compared two methods of instruction for mass triage, decontamination, and personal protective equipment (PPE). Emergency Medicine resident learning was measured with a knowledge quiz, a Likert scale measuring comfort, and a practical exercise. An independent samples t-test compared the scoring of the VBL with the TL group. Twenty-six residents were randomized to VBL (n=13) or TL (n=13). Knowledge score improvement following video (14.9%) versus lecture (14.1%) did not differ significantly between the groups (P=.74). Comfort score improvement also did not differ (P=.64) between video (18.3%) and lecture groups (15.8%). In the practical skills assessment, the VBL group outperformed the TL group overall (70.4% vs 55.5%; P<.0001), with significantly better performance in donning PPE and decontamination. Although not part of the original study design, a three-month post-hoc analysis was performed. When comparing the pre-intervention and three-month post-hoc performances, there were no significant differences in knowledge increases between VBL versus TL (P=.41) or in comfort (P=.39). Video modules can be as effective as TL when utilized to train Emergency Medicine residents in the ACEP disaster medicine core competencies of patient triage and decontamination. Curtis HA , Trang K

Memory for Lectures: How Lecture Format Impacts the Learning Experience

PubMed Central

Varao-Sousa, Trish L.; Kingstone, Alan

2015-01-01

The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms. PMID:26561235

Memory for Lectures: How Lecture Format Impacts the Learning Experience.

PubMed

Varao-Sousa, Trish L; Kingstone, Alan

2015-01-01

The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms.

Web-Based Learning Enhancements: Video Lectures through Voice-Over PowerPoint in a Majors-Level Biology Course

ERIC Educational Resources Information Center

Lents, Nathan H.; Cifuentes, Oscar E.

2009-01-01

This study is an experimental introduction of web-based lecture delivery into a majors-level introductory biology course. Web-based delivery, achieved through the use of prerecorded Voice-Over PowerPoint video lectures, was introduced on a limited basis to an experimental section while a control group, with the same instructor, received standard…

Do prerecorded lecture VODcasts affect lecture attendance of first-yearpre-clinical Graduate Entry to Medicine students?

PubMed

Rae, Mark G; O'Malley, Dervla

2017-03-01

There is increasing concern amongst educators that the provision of recorded lectures may reduce student attendance of live lectures. We therefore sought to determine if the provision of prerecorded lecture video podcasts (VODcasts) to first-year Graduate Entry to Medicine (GEM) students, affected attendance at 21 Physiology lectures within three separate pre-clinical modules. Data on lecture attendance, utilization of VODcasts, and whether VODcasts should replace live lectures were drawn from three surveys conducted in academic years 2014-2015 and 2015-2016 on all first-year GEM students in two first-year pre-clinical modules where prerecorded Physiology VODcasts were available for viewing or downloading prior to scheduled live lectures. A total of 191/214 (89%) students responded to the three surveys, with 84.3% of students attending all 21 lectures in the study. Only 4% of students missed more than one lecture in each of the three lecture series, with 79% indicating that VODcasts should not replace lectures. Therefore, we conclude that the attendance of pre-clinical GEM students at live lectures is not significantly impacted upon by the provision of lecture VODcasts, with most students viewing them as useful revision tools rather than as a replacement for live lectures.

The role of video technology in on-line lectures for the deaf.

PubMed

Debevc, Matjaz; Peljhan, Ziva

2004-09-02

The purpose of this paper is to determine the effectiveness of web-based video lectures on demand for the deaf in comparison to the traditional method of teaching using a sign language interpreter. The web-based lectures presented are specifically designed for the deaf in education and in rehabilitation. Sixty-three deaf students and adults were divided into four groups. All of the groups were made up of users who shared similar knowledge in the field of computers, but with different abilities in using computers, from beginners to advanced users. All of the groups were of mixed gender. The first two groups (consisting of 23 test users) graded the usability of the user interface for web-based lecture on demand with the help of the standardized SUMI questionnaire. After that, two groups (20 students from high school and 20 adults) joined in a 45-min informational program on the history of the deaf. Both groups were then divided into two smaller subgroups of 10 participants. The first subgroup in the first part of the learning program followed a traditional teaching style with the help of a teacher and an interpreter for Slovenian sign language. Meanwhile, the second group observed a 12-min web-based video lecture on demand and still had available an additional 18 min for a more detailed observation of the video. At the end of the lecture, the teacher used the questionnaire to review the participants' understanding of the content of the lecture in both of the groups. During the entire testing period, the interpreter used Slovenian sign language. By using the SUMI questionnaire, we determined the usability of the user interface for comprehension and gathering of knowledge. We discovered that the system was usable according to the standards. The global Median results (Global Median=51) were in the range of 50. In the second part of testing, we determined the level of significance between the traditional and web-based lectures. The results were statistically evaluated

Nonscience Majors' Perceptions on the Use of YouTube Video to Support Learning in an Integrated Science Lecture

ERIC Educational Resources Information Center

Eick, Charles Joseph; King, David T., Jr.

2012-01-01

The instructor of an integrated science course for nonscience majors embedded content-related video segments from YouTube and other similar internet sources into lecture. Through this study, the instructor wanted to know students' perceptions of how video use engaged them and increased their interest and understanding of science. Written survey…

The Effects of Lecture Diversity on Germane Load

ERIC Educational Resources Information Center

Costley, Jamie; Lange, Christopher

2017-01-01

An important aspect of MOOCs is the way students interact with video lectures. Instruction provided through video lectures should focus on ways to increase germane cognitive load, which directly contributes to learning. One approach that may lead to an increase of germane load may be to use video lectures with diverse forms of media, including…

Does teaching method affect students' perceptions regarding communication patterns in pediatric dentistry? A comparison of lecture and video methods.

PubMed

Kalwitzki, Matthias; Meller, Christina; Beyer, Christine

2011-08-01

The purpose of this study was to determine whether dental students' perceptions regarding six communication patterns for use in pediatric dentistry differed depending on whether they were taught by lecturing or by video-based teaching. Prior to the introduction of interpersonal skills in a clinical course in pediatric dentistry, four consecutive cohorts of students (n=107) in a German dental school were divided equally into two groups. Group one (n=57) was taught by video sequences and group two (n=50) by conventional lecture. Six communication patterns were presented: involvement of the child's toy(s), speaking in positive phrases, mentioning a personal aspect, recalling positive behavior of the patient, addressing fear verbally, and complimenting the patient. Immediately after the presentation, students were asked by means of a questionnaire about their assessment of and intentions regarding the clinical application of the communication patterns presented. After completion of the course, they were asked about the communication patterns that had been used. There were significant differences for three communication patterns in favor of video-based teaching (p<0.05); there were no significant differences regarding the intention for clinical application and the actual clinical application. In this study, students perceived differences between video-based teaching and lecturing regarding ease of use, but they did not seem to benefit from one method over the other regarding clinical application.

The Relationship Between Method of Viewing Lectures, Course Ratings, and Course Timing.

PubMed

Burton, William B; Ma, Terence P; Grayson, Martha S

2017-01-01

In recent years, medical schools have provided students access to video recordings of course lectures, but few studies have investigated the impact of this on ratings of courses and teachers. This study investigated whether the method of viewing lectures was related to student ratings of the course and its components and whether the method used changed over time. Preclinical medical students indicated whether ratings of course lectures were based primarily on lecture attendance, video capture, or both. Students were categorized into Lecture, Video, or Both groups based on their responses to this question. The data consisted of 7584 student evaluations collected over 2 years. Students who attended live lectures rated the course and its components higher than students who only viewed the video or used both methods, although these differences were very small. Students increasingly watched lectures exclusively by video over time: in comparison with first-year students, second-year students were more likely to watch lectures exclusively by video; in comparison with students in the first half of the academic year, students in the second half of the academic year were more likely to watch lectures exclusively by video. With the increase in use of lecture video recordings across medical schools, attention must be paid to student attitudes regarding these methods.

Maximizing Resource Utilization in Video Streaming Systems

ERIC Educational Resources Information Center

Alsmirat, Mohammad Abdullah

2013-01-01

Video streaming has recently grown dramatically in popularity over the Internet, Cable TV, and wire-less networks. Because of the resource demanding nature of video streaming applications, maximizing resource utilization in any video streaming system is a key factor to increase the scalability and decrease the cost of the system. Resources to…

"A combined experimental and individual-differences investigation into mind wandering during a video lecture": Correction to Kane et al. (2017).

PubMed

2018-04-01

Reports an error in "A combined experimental and individual-differences investigation into mind wandering during a video lecture" by Michael J. Kane, Bridget A. Smeekens, Claudia C. von Bastian, John H. Lurquin, Nicholas P. Carruth and Akira Miyake ( Journal of Experimental Psychology: General , 2017[Nov], Vol 146[11], 1649-1674). In the article, the legends for Figure 2 and Figure 4 were erroneous. The correct figures are included in the errata. The online version of this article has been corrected. (The following abstract of the original article appeared in record 2017-48585-001.) A combined experimental-correlational study with a diverse sample (N = 182) from 2 research sites tested a set of 5 a priori hypotheses about mind wandering and learning, using a realistic video lecture on introductory statistics. Specifically, the study examined whether students' vulnerability to mind wandering during the lecture would predict learning from, and situational interest in, the video and also whether longhand note-taking would help reduce mind wandering, at least for some students. One half of the participants took notes during the video, and all were subsequently tested on lecture content without notes. Regression and mediation analyses indicated that (a) several individual-differences variables (e.g., pretest score, prior math interest, classroom media multitasking habits) uniquely predicted in-lecture mind wandering frequency; (b) although the note-taking manipulation did not reduce mind wandering at the group level, note-taking still reduced mind wandering for some individuals (i.e., those with lower prior knowledge and those who took notes of high quality and quantity); (c) mind wandering uniquely predicted both learning (posttest) and situational interest outcomes above and beyond all other individual-differences variables; (d) moreover, mind wandering significantly mediated the effects of several individual differences; and, finally, (e) not all types of mind

The Relationship Between Method of Viewing Lectures, Course Ratings, and Course Timing

PubMed Central

Burton, William B; Ma, Terence P; Grayson, Martha S

2017-01-01

Background: In recent years, medical schools have provided students access to video recordings of course lectures, but few studies have investigated the impact of this on ratings of courses and teachers. This study investigated whether the method of viewing lectures was related to student ratings of the course and its components and whether the method used changed over time. Methods: Preclinical medical students indicated whether ratings of course lectures were based primarily on lecture attendance, video capture, or both. Students were categorized into Lecture, Video, or Both groups based on their responses to this question. The data consisted of 7584 student evaluations collected over 2 years. Results: Students who attended live lectures rated the course and its components higher than students who only viewed the video or used both methods, although these differences were very small. Students increasingly watched lectures exclusively by video over time: in comparison with first-year students, second-year students were more likely to watch lectures exclusively by video; in comparison with students in the first half of the academic year, students in the second half of the academic year were more likely to watch lectures exclusively by video. Conclusions: With the increase in use of lecture video recordings across medical schools, attention must be paid to student attitudes regarding these methods. PMID:29349337

Making Sense of Video Analytics: Lessons Learned from Clickstream Interactions, Attitudes, and Learning Outcome in a Video-Assisted Course

ERIC Educational Resources Information Center

Giannakos, Michail N.; Chorianopoulos, Konstantinos; Chrisochoides, Nikos

2015-01-01

Online video lectures have been considered an instructional media for various pedagogic approaches, such as the flipped classroom and open online courses. In comparison to other instructional media, online video affords the opportunity for recording student clickstream patterns within a video lecture. Video analytics within lecture videos may…

Fostering First-Year Students' Perceptions of Teacher Presence in the Online Classroom via Video Lectures

ERIC Educational Resources Information Center

Steele, John Paul; Robertson, Sarah Nicole; Mandernach, B. Jean

2017-01-01

The purpose of this study is to examine the impact of instructor-generated video lectures as means of increasing students' perceived teacher presence within the online classroom. Additionally, students' survey results were used to measure the differential value of teaching presence for instructor-generated, personalized versus non-personalized…

Using Photo Story Lectures in an Online Astronomy Class

NASA Astrophysics Data System (ADS)

Caffey, James F.

2008-05-01

Photo Story is a free program from Microsoft that was designed to allow people to make videos from photos and add a voice narration to it. I use Photo Story to create video lectures in my online Astronomy class at Drury University in Springfield, Missouri. I take power point slides from my publisher, turn them into JPEG files, and add my voice over them to create the video lecture. Students at a distance say the lectures make them feel like they are back in the classroom. I will present several lectures.

Live Lectures or Online Videos: Students' Resource Choices in a First-Year University Mathematics Module

ERIC Educational Resources Information Center

Howard, Emma; Meehan, Maria; Parnell, Andrew

2018-01-01

In "Maths for Business", a mathematics module for non-mathematics specialists, students are given the choice of completing the module content via short online videos, live lectures or a combination of both. In this study, we identify students' specific usage patterns with both of these resources and discuss their reasons for the…

Different Patterns of University Students' Integration of Lecture Podcasts, Learning Materials, and Lecture Attendance in a Psychology Course

ERIC Educational Resources Information Center

Luttenberger, Silke; Macher, Daniel; Maidl, Verena; Rominger, Christian; Aydin, Nilüfer; Paechter, Manuela

2018-01-01

Lecture podcasts are considered an efficient means for passing on learning contents to students, most notably in lectures with large numbers of students. Here, the lecturer's presentation, combined with lecture slides, is recorded and broadcasted in video form. The present study investigates how students organize learning when they have the choice…

The Use of Lecture Recordings in Higher Education: A Review of Institutional, Student, and Lecturer Issues

ERIC Educational Resources Information Center

O'Callaghan, Frances V.; Neumann, David L.; Jones, Liz; Creed, Peter A.

2017-01-01

Web-based lecture technologies are being used increasingly in higher education. One widely-used method is the recording of lectures delivered during face-to-face teaching of on-campus courses. The recordings are subsequently made available to students on-line and have been variously referred to as lecture capture, video podcasts, and Lectopia. We…

Lecturers' Awareness and Utilization of Instructional Media in the State-Owned Colleges of Education, South-West Nigeria

ERIC Educational Resources Information Center

Fakomogbon, Micheal Ayodele; Olanrewaju, Olatayo Solomon; Soetan, Aderonke Kofo

2015-01-01

This paper investigated the awareness and utilization of instructional media (IM) based on gender of the lecturers of tertiary institutions in Nigeria. It was a descriptive type of survey research. All lecturers of Colleges of Education in Southwest geo-political zone of Nigeria formed the population. Some 621 lecturers were randomly selected.…

An Analysis of Using Online Video Lecture on Learning Outcome: The Mediating Role of Student Interaction and Student Engagement

ERIC Educational Resources Information Center

Osman, Siti Zuraidah Md; Jamaludin, Rozinah; Fathil, Nor Fathimah

2016-01-01

The Malaysia Education Blueprint 2015-2025 (Higher Education) was published recently. One of shift is globalised online learning. Therefore, Polytechnics had taken the first step in the use of e-learning system by using flipped classroom method. The purpose of this study is to analyse the effects of using online video lecture on student…

The Effect of Instant Messaging on Lecture Retention

ERIC Educational Resources Information Center

McVaugh, Nathan Kant

2012-01-01

The impact of instant message interruptions via computer on immediate lecture retention for college students was examined. While watching a 24-minute video of a classroom lecture, students received various numbers of related-to-lecture ("Is consistent use of the eye contact method necessary for success?") versus not-related-to lecture…

Enhancing the Utilization of Information Communication Technology (ICT) among Home Economics Lecturers in South Eastern Nigeria

ERIC Educational Resources Information Center

Ejinkeonye, Uju Bridget; Usoroh, Comfort I.

2016-01-01

The study was on enhancing the utilization of information communication Technology (ICT) among Home Economics lecturers in south Eastern Nigeria. The study adopted a survey method. The area of the study is south eastern Nigeria. Three research questions guided the study. The population was made up of 63 Home Economics lecturers from the six…

Learner-Generated Digital Video: Using Ideas Videos in Teacher Education

ERIC Educational Resources Information Center

Kearney, Matthew

2013-01-01

This qualitative study investigates the efficacy of "Ideas Videos" (or "iVideos") in pre-service teacher education. It explores the experiences of student teachers and their lecturer engaging with this succinct, advocacy-style video genre designed to evoke emotions about powerful ideas in Education (Wong, Mishra, Koehler, &…

Indexed Captioned Searchable Videos: A Learning Companion for STEM Coursework

ERIC Educational Resources Information Center

Tuna, Tayfun; Subhlok, Jaspal; Barker, Lecia; Shah, Shishir; Johnson, Olin; Hovey, Christopher

2017-01-01

Videos of classroom lectures have proven to be a popular and versatile learning resource. A key shortcoming of the lecture video format is accessing the content of interest hidden in a video. This work meets this challenge with an advanced video framework featuring topical indexing, search, and captioning (ICS videos). Standard optical character…

Utilization of KSC Present Broadband Communications Data System for Digital Video Services

NASA Technical Reports Server (NTRS)

Andrawis, Alfred S.

2002-01-01

This report covers a visibility study of utilizing present KSC broadband communications data system (BCDS) for digital video services. Digital video services include compressed digital TV delivery and video-on-demand. Furthermore, the study examines the possibility of providing interactive video on demand to desktop personal computers via KSC computer network.

Utilization of KSC Present Broadband Communications Data System For Digital Video Services

NASA Technical Reports Server (NTRS)

Andrawis, Alfred S.

2001-01-01

This report covers a visibility study of utilizing present KSC broadband communications data system (BCDS) for digital video services. Digital video services include compressed digital TV delivery and video-on-demand. Furthermore, the study examines the possibility of providing interactive video on demand to desktop personal computers via KSC computer network.

Mini-Lectures: A Taster to Engage the Audience for the Main Event

ERIC Educational Resources Information Center

Ingram, Matthew J.; Crane, Simeon; Mokree, Alan; Curdy, Marion E.; Patel, Bhavik A.

2017-01-01

This article explores the use of pre-recorded video mini-lectures to support and enhance traditional face-to-face lectures for undergraduate students. Mini-lectures guide students through key concepts so that they can understand and assimilate key content before attending lectures.

Knowledge of the Avalanche Victim Resuscitation Checklist and Utility of a Standardized Lecture in Italy.

PubMed

Strapazzon, Giacomo; Migliaccio, Daniel; Fontana, Diego; Stawinoga, Agnieszka Elzbieta; Milani, Mario; Brugger, Hermann

2018-03-01

To explore baseline knowledge about avalanche guidelines and the Avalanche Victim Resuscitation Checklist (AVReCh) in Italy and the knowledge acquisition from a standardized lecture. Standardized lecture material discussing AVReCh was presented during 8 mountain medicine courses from November 2014 to April 2016 in different regions of Italy. To determine the knowledge acquisition from the lecture, a pre- and postlecture survey was utilized. A total of 193 surveys were analyzed. More than 50% of the participants had never participated in lectures/courses on avalanche guidelines, and less than 50% of the participants knew about the AVReCh before the lecture. The correct temporal sequence of reportable information in the basic life support section of the AVReCh was selected by 40% of the participants before the lecture and by 75% after the lecture (P<0.001). Within subgroups analysis, most groups saw significant improvement in performance (P<0.05). The selection of the correct burial time increased from 36 to 84% (P<0.05). Health care providers and mountain rescue personnel are not widely aware of avalanche guidelines. The standardized lecture significantly improved knowledge of the principles of avalanche management related to core AVReCh elements. However, the effect that this knowledge acquisition has on avalanche victim survival or adherence to the AVReCh in the field is yet to be determined. Copyright © 2017 Wilderness Medical Society. Published by Elsevier Inc. All rights reserved.

The Web-Lecture - a viable alternative to the traditional lecture format?

NASA Astrophysics Data System (ADS)

Meibom, S.

2004-12-01

Educational research shows that students learn best in an environment with emphasis on teamwork, problem-solving, and hands-on experience. Still professors spend the majority of their time with students in the traditional lecture-hall setting where the combination of large classes and limited time prevents sufficient student-teacher interaction to foster an active learning environment. Can modern computer technology be used to provide "lecture-type" information to students via the World Wide Web? If so, will that help professors make better and/or different use of their scheduled time with the students? Answering these questions was the main motivation for the Extra-Solar Planet Project. The Extra-Solar Planet Project was designed to test the effectiveness of a lecture available to the student on the World Wide Web (Web-Lecture) and to engage the students in an active learning environment were their use the information presented in the Web-Lecture. The topic of the Web-Lecture was detection of extra-solar planets and the project was implemented into an introductory astronomy course at University of Wisconsin Madison in the spring of 2004. The Web-Lecture was designed to give an interactive presentation of synchronized video, audio and lecture notes. It was created using the eTEACH software developed at the University of Wisconsin Madison School of Engineering. In my talk, I will describe the project, show excerpts of the Web-Lecture, and present assessments of student learning and results of student evaluations of the web-lecture format.

Comparing Learning Outcomes of Video-Based E-Learning with Face-to-Face Lectures of Agricultural Engineering Courses in Korean Agricultural High Schools

ERIC Educational Resources Information Center

Park, Sung Youl; Kim, Soo-Wook; Cha, Seung-Bong; Nam, Min-Woo

2014-01-01

This study investigated the effectiveness of e-learning by comparing the learning outcomes in conventional face-to-face lectures and e-learning methods. Two video-based e-learning contents were developed based on the rapid prototyping model and loaded onto the learning management system (LMS), which was available at http://www.greenehrd.com.…

Differences in the perception of seven behaviour-modifying techniques in paediatric dentistry by undergraduate students using lecturing and video sequences for teaching.

PubMed

Kalwitzki, M; Beyer, C; Meller, C

2010-11-01

Whilst preparing undergraduate students for a clinical course in paediatric dentistry, four consecutive classes (n = 107) were divided into two groups. Seven behaviour-modifying techniques were introduced: systematic desensitization, operant conditioning, modelling, Tell, Show, Do-principle, substitution, change of roles and the active involvement of the patient. The behaviour-modifying techniques that had been taught to group one (n = 57) through lecturing were taught to group two (n = 50) through video sequences and vice versa in the following semester. Immediately after the presentations, students were asked by means of a questionnaire about their perceptions of ease of using the different techniques and their intention for clinical application of each technique. After completion of the clinical course, they were asked about which behaviour-modifying techniques they had actually used when dealing with patients. Concerning the perception of ease of using the different techniques, there were considerable differences for six of the seven techniques (P < 0.05). Whilst some techniques seemed more difficult to apply clinically after lecturing, others seemed more difficult after video-based teaching. Concerning the intention for clinical application and the actual clinical application, there were higher percentages for all techniques taught after video-based teaching. However, the differences were significant only for two techniques in each case (P < 0.05). It is concluded that the use of video based teaching enhances the intention for application and the actual clinical application only for a limited number of behaviour-modifying techniques. © 2010 John Wiley & Sons A/S.

The Impact of Online or F2F Lecture Choice on Student Achievement and Engagement in a Large Lecture-Based Science Course: Closing the Gap

ERIC Educational Resources Information Center

Murphy, Cheryl A.; Stewart, John C.

2015-01-01

Blended learning options vary and universities are exploring an assortment of instructional combinations, some involving video lectures as a replacement for face-to-face (f2f) lectures. This methodological study investigates the impact of the provision of lecture choice (online or f2f) on overall student achievement and course engagement. This…

Indexed Captioned Searchable Videos: A Learning Companion for STEM Coursework

NASA Astrophysics Data System (ADS)

Tuna, Tayfun; Subhlok, Jaspal; Barker, Lecia; Shah, Shishir; Johnson, Olin; Hovey, Christopher

2017-02-01

Videos of classroom lectures have proven to be a popular and versatile learning resource. A key shortcoming of the lecture video format is accessing the content of interest hidden in a video. This work meets this challenge with an advanced video framework featuring topical indexing, search, and captioning (ICS videos). Standard optical character recognition (OCR) technology was enhanced with image transformations for extraction of text from video frames to support indexing and search. The images and text on video frames is analyzed to divide lecture videos into topical segments. The ICS video player integrates indexing, search, and captioning in video playback providing instant access to the content of interest. This video framework has been used by more than 70 courses in a variety of STEM disciplines and assessed by more than 4000 students. Results presented from the surveys demonstrate the value of the videos as a learning resource and the role played by videos in a students learning process. Survey results also establish the value of indexing and search features in a video platform for education. This paper reports on the development and evaluation of ICS videos framework and over 5 years of usage experience in several STEM courses.

Evaluating the Benefits of Providing Archived Online Lectures to In-Class Math Students

ERIC Educational Resources Information Center

Cascaval, Radu C.; Fogler, Kethera A.; Abrams, Gene D.; Durham, Robert L.

2008-01-01

The present study examines the impact of a novel online video lecture archiving system on in-class students enrolled in traditional math courses at a mid-sized, primarily undergraduate, university in the West. The archiving system allows in-class students web access to complete video recordings of the actual classroom lectures, and sometimes of…

Does Video-Autotutorial Instruction Improve College Student Achievement?

ERIC Educational Resources Information Center

Fisher, K. M.; And Others

1977-01-01

Compares student achievement in an upper-division college introductory course taught by the video-autotutorial method with that in two comparable courses taught by the lecture-discussion method. Pre-post tests of 623 students reveal that video-autotutorial students outperform lecture/discussion participants at all ability levels and that in…

Automatic Online Lecture Highlighting Based on Multimedia Analysis

ERIC Educational Resources Information Center

Che, Xiaoyin; Yang, Haojin; Meinel, Christoph

2018-01-01

Textbook highlighting is widely considered to be beneficial for students. In this paper, we propose a comprehensive solution to highlight the online lecture videos in both sentence- and segment-level, just as is done with paper books. The solution is based on automatic analysis of multimedia lecture materials, such as speeches, transcripts, and…

Flipped classroom or an active lecture?

PubMed

Pickering, James D; Roberts, David J H

2018-01-01

Recent changes in anatomy education have seen the introduction of flipped classrooms as a replacement to the traditional didactic lecture. This approach utilizes the increasing availability of digital technology to create learning resources that can be accessed prior to attending class, with face-to-face sessions then becoming more student-centered via discussion, collaborative learning, and problem-solving activities. Although this approach may appear intuitive, this viewpoint commentary presents a counter opinion and highlights a simple alternative that utilizes evidence-based active learning approaches as part of the traditional lecture. The active lecture takes the traditional lecture, and (1) ensures the lecture content is relevant and has clear objectives, (2) contains lecture material that is designed according to the latest evidence-base, (3) complements it with additional supplementary material, (4) creates space to check prior understanding and knowledge levels, and (5) utilizes suitable technology to facilitate continual engagement and interaction. Clin. Anat. 31:118-121, 2018. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Exploring medical student decisions regarding attending live lectures and using recorded lectures.

PubMed

Gupta, Anmol; Saks, Norma Susswein

2013-09-01

Student decisions about lecture attendance are based on anticipated effect on learning. Factors involved in decision-making, the use of recorded lectures and their effect on lecture attendance, all warrant investigation. This study was designed to identify factors in student decisions to attend live lectures, ways in which students use recorded lectures, and if their use affects live lecture attendance. A total of 213 first (M1) and second year (M2) medical students completed a survey about lecture attendance, and rated factors related to decisions to attend live lectures and to utilize recorded lectures. Responses were analyzed overall and by class year and gender. M1 attended a higher percentage of live lectures than M2, while both classes used the same percentage of recorded lectures. Females attended more live lectures, and used a smaller percentage of recorded lectures. The lecturer was a key in attendance decisions. Also considered were the subject and availability of other learning materials. Students use recorded lectures as replacement for live lectures and as supplement to them. Lectures, both live and recorded, are important for student learning. Decisions about lecture placement in the curriculum need to be based on course content and lecturer quality.

Generating OER by Recording Lectures: A Case Study

ERIC Educational Resources Information Center

Llamas-Nistal, Martín; Mikic-Fonte, Fernando A.

2014-01-01

The University of Vigo, Vigo, Spain, has the objective of making all the teaching material generated by its teachers freely available. To attain this objective, it encourages the development of Open Educational Resources, especially videos. This paper presents an experience of recording lectures and generating the corresponding videos as a step…

Web-based teaching video packages on anatomical education.

PubMed

Ozer, Mehmet Asim; Govsa, Figen; Bati, Ayse Hilal

2017-11-01

The aim of this study was to study the effect of web-based teaching video packages on medical students' satisfaction during gross anatomy education. The objective was to test the hypothesis that individual preference, which can be related to learning style, influences individual utilization of the video packages developed specifically for the undergraduate medical curriculum. Web-based teaching video packages consisting of Closed Circuit Audiovisual System and Distance Education of Anatomy were prepared. 54 informative application videos each lasting an average 12 min, competent with learning objectives have been prepared. 300 young adults of the medical school on applied anatomy education were evaluated in terms of their course content, exam performance and perceptions. A survey was conducted to determine the difference between the students who did not use teaching packages with those who used it during or after the lecture. A mean of 150 hits for each student per year was indicated. Academic performance of anatomy has been an increase of 10 points. Positive effects of the video packages on anatomy education have manifested on the survey conducted on students. The survey was compiled under twenty different items including effectiveness, providing education opportunity and affecting learning positively. Additionally, the difference was remarkable that the positive ideas of the second year students on learning were statistically significant from that of the third year students. Web-based video packages are helpful, definitive, easily accessible and affordable which enable students with different pace of learning to reach information simultaneously in equal conditions and increase the learning activity in crowded group lectures in cadaver labs. We conclude that personality/learning preferences of individual students influence their use of video packages in the medical curriculum.

Automatic Camera Control System for a Distant Lecture with Videoing a Normal Classroom.

ERIC Educational Resources Information Center

Suganuma, Akira; Nishigori, Shuichiro

The growth of a communication network technology enables students to take part in a distant lecture. Although many lectures are conducted in universities by using Web contents, normal lectures using a blackboard are still held. The latter style lecture is good for a teacher's dynamic explanation. A way to modify it for a distant lecture is to…

More Professors Could Share Lectures Online: But Should They?

ERIC Educational Resources Information Center

Young, Jeffrey R.

2010-01-01

In this article, the author discusses the issues surrounding the production of lecture videos by professors and administrators which are free to the world. Professors across the country are now wrestling with this issue. More and more colleges have installed microphones or cameras in lecture halls and bought easy-to-use software to get lecture…

Media Richness and Social Norms in the Choice to Attend Lectures or to Watch Them Online

ERIC Educational Resources Information Center

Bassili, John N.

2008-01-01

Lectures in a large psychology course were taped and posted online where they could be viewed by streaming video. All students in the course had the option to attend lectures or watch them online, a choice that could be exercised on a lecture-by-lecture basis. The proportion of lectures watched online revealed that students chose between…

Utilizing public scientific web lectures to teach contemporary physics at the high school level: A case study of learning

NASA Astrophysics Data System (ADS)

Kapon, Shulamit; Ganiel, Uri; Eylon, Bat Sheva

2011-12-01

This paper describes a teaching experiment designed to examine the learning (i.e., retention of content and conceptual development) that takes place when public scientific web lectures delivered by scientists are utilized to present advanced ideas in physics to students with a high school background in physics. The students watched an exemplary public physics web lecture that was followed by a collaborative generic activity session. The collaborative session involved a guided critical reconstruction of the main arguments in the lecture, and a processing of the key analogical explanations. Then the students watched another exemplary web lecture on a different topic. The participants (N=14) were divided into two groups differing only in the order in which the lectures were presented. The students’ discussions during the activities show that they were able to reason and demonstrate conceptual progress, although the physics ideas in the lectures were far beyond their level in physics. The discussions during the collaborative session contributed significantly to the students’ understanding. We illustrate this point through an analysis of one of these discussions between two students on an analogical explanation of the Aharonov-Bohm effect that was presented in one of the lectures. The results from the tests that were administered to the participants several times during the intervention further support this contention.

If You Record It, Some Won't Come: Using Lecture Capture in Introductory Psychology

ERIC Educational Resources Information Center

Drouin, Michelle A.

2014-01-01

In this study, I examined the effects of offering supplemental video lecture recordings to students in a face-to-face introductory psychology course. I employed a quasi-experimental design, in which one section had lectures recordings available (recordings of the face-to-face lecture) and one section did not, and I examined whether class section…

A marriage of continuance: professional development for mathematics lecturers

NASA Astrophysics Data System (ADS)

Barton, Bill; Oates, Greg; Paterson, Judy; Thomas, Mike

2015-06-01

In a 2-year project, we developed and trialled a mode of lecturing professional development amongst staff in our department of mathematics. Theoretically grounded in Schoenfeld's resources, orientations, and goals (ROG) model of teacher action, a group met regularly to discuss both the video excerpts of themselves lecturing along with written pre- and post-lecture statements of their "ROGs". We found evidence of improved teaching performance but more interestingly, identified key aspects of our practice and of undergraduate mathematics that received repeated attention and developed further theoretical insight into lecturer behaviour in mathematics. The trial has been successful enough to be expanded into further groups that now constitute a professional development culture within our department.

Utilizing Video Games

NASA Astrophysics Data System (ADS)

Blaize, L.

Almost from its birth, the computer and video gaming industry has done an admirable job of communicating the vision and attempting to convey the experience of traveling through space to millions of gamers from all cultures and demographics. This paper will propose several approaches the 100 Year Starship Study can take to use the power of interactive media to stir interest in the Starship and related projects among a global population. It will examine successful gaming franchises from the past that are relevant to the mission and consider ways in which the Starship Study could cooperate with game development studios to bring the Starship vision to those franchises and thereby to the public. The paper will examine ways in which video games can be used to crowd-source research aspects for the Study, and how video games are already considering many of the same topics that will be examined by this Study. Finally, the paper will propose some mechanisms by which the 100 Year Starship Study can establish very close ties with the gaming industry and foster cooperation in pursuit of the Study's goals.

Efficient management and promotion of utilization of the video information acquired by observation

NASA Astrophysics Data System (ADS)

Kitayama, T.; Tanaka, K.; Shimabukuro, R.; Hase, H.; Ogido, M.; Nakamura, M.; Saito, H.; Hanafusa, Y.; Sonoda, A.

2012-12-01

In Japan Agency for Marine-Earth Science and Technology (JAMSTEC), the deep sea videos are made from the research by JAMSTEC submersibles in 1982, and the information on the huge deep-sea that will reach more 4,000 dives (ca. 24,700 tapes) by the present are opened to public via the Internet since 2002. The deep-sea videos is important because the time variation of deep-sea environment with difficult investigation and collection and growth of the living thing in extreme environment can be checked. Moreover, with development of video technique, the advanced analysis of an investigation image is attained. For grasp of deep sea environment, especially the utility value of the image is high. In JAMSTEC's Data Research Center for Marine-Earth Sciences (DrC), collection of the video are obtained by dive investigation of JAMSTEC, preservation, quality control, and open to public are performed. It is our big subject that the huge video information which utility value has expanded managed efficiently and promotion of use. In this announcement, the present measure is introduced about these subjects . The videos recorded on a tape or various media onboard are collected, and the backup and encoding for preventing the loss and degradation are performed. The video inside of a hard disk has the large file size. Then, we use the Linear Tape File System (LTFS) which attracts attention with image management engineering these days. Cost does not start compared with the usual disk backup, but correspondence years can also save the video data for a long time, and the operatively of a file is not different from a disk. The video that carried out the transcode to offer is archived by disk storage, and offer according to a use is possible for it. For the promotion of utilization of the video, the video public presentation system was reformed completely from November, 2011 to "JAMSTEC E-library of Deep Sea Images (http:// www.godac.jamstec.go.jp/jedi/)" This new system has preparing

Using Video Conferencing in Lecture Classes

ERIC Educational Resources Information Center

Gibbs, Bill; Larson, Erik

2007-01-01

Duquesne University's department of journalism and multimedia arts supports many of its classes with Mediasite Live, a video conferencing system that captures the output of presentation devices and streams it live to the Web, as well as recording presentations for Web streaming or recording to CD or DVD. Bill Gibbs and Erik Larson examine the…

Student Perceptions of Online Tutoring Videos

ERIC Educational Resources Information Center

Sligar, Steven R.; Pelletier, Christopher D.; Bonner, Heidi Stone; Coghill, Elizabeth; Guberman, Daniel; Zeng, Xiaoming; Newman, Joyce J.; Muller, Dorothy; Dennis, Allen

2017-01-01

Online tutoring is made possible by using videos to replace or supplement face to face services. The purpose of this research was to examine student reactions to the use of lecture capture technology in a university tutoring setting and to assess student knowledge of some features of Tegrity lecture capture software. A survey was administered to…

Everyday attention and lecture retention: the effects of time, fidgeting, and mind wandering.

PubMed

Farley, James; Risko, Evan F; Kingstone, Alan

2013-01-01

We have all had our thoughts wander from the immediate task at hand. The emerging embodied cognition literature emphasizes the role that the body plays in human thought, and raises the possibility that changes in attentional focus may be associated with changes in body behavior. Recent research has found that when individuals view a lecture, mind wandering increases as a function of time. In the present study we asked whether this decline in attention during lecture viewing was associated with fidgeting. Participants were filmed while they watched a 40-min lecture video, and at regular 5-min intervals provided ratings of their attentiveness. Following the lecture, participant's memory for the material was assessed. Fidgeting behavior was coded from video recordings of each session. Results indicated that attention to, and retention of, lecture material declined as a function of time on task. Critically, and as predicted, fidgeting also increased with time on task. We also found that the relation between fidgeting and retention was significant even when the role of attention was factored into the equation, suggesting that fidgeting makes a unique contribution to retention of lecture material over and above that contributed by an individual's attention. We propose a novel non-attentional stress-based account of fidgeting and how this impacts retention for lecture material over and above changes in levels in mind wandering vis-a-vis changes in attention.

The Flipped Classroom in Emergency Medicine Using Online Videos with Interpolated Questions.

PubMed

Rose, Emily; Claudius, Ilene; Tabatabai, Ramin; Kearl, Liza; Behar, Solomon; Jhun, Paul

2016-09-01

Utilizing the flipped classroom is an opportunity for a more engaged classroom session. This educational approach is theorized to improve learner engagement and retention and allows for more complex learning during class. No studies to date have been conducted in the postgraduate medical education setting investigating the effects of interactive, interpolated questions in preclassroom online video material. We created a flipped classroom for core pediatric emergency medicine (PEM) topics using recorded online video lectures for preclassroom material and interactive simulations for the in-classroom session. Lectures were filmed and edited to include integrated questions on an online platform called Zaption. One-half of the residents viewed the lectures uninterrupted (Group A) and the remainder (Group B) viewed with integrated questions (2-6 per 5-15-min segment). Residents were expected to view the lectures prior to in-class time (total viewing time of approximately 2½ h). The 2½-h in-class session included four simulation and three procedure stations, with six PEM faculty available for higher-level management discussion throughout the stations. Total educational time of home preparation and in-class time was approximately 5 h. Residents performed better on the posttest as compared to the pretest, and their satisfaction was high with this educational innovation. In 2014, performance on the posttest between the two groups was similar. However, in 2015, the group with integrated questions performed better on the posttest. An online format combined with face-to-face interaction is an effective educational model for teaching core PEM topics. Copyright © 2016 Elsevier Inc. All rights reserved.

Lectures in medical educaton: what students think?

PubMed

Mustafa, Tajammal; Farooq, Zerwa; Asad, Zunaira; Amjad, Rabbia; Badar, Iffat; Chaudhry, Abdul Majeed; Khan, Mohammad Amer Zaman; Rafique, Farida

2014-01-01

The volume of medical knowledge has increased exponentially and so has the need to improve the efficiency of current teaching practices.With increasing emphasis on interactive and problem based learning, the place of lectures in modern medical education has become a questionable issue. Objectives were to assess the perspective of undergraduate medical students regarding the role and effectiveness of lectures as a mode of instruction as well as the ways and means that can be employed to enhance the effectiveness of lectures. A cross sectional study was carried out among 2nd to final year medical students from five medical colleges including both private and public sector institutions. A total of 347 students participated by completing a structured questionnaire. Data was analyzed using SPSS-17. Sixty seven percent students considered lectures as a useful mode of instruction (47% males and 77% females), whereas 83% of the students reported that clinical sessions were superior to lectures because of small number of students in clinical sessions, active student participation, enhanced clinical orientation, and interaction with patients. About 64% responded that lectures should be replaced by clinical sessions. Majority of the students (92%) reported not being able to concentrate during a lecture beyond 30 minutes, whereas 70% skipped lectures as they were boring. A significantly greater proportion of male respondents, students from clinical years, and those who skipped lectures, considered lectures to be boring, a poor utilization of time and resources, and could not concentrate for the full duration of a lecture compared to females, students from preclinical years, and those who do not skip lectures, respectively. Lecturing techniques need to be improvised. The traditional passive mode of instruction has to be replaced with active learning and inquiry based approach to adequately utilize the time and resources spent on lectures.

Using Learning Styles and Viewing Styles in Streaming Video

ERIC Educational Resources Information Center

de Boer, Jelle; Kommers, Piet A. M.; de Brock, Bert

2011-01-01

Improving the effectiveness of learning when students observe video lectures becomes urgent with the rising advent of (web-based) video materials. Vital questions are how students differ in their learning preferences and what patterns in viewing video can be detected in log files. Our experiments inventory students' viewing patterns while watching…

Comparing Students' and Experts' Understanding of the Content of a Lecture

NASA Astrophysics Data System (ADS)

Hrepic, Zdeslav; Zollman, Dean A.; Sanjay Rebello, N.

2007-06-01

In spite of advances in physics pedagogy, the lecture is by far the most widely used format of instruction. We investigated students' understanding and perceptions of the content delivered during a physics lecture. A group of experts (physics instructors) also participated in the study as a reference for the comparison. During the study, all participants responded to a written conceptual survey on sound propagation. Next, they looked for answers to the survey questions in a videotaped lecture by a nationally known teacher. As they viewed the lecture, they indicated instances, if any, in which the survey questions were answered during the lecture. They also wrote down (and if needed, later explained) the answer, which they perceived was given by the instructor in the video lecture. Students who participated in the study were enrolled in a conceptual physics course and had already covered the topic in class before the study. We discuss and compare students' and experts' responses to the survey questions before and after the lecture.

Everyday attention and lecture retention: the effects of time, fidgeting, and mind wandering

PubMed Central

Farley, James; Risko, Evan F.; Kingstone, Alan

2013-01-01

We have all had our thoughts wander from the immediate task at hand. The emerging embodied cognition literature emphasizes the role that the body plays in human thought, and raises the possibility that changes in attentional focus may be associated with changes in body behavior. Recent research has found that when individuals view a lecture, mind wandering increases as a function of time. In the present study we asked whether this decline in attention during lecture viewing was associated with fidgeting. Participants were filmed while they watched a 40-min lecture video, and at regular 5-min intervals provided ratings of their attentiveness. Following the lecture, participant's memory for the material was assessed. Fidgeting behavior was coded from video recordings of each session. Results indicated that attention to, and retention of, lecture material declined as a function of time on task. Critically, and as predicted, fidgeting also increased with time on task. We also found that the relation between fidgeting and retention was significant even when the role of attention was factored into the equation, suggesting that fidgeting makes a unique contribution to retention of lecture material over and above that contributed by an individual's attention. We propose a novel non-attentional stress-based account of fidgeting and how this impacts retention for lecture material over and above changes in levels in mind wandering vis-a-vis changes in attention. PMID:24065933

Is Video Podcast Supplementation as a Learning Aid Beneficial to Dental Students?

PubMed

Kalludi, Shivananda; Punja, Dhiren; Rao, Raghavendra; Dhar, Murali

2015-12-01

Podcasting has recently emerged as an important information technology tool for health professionals. Podcasts can be viewed online or downloaded to a user computer or a handheld multimedia device like a portable MP3 player, smart phone and tablet device. The principal advantage of the podcast is that the presentation of information need not be linked with any particular time or location. Since students are familiar with newer technology tools and may be using it on a regular basis, video podcast could serve as a convenient tool for students to help remember both conceptual and factual information. The purpose of this study was to assess the attitude of first year dental students towards video podcast supplementation and to assess the efficacy of video podcast as a teaching aid in comparison to text book reading. First year dental students were recruited for this study. A didactic lecture class was conducted for the students (n=100). The students were then randomly divided into two groups. Students present in group A (n=46) underwent a video podcast session followed by a multiple choice question test. This was followed by student feedback to assess the usefulness of video podcast. Students belonging to group B (n=54) had a study session for 20 minutes followed by the MCQ test. Students then underwent the video podcast session followed by feedback to assess the utility of video podcast. Mann-Whitney U test was applied to compare the difference in the median MCQ score between the two groups. The findings revealed a significant gain in the median MCQ score in the intervention group (group A) when compared to control group (Group B). In the feedback form, 89% of students agreed that the video podcast might be useful as it would enable them to view slides and hear the lectures repeatedly. Students who underwent the video podcast session performed significantly better in the MCQ test compared to students who underwent text book reading alone. This demonstrates an

Is Video Podcast Supplementation as a Learning Aid Beneficial to Dental Students?

PubMed Central

Kalludi, Shivananda; Rao, Raghavendra; Dhar, Murali

2015-01-01

Introduction Podcasting has recently emerged as an important information technology tool for health professionals. Podcasts can be viewed online or downloaded to a user computer or a handheld multimedia device like a portable MP3 player, smart phone and tablet device. The principal advantage of the podcast is that the presentation of information need not be linked with any particular time or location. Since students are familiar with newer technology tools and may be using it on a regular basis, video podcast could serve as a convenient tool for students to help remember both conceptual and factual information. Aim The purpose of this study was to assess the attitude of first year dental students towards video podcast supplementation and to assess the efficacy of video podcast as a teaching aid in comparison to text book reading. Materials and Methods First year dental students were recruited for this study. A didactic lecture class was conducted for the students (n=100). The students were then randomly divided into two groups. Students present in group A (n=46) underwent a video podcast session followed by a multiple choice question test. This was followed by student feedback to assess the usefulness of video podcast. Students belonging to group B (n=54) had a study session for 20 minutes followed by the MCQ test. Students then underwent the video podcast session followed by feedback to assess the utility of video podcast. Mann-Whitney U test was applied to compare the difference in the median MCQ score between the two groups. Results The findings revealed a significant gain in the median MCQ score in the intervention group (group A) when compared to control group (Group B). In the feedback form, 89% of students agreed that the video podcast might be useful as it would enable them to view slides and hear the lectures repeatedly. Conclusion Students who underwent the video podcast session performed significantly better in the MCQ test compared to students who

Adopting Online Lecturing for Improved Learning: A Case Study from Teacher Education

ERIC Educational Resources Information Center

Quinn, Marie; Kennedy-Clark, Shannon

2015-01-01

This paper presents the results of a study that examined the integration of video lectures into a pre-service teacher unit of study. The aim of the research was to ascertain how students used the pre-recorded videos to complement their learning. The focus was on the pedagogy, and explored three factors: convenience, self-regulation of learning and…

First Steps Toward Increasing Student Engagement During Lecture

NASA Astrophysics Data System (ADS)

Slater, Timothy F.

2008-05-01

Have you tried to repurpose materials you've gotten from another lecturer or publisher that you thought could express a concept exceptionally well, only to find when you used the same materials, they did not have the dramatic effect on your students you desired? It would be easy to conclude that student apathy is to blame. But, if students listening to your lecture take on the same bored appearance and passive disposition often observed when you are showing a video, consider whether your instructional approach is designed to intellectually engage students. An information-download lecture has often been described as…the process by which the teacher's notes get transferred into students' notebooks without passing through the brains of either. That brilliant set of lecture materials that you thought would be perfect might need to be adjusted to meet the learning styles of your students to actively engage them in developing conceptual understanding.

The Magic of Magic: The Effect of Magic Tricks on Subsequent Engagement with Lecture Material

ERIC Educational Resources Information Center

Moss, Simon A.; Irons, Melanie; Boland, Martin

2017-01-01

Background and aims: Lecturers often present entertaining videos, or organize a variety of amusing demonstrations, to foster student engagement or to encourage critical analysis. Magic tricks, in particular, have been shown to activate neural circuits that underpin motivation or problem-solving and, therefore, could be beneficial during lectures.…

A supplemental video teaching tool enhances splinting skills.

PubMed

Mehrpour, Saeed Reza; Aghamirsalim, Mohamadreza; Motamedi, Seyed Mohammad Kalantar; Ardeshir Larijani, Fatemeh; Sorbi, Reza

2013-02-01

The ability to apply casts and splints is a technical skill that requires practice and understanding of basic principles of musculoskeletal medicine. A video in which a given procedure is simulated on a dummy can represent reality under controlled conditions. A decrease in physician competency in musculoskeletal medicine is the result of educational deficiencies at the medical school level. We asked whether (1) a supplemental video educational program enhances performance of medical students' musculoskeletal clinical skills and (2) factors such as the proportion of orthopaedic professors to students, sex, age, and previous scores of medical students affected the clinical skills of medical students. We allocated 474 medical students into one of two groups: all participants received 90 minutes of lecture instruction on how to splint and cast but one group viewed the supplemental instructional video and the other did not. There were no differences in terms of sex, age, basic science exam scores, or grade point average of the groups. Thirteen specific skills in splinting an injured limb were evaluated. We recorded grade point averages. We developed a 10-point scoring system and graded each student on their splinting skills 6 months after the lectures. The medical students who watched the video had an average score of 7.6, whereas the control group's average score was 2.0. We observed a positive association between watching the educational video and clinical exam score. A higher professor-to-student ratio was associated with lower student Objective Structured Clinical Examination score. Our observations suggest a supplemental video instructional program improved the performance of musculoskeletal clinical skills in comparison to only a traditional lecture series.

Impact of various lecture delivery methods in pharmacology

PubMed Central

Seth, Vikas; Upadhyaya, Prerna; Ahmad, Mushtaq; Kumar, Virendra

2010-01-01

The aim of the study was to assess the impact of three common lecture delivery methods viz. the lectures using chalkboard, the lectures using PowerPoint presentations and the lectures utilizing transparencies with an overhead projector. By filling in a questionnaire, the second year MBBS students were asked to assess the impact of three pharmacology lectures given by three different methods of lecture delivery. Also after each lecture an objective test was given to compare the impact of the lecture delivered by different methods. The results of the study show that as per the subjective assessment of the lectures, students preferred PowerPoint teaching the most. As far as the students' performance is concerned the impact of traditional Chalkboard and PowerPoint teaching was much more than the lectures using transparency and overhead projector (OHP). PMID:29255392

Using video to introduce clinical materials.

PubMed

Kommalage, Mahinda; Senadheera, Chandanie

2012-08-01

The early introduction of clinical material is a recognised strategy in medical education. The University of Ruhana Medical School, where a traditional curriculum is followed, offers students pre-clinical subjects without clinical exposure during their first and second years. Clinical materials in the form of videos were introduced to first-year students. In the videos, patients and their relatives described the diseases and related problems. Students were instructed to identify the problems encountered by patients and relatives. Each video was followed by a discussion of the problems identified by the students. The medical, social and economic problems encountered by patients and relatives were emphasised during post-video discussions. A lecture was conducted linking the contents of the videos to subsequent lectures. The aim of this study is to investigate whether combining teaching preclinical material with a video presentation of relevant clinical cases facilitates the interest and understanding of students. Quantitative data were collected using a questionnaire, whereas qualitative data were collected using focus group discussions. Quantitative data showed that students appreciated the video, had 'better' knowledge acquisition and a 'better' understanding of problems encountered by patients. Qualitative analysis highlighted the following themes: increased interest; enhanced understanding; relevance of basic knowledge to clinical practice; orientation to profession; and personalising theories. The introduction of patients in the form of videos helped students to understand the relevance of subject material for clinical practice, increased their interest and facilitated a better understanding of the subject material. Therefore, it seems video is a feasible medium to introduce clinical materials to first-year students who follow a traditional curriculum in a resource-limited environment. © Blackwell Publishing Ltd 2012.

Exploring physics students' engagement with online instructional videos in an introductory mechanics course

NASA Astrophysics Data System (ADS)

Lin, Shih-Yin; Aiken, John M.; Seaton, Daniel T.; Douglas, Scott S.; Greco, Edwin F.; Thoms, Brian D.; Schatz, Michael F.

2017-12-01

The advent of new educational technologies has stimulated interest in using online videos to deliver content in university courses. We examined student engagement with 78 online videos that we created and were incorporated into a one-semester flipped introductory mechanics course at the Georgia Institute of Technology. We found that students were more engaged with videos that supported laboratory activities than with videos that presented lecture content. In particular, the percentage of students accessing laboratory videos was consistently greater than 80% throughout the semester. On the other hand, the percentage of students accessing lecture videos dropped to less than 40% by the end of the term. Moreover, the fraction of students accessing the entirety of a video decreases when videos become longer in length, and this trend is more prominent for the lecture videos than the laboratory videos. The results suggest that students may access videos based on perceived value: students appear to consider the laboratory videos as essential for successfully completing the laboratories while they appear to consider the lecture videos as something more akin to supplemental material. In this study, we also found that there was little correlation between student engagement with the videos and their incoming background. There was also little correlation found between student engagement with the videos and their performance in the course. An examination of the in-video content suggests that students engaged more with concrete information that is explicitly required for assignment completion (e.g., actions required to complete laboratory work, or formulas or mathematical expressions needed to solve particular problems) and less with content that is considered more conceptual in nature. It was also found that students' in-video accesses usually increased toward the embedded interaction points. However, students did not necessarily access the follow-up discussion of these

VastMM-Tag: Semantic Indexing and Browsing of Videos for E-Learning

ERIC Educational Resources Information Center

Morris, Mitchell J.

2012-01-01

Quickly accessing the contents of a video is challenging for users, particularly for unstructured video, which contains no intentional shot boundaries, no chapters, and no apparent edited format. We approach this problem in the domain of lecture videos though the use of machine learning, to gather semantic information about the videos; and through…

Computer Augmented Video Education.

ERIC Educational Resources Information Center

Sousa, M. B.

1979-01-01

Describes project CAVE (Computer Augmented Video Education), an ongoing effort at the U.S. Naval Academy to present lecture material on videocassette tape, reinforced by drill and practice through an interactive computer system supported by a 12 channel closed circuit television distribution and production facility. (RAO)

To Spice Up Course Work, Professors Make Their Own Videos

ERIC Educational Resources Information Center

Young, Jeffrey R.

2008-01-01

College faculty members have recently begun creating homemade videos to supplement their lectures, using free or low-cost software. These are the same technologies that make it easy for students to post spoof videos on YouTube, but the educators are putting the tools to educational use. Students tune in to the short videos more often than they…

Teaching science through video games

NASA Astrophysics Data System (ADS)

Smaldone, Ronald A.; Thompson, Christina M.; Evans, Monica; Voit, Walter

2017-02-01

Imagine a class without lessons, tests and homework, but with missions, quests and teamwork. Video games offer an attractive educational platform because they are designed to be fun and engaging, as opposed to traditional approaches to teaching through lectures and assignments.

Dream Team or Odd Couple? Examining the Combined Use of Lectures and Podcasting in Higher Education

ERIC Educational Resources Information Center

Jiménez-Castillo, David; Sánchez-Fernández, Raquel; Marín-Carrillo, Gema M.

2017-01-01

This study explores the effectiveness of the sequential use of lectures and video podcasting in higher education. Drawing together several theories, this paper examines the influence of student's perceived prior knowledge gained from lectures and technology acceptance model-related variables on student's self-reported assimilation of new material…

Interactive Lecture Experiments in Large Introductory Physics Classes

NASA Astrophysics Data System (ADS)

Milner-Bolotin, Marina M.; Kotlicki, A.; Rieger, G.; Bates, F.; Moll, R.; McPhee, K.; Nashon, S.

2006-12-01

We describe Interactive Lecture Experiments (ILE), which build on Interactive Lecture Demonstrations proposed by Sokoloff and Thornton (2004) and extends it by providing students with the opportunity to analyze experiments demonstrated in the lecture outside of the classroom. Real time experimental data is collected, using Logger Pro combined with the digital video technology. This data is uploaded to the Internet and made available to the students for further analysis. Student learning is assessed in the following lecture using conceptual questions (clickers). The goal of this project is to use ILE to make large lectures more interactive and promote student interest in science, critical thinking and data analysis skills. We report on the systematic study conducted using the Colorado Learning Attitudes about Science Survey, Force Concept Inventory, open-ended physics problems and focus group interviews to determine the impact of ILE on student academic achievement, motivation and attitudes towards physics. Three sections of students (750 students) experienced four ILE experiments. The surveys were administered twice and academic results for students who experienced the ILE for a particular topic were compared to the students, from a different section, who did not complete the ILE for that topic. Additional qualitative data on students’ attitudes was collected using open ended survey questions and interviews. We will present preliminary conclusions about the role of ILEs as an effective pedagogy in large introductory physics courses. Sokoloff, D.R. and R.K. Thornton (2004). Interactive Lecture Demonstrations: Active Learning in Introductory Physics, J.Wiley & Sons, INC. Interactive Lecture Experiments: http://www.physics.ubc.ca/ year1lab/p100/LectureLabs/lectureLabs.html

What Type of Lectures Students Want? - A Reaction Evaluation of Dental Students

PubMed Central

Roopa, Srinivasan; Geetha M, Bagavad; Rani, Anitha; Chacko, Thomas

2013-01-01

Introduction: An one hour didactic lecture is the common method of teaching in dental colleges in India. Lengthy lectures are boring and students are passive recipients of the information. Interactive lectures are suggested as a means of overcoming the disadvantages of regular lectures. Aims: The present study was conducted to pilot various methods of making lectures interactive and to find the students’ reactions to interactive lectures as compared to regular lectures. Material and Methods: An entire batch of first year dental students (n = 78) was exposed to both interactive and regular lectures for the cardiovascular system in physiology. Among the total number of 12 lectures, alternate lectures were conducted in an interactive style. At the end of the 12 lecture series, students’ opinions were obtained using a structured feedback evaluation questionnaire, consisting of five statements, on a five point Likert scale. Statistical Analysis was done using SPSS software, version 15. Results: Interactive lectures were found to be more useful than regular lectures by 92% of the students. Significantly more number of students agreed or strongly agreed that interactive lectures kept them attentive, created interest, overcame monotony, motivated them for self learning and provided well defined learning than regular lectures. Among the different techniques which were used, the students preferred use of video clippings (58.1%), followed by each-one-teach-one. Results of the present study support the use of interactive lectures for ensuring increased interest and attention of students during lectures. Conclusion: Interactive lectures were more accepted and considered to be more useful than regular lectures by the students. PMID:24298487

Why Students Learn More From Dialogue-Than Monologue-Videos: Analyses of Peer Interactions

ERIC Educational Resources Information Center

Chi, Michelene T. H.; Kang, Seokmin; Yaghmourian, David L.

2017-01-01

In 2 separate studies, we found that college-age students learned more when they collaboratively watched tutorial dialogue-videos than lecture-style monologue-videos. In fact, they can learn as well as the tutees in the dialogue-videos. These results replicate similar findings in the literature showing the advantage of dialogue-videos even when…

Study on a High Compression Processing for Video-on-Demand e-learning System

NASA Astrophysics Data System (ADS)

Nomura, Yoshihiko; Matsuda, Ryutaro; Sakamoto, Ryota; Sugiura, Tokuhiro; Matsui, Hirokazu; Kato, Norihiko

The authors proposed a high-quality and small-capacity lecture-video-file creating system for distance e-learning system. Examining the feature of the lecturing scene, the authors ingeniously employ two kinds of image-capturing equipment having complementary characteristics : one is a digital video camera with a low resolution and a high frame rate, and the other is a digital still camera with a high resolution and a very low frame rate. By managing the two kinds of image-capturing equipment, and by integrating them with image processing, we can produce course materials with the greatly reduced file capacity : the course materials satisfy the requirements both for the temporal resolution to see the lecturer's point-indicating actions and for the high spatial resolution to read the small written letters. As a result of a comparative experiment, the e-lecture using the proposed system was confirmed to be more effective than an ordinary lecture from the viewpoint of educational effect.

Man and His Environment. Octagon Lectures 1969.

ERIC Educational Resources Information Center

Appleyard, R. T., Ed.

Utilizing the theme "Man and His Environment," the Octagon Lectures of 1969 were presented at the University of Western Australia, Nedlands, Western Australia. Problems arising from the imbalance between the ancient forces of nature and the new forces of human culture were dealt with by the lecturers. They revealed that the most important…

Authentic Astronomical Discovery in Planetariums: Data-Driven Immersive Lectures

NASA Astrophysics Data System (ADS)

Wyatt, Ryan Jason

2018-01-01

Planetariums are akin to “branch offices” for astronomy in major cities and other locations around the globe. With immersive, fulldome video technology, modern digital planetariums offer the opportunity to integrate authentic astronomical data into both pre-recorded shows and live lectures. At the California Academy of Sciences Morrison Planetarium, we host the monthly Benjamin Dean Astronomy Lecture Series, which features researchers describing their cutting-edge work to well-informed lay audiences. The Academy’s visualization studio and engineering teams work with researchers to visualize their data in both pre-rendered and real-time formats, and these visualizations are integrated into a variety of programs—including lectures! The assets are then made available to any other planetariums with similar software to support their programming. A lecturer can thus give the same immersive presentation to audiences in a variety of planetariums. The Academy has also collaborated with Chicago’s Adler Planetarium to bring Kavli Fulldome Lecture Series to San Francisco, and the two theaters have also linked together in live “domecasts” to share real-time content with audiences in both cities. These lecture series and other, similar projects suggest a bright future for astronomers to bring their research to the public in an immersive and visually compelling format.

Initial utilization of the CVIRB video production facility

NASA Technical Reports Server (NTRS)

Parrish, Russell V.; Busquets, Anthony M.; Hogge, Thomas W.

1987-01-01

Video disk technology is one of the central themes of a technology demonstrator workstation being assembled as a man/machine interface for the Space Station Data Management Test Bed at Johnson Space Center. Langley Research Center personnel involved in the conception and implementation of this workstation have assembled a video production facility to allow production of video disk material for this propose. This paper documents the initial familiarization efforts in the field of video production for those personnel and that facility. Although the entire video disk production cycle was not operational for this initial effort, the production of a simulated disk on video tape did acquaint the personnel with the processes involved and with the operation of the hardware. Invaluable experience in storyboarding, script writing, audio and video recording, and audio and video editing was gained in the production process.

Record Desktop Activity as Streaming Videos for Asynchronous, Video-Based Collaborative Learning.

ERIC Educational Resources Information Center

Chang, Chih-Kai

As Web-based courses using videos have become popular in recent years, the issue of managing audiovisual aids has become noteworthy. The contents of audiovisual aids may include a lecture, an interview, a featurette, an experiment, etc. The audiovisual aids of Web-based courses are transformed into the streaming format that can make the quality of…

Approaches to Interactive Video Anchors in Problem-Based Science Learning

ERIC Educational Resources Information Center

Kumar, David Devraj

2010-01-01

This paper is an invited adaptation of the IEEE Education Society Distinguished Lecture Approaches to Interactive Video Anchors in Problem-Based Science Learning. Interactive video anchors have a cognitive theory base, and they help to enlarge the context of learning with information-rich real-world situations. Carefully selected movie clips and…

Lecture Capturing: Its Effects on Students' Absenteeism, Performance, and Impressions in a Traditional Marketing Research Course

ERIC Educational Resources Information Center

Dommeyer, Curt J.

2017-01-01

A quasiexperiment was conducted among marketing research students to determine the effects of lecture capturing (LC). One group of students (the LC group) was allowed access to video recordings of the class lectures whereas another group of students in a parallel class (the control group) was not given access to the recordings. When both groups…

Computer Augmented Lectures (CAL): A New Teaching Technique for Chemistry.

ERIC Educational Resources Information Center

Masten, F. A.; And Others

A new technique described as computer augmented lectures (CAL) is being used at the University of Texas at Austin. It involves the integration of on-line, interactive, time sharing computer terminals and theater size video projectors for large screen display. This paper covers the basic concept, pedagogical techniques, experiments conducted,…

Decisions, Decisions, Decisions: What Determines the Path Taken in Lectures?

ERIC Educational Resources Information Center

Paterson, Judy; Thomas, Mike; Taylor, Steve

2011-01-01

A group of mathematicians and mathematics educators are collaborating in the fine-grained examination of selected "slices" of video recordings of lectures, drawing on Schoenfeld's Resources, Orientations and Goals framework of teaching-in-context. In the larger project, we are exploring ways in which this model can be extended to examine…

Lectures in Advanced Mathematics: Why Students Might Not Understand What the Mathematics Professor Is Trying to Convey

ERIC Educational Resources Information Center

Lew, Kristen; Fukawa-Connelly, Timothy Patrick; Mejía-Ramos , Juan Pablo; Weber, Keith

2016-01-01

We describe a case study in which we investigate the effectiveness of a lecture in advanced mathematics. We first videorecorded a lecture delivered by an experienced professor who had a reputation for being an outstanding instructor. Using video recall, we then interviewed the professor to determine the ideas that he intended to convey and how he…

An Interactive Assessment Framework for Visual Engagement: Statistical Analysis of a TEDx Video

ERIC Educational Resources Information Center

Farhan, Muhammad; Aslam, Muhammad

2017-01-01

This study aims to assess the visual engagement of the video lectures. This analysis can be useful for the presenter and student to find out the overall visual attention of the videos. For this purpose, a new algorithm and data collection module are developed. Videos can be transformed into a dataset with the help of data collection module. The…

Active Learning in PhysicsTechnology and Research-based Techniques Emphasizing Interactive Lecture Demonstrations

NASA Astrophysics Data System (ADS)

Thornton, Ronald

2010-10-01

Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). An active learning environment is often difficult to achieve in lecture sessions. This presentation will demonstrate the use of sequences of Interactive Lecture Demonstrations (ILDs) that use real experiments often involving real-time data collection and display combined with student interaction to create an active learning environment in large or small lecture classes. Interactive lecture demonstrations will be done in the area of mechanics using real-time motion probes and the Visualizer. A video tape of students involved in interactive lecture demonstrations will be shown. The results of a number of research studies at various institutions (including international) to measure the effectiveness of ILDs and guided inquiry conceptual laboratories will be presented.

Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class

PubMed Central

Moravec, Marin; Williams, Adrienne; Aguilar-Roca, Nancy

2010-01-01

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. PMID:21123694

Using Online Video Lectures to Enrich Traditional Face-to-Face Courses

ERIC Educational Resources Information Center

Makarem, Suzanne C.

2015-01-01

University educators need to meet changing needs of the digital generation by integrating technology through online content delivery. Despite the many advantages of online education, a large number of university professors are reluctant to make the transition from traditional-face-to-face lectures to online delivery, mainly due to the time, cost,…

"Teachers Flipping Out" beyond the Online Lecture: Maximising the Educational Potential of Video

ERIC Educational Resources Information Center

Thomson, Andrew; Bridgstock, Ruth; Willems, Christiaan

2014-01-01

While video is recognised as an important medium for teaching and learning in the digital age, many video resources are not as effective as they might be, because they do not adequately exploit the strengths of the medium. Presented here are some case studies of video learning resources produced for various undergraduate courses in a university…

Video Kills the Lecturing Star: New Technologies and the Teaching of Meterology.

ERIC Educational Resources Information Center

Sumner, Graham

1984-01-01

The educational potential of time-lapse video sequences and weather data obtained using a conventional microcomputer are considered in the light of recent advances in both fields. Illustrates how videos and microcomputers can be used to study clouds in meteorology classes. (RM)

Narrated Video Clips Improve Student Learning

ERIC Educational Resources Information Center

Stephens, Philip J.

2017-01-01

The purpose of this study is to determine whether viewing narrated video clips improves student learning. The study was conducted with undergraduate, mostly Biology majors, in an Animal Physiology course held in successive semesters. When both classes were given the same face-to-face lectures and identical online resources their performance on an…

An Assessment of Teachers' Preference for Lecture Delivery Methods in Medical Education

ERIC Educational Resources Information Center

Seth, Vikas; Upadhyaya, Prerna; Ahmad, Mushtaq; Kumar, Virendra

2010-01-01

The aim of the study was to assess the medical teachers' preference for various lecture delivery methods like the lectures using chalkboard, utilizing transparencies with an overhead projector (OHP) or lectures using a PowerPoint presentation and their frequency of use of teaching aids. The faculty of the medical college was asked to fill in the…

Investigating Arabic to Speakers of Other Languages (ASOL) Lecturers' Attitudes towards Utilizing Flipped Classroom Instruction (FCI): A Qualitative Study at Jordanian Public Universities

ERIC Educational Resources Information Center

Al rababah, Ibraheem Hasan; Rababah, Luqman

2017-01-01

Although Flipped Classroom Instruction (FCI) is not a new concept, the practice is relatively new in the Arab region, especially, in Jordan, where the face-to face approach is still widely used. This qualitative study examined the attitudes of Arabic language lecturers at three Jordanian public universities towards utilizing FCI in their…

Film School: To Spice Up Course Work, Professors Make Their Own Videos

ERIC Educational Resources Information Center

Young, Jeffrey R.

2008-01-01

College faculty members have recently begun creating homemade videos to supplement their lectures, using free or low-cost software. These are the same technologies that make it easy for students to post spoof videos on YouTube, but the scholars are putting the tools to educational use. The professors say that students tune in to the short videos…

A lecture on lecturing.

PubMed

Calnan, J

1976-11-01

There are major differences between a lecture and a paper for publication. Often the printed word is spoken at meetings, a kind of compulsive public reading which has robbed the lecturer of the chance of oratory and the audience of a little enjoyment. The simple fact is that although doctors read aloud badly (actors do this far better) most can learn to speak spontaneolsly and with animation; but this requires time and effort, both of which are donated in a miserly way. The successful lecturer is generous and considerate of his audience--a rare being at medical meetings.

Should Undergraduate Lectures be Compulsory? The Views of Dental and Medical Students from a UK University

PubMed Central

Daud, Alaa; Bagria, Aaron; Shah, Kushal; Puryer, James

2017-01-01

Formal lectures have been a traditional part of medical and dental education, but there is debate as to their compulsory status. This study was designed to explore dental and medical students’ views on compulsory lectures and the use of Video-Recorded Lectures (VRL). A cross-sectional study of University of Bristol students in Years 2 to 4 was conducted using an online questionnaire. The majority of both dental (76%) and medical (66%) students felt lectures should be non-compulsory. The most common learning resources used by both dental and medical students were live lectures, lecture handouts and VRL. The majority of both dental (84%) and medical (88%) students used VRL. Most students attended lectures all of the time both before and after the introduction of VRL, even though most dental and medical students believe lectures should be non-compulsory. VRL is a popular learning resource. These findings tie-in with General Dental Council and General Medical Council recommendations that encourage self-directed learning. Dental and Medical schools should offer a range of learning resources and make use of current technology, including the use of VRL. PMID:29563421

Does the Podcast Video Playback Speed Affect Comprehension for Novel Curriculum Delivery? A Randomized Trial.

PubMed

Song, Kristine; Chakraborty, Amit; Dawson, Matthew; Dugan, Adam; Adkins, Brian; Doty, Christopher

2018-01-01

Medical education is a rapidly evolving field that has been using new technology to improve how medical students learn. One of the recent implementations in medical education is the recording of lectures for the purpose of playback at various speeds. Though previous studies done via surveys have shown a subjective increase in the rate of knowledge acquisition when learning from sped-up lectures, no quantitative studies have measured information retention. The purpose of this study was to compare mean test scores on written assessments to objectively determine if watching a video of a recorded lecture at 1.5× speed was significantly different than 1.0× speed for the immediate retention of novel material. Fifty-four University of Kentucky medical students volunteered to participate in this study. The subjects were divided into two separate groups: Group A and Group B. Each group watched two separate videos, the first at 1.5× speed and the second at 1.0× speed, then completed assessments following each. The topics of the two videos were ultrasonography artifacts and transducers. Group A watched the artifacts video first at 1.5× speed followed by the transducers video at 1.0× speed. Group B watched the transducers video first at 1.5× speed followed by the artifacts video at 1.0× speed. The percentage correct on the written assessment were calculated for each subject at each video speed. The mean and standard deviation were also calculated using a t-test to determine if there was a significant difference in assessment scores between 1.5× and 1.0× speeds. There was a significant (p=0.0188) detriment in performance on the artifacts quiz at 1.5× speed (mean 61.4; 95% confidence interval [CI]-53.9, 68.9) compared to the control group at normal speed (mean 72.7; 95% CI-66.8, 78.6). On the transducers assessment, there was not a significant (p=0.1365) difference in performance in the 1.5× speed group (mean 66.9; CI- 59.8, 74.0) compared to the control group (mean

Does the Podcast Video Playback Speed Affect Comprehension for Novel Curriculum Delivery? A Randomized Trial

PubMed Central

Song, Kristine; Chakraborty, Amit; Dawson, Matthew; Dugan, Adam; Adkins, Brian; Doty, Christopher

2018-01-01

Introduction Medical education is a rapidly evolving field that has been using new technology to improve how medical students learn. One of the recent implementations in medical education is the recording of lectures for the purpose of playback at various speeds. Though previous studies done via surveys have shown a subjective increase in the rate of knowledge acquisition when learning from sped-up lectures, no quantitative studies have measured information retention. The purpose of this study was to compare mean test scores on written assessments to objectively determine if watching a video of a recorded lecture at 1.5× speed was significantly different than 1.0× speed for the immediate retention of novel material. Methods Fifty-four University of Kentucky medical students volunteered to participate in this study. The subjects were divided into two separate groups: Group A and Group B. Each group watched two separate videos, the first at 1.5× speed and the second at 1.0× speed, then completed assessments following each. The topics of the two videos were ultrasonography artifacts and transducers. Group A watched the artifacts video first at 1.5× speed followed by the transducers video at 1.0× speed. Group B watched the transducers video first at 1.5× speed followed by the artifacts video at 1.0× speed. The percentage correct on the written assessment were calculated for each subject at each video speed. The mean and standard deviation were also calculated using a t-test to determine if there was a significant difference in assessment scores between 1.5× and 1.0× speeds. Results There was a significant (p=0.0188) detriment in performance on the artifacts quiz at 1.5× speed (mean 61.4; 95% confidence interval [CI]-53.9, 68.9) compared to the control group at normal speed (mean 72.7; 95% CI−66.8, 78.6). On the transducers assessment, there was not a significant (p=0.1365) difference in performance in the 1.5× speed group (mean 66.9; CI− 59.8, 74

Lecture Capture Podcasts: Differential Student Use and Performance in a Large Introductory Course

ERIC Educational Resources Information Center

Williams, Adrienne E.; Aguilar-Roca, Nancy M.; O'Dowd, Diane K.

2016-01-01

Video "podcast" recordings of lectures are popular with students, but are often associated with a decrease in attendance and little increase in performance. Assessment has generally focused on the class as a whole, potentially masking benefits to different subgroups. In this study, conducted in 2 sections of a large active-learning…

A Lecture Supporting System Based on Real-Time Learning Analytics

ERIC Educational Resources Information Center

Shimada, Atsushi; Konomi, Shin'ichi

2017-01-01

A new lecture supporting system based on real-time learning analytics is proposed. Our target is on-site classrooms where teachers give their lectures, and a lot of students listen to teachers' explanation, conduct exercises etc. We utilize not only an e-Learning system, but also an e-Book system to collect real-time learning activities during the…

Illustrating Geology With Customized Video in Introductory Geoscience Courses

NASA Astrophysics Data System (ADS)

Magloughlin, J. F.

2008-12-01

For the past several years, I have been creating short videos for use in large-enrollment introductory physical geology classes. The motivation for this project included 1) lack of appropriate depth in existing videos, 2) engagement of non-science students, 3) student indifference to traditional textbooks, 4) a desire to share the visual splendor of geology through virtual field trips, and 5) a desire to meld photography, animation, narration, and videography in self-contained experiences. These (HD) videos are information-intensive but short, allowing a focus on relatively narrow topics from numerous subdisciplines, incorporation into lectures to help create variety while minimally interrupting flow and holding students' attention, and manageable file sizes. Nearly all involve one or more field locations, including sites throughout the western and central continental U.S., as well as Hawaii, Italy, New Zealand, and Scotland. The limited scope of the project and motivations mentioned preclude a comprehensive treatment of geology. Instead, videos address geologic processes, locations, features, and interactions with humans. The videos have been made available via DVD and on-line streaming. Such a project requires an array of video and audio equipment and software, a broad knowledge of geology, very good computing power, adequate time, creativity, a substantial travel budget, liability insurance, elucidation of the separation (or non-separation) between such a project and other responsibilities, and, preferably but not essentially, the support of one's supervisor or academic unit. Involving students in such projects entails risks, but involving necessary technical expertise is virtually unavoidable. In my own courses, some videos are used in class and/or made available on-line as simply another aspect of the educational experience. Student response has been overwhelmingly positive, particularly when expectations of students regarding the content of the videos is made

A randomized controlled study to evaluate the role of video-based coaching in training laparoscopic skills.

PubMed

Singh, Pritam; Aggarwal, Rajesh; Tahir, Muaaz; Pucher, Philip H; Darzi, Ara

2015-05-01

This study evaluates whether video-based coaching can enhance laparoscopic surgical skills performance. Many professions utilize coaching to improve performance. The sports industry employs video analysis to maximize improvement from every performance. Laparoscopic novices were baseline tested and then trained on a validated virtual reality (VR) laparoscopic cholecystectomy (LC) curriculum. After competence, subjects were randomized on a 1:1 ratio and each performed 5 VRLCs. After each LC, intervention group subjects received video-based coaching by a surgeon, utilizing an adaptation of the GROW (Goals, Reality, Options, Wrap-up) coaching model. Control subjects viewed online surgical lectures. All subjects then performed 2 porcine LCs. Performance was assessed by blinded video review using validated global rating scales. Twenty subjects were recruited. No significant differences were observed between groups in baseline performance and in VRLC1. For each subsequent repetition, intervention subjects significantly outperformed controls on all global rating scales. Interventions outperformed controls in porcine LC1 [Global Operative Assessment of Laparoscopic Skills: (20.5 vs 15.5; P = 0.011), Objective Structured Assessment of Technical Skills: (21.5vs 14.5; P = 0.001), and Operative Performance Rating System: (26 vs 19.5; P = 0.001)] and porcine LC2 [Global Operative Assessment of Laparoscopic Skills: (28 vs 17.5; P = 0.005), Objective Structured Assessment of Technical Skills: (30 vs 16.5; P < 0.001), and Operative Performance Rating System: (36 vs 21; P = 0.004)]. Intervention subjects took significantly longer than controls in porcine LC1 (2920 vs 2004 seconds; P = 0.009) and LC2 (2297 vs 1683; P = 0.003). Despite equivalent exposure to practical laparoscopic skills training, video-based coaching enhanced the quality of laparoscopic surgical performance on both VR and porcine LCs, although at the expense of increased time. Video-based coaching is a feasible

Using Television Commercials as Video Illustrations: Examples from a Money and Banking Economics Class

ERIC Educational Resources Information Center

Bowes, David R.

2014-01-01

Video clips are an excellent way to enhance lecture material. Television commercials are a source of video examples that should not be overlooked and they are readily available on the internet. They are familiar, short, self-contained, constantly being created, and often funny. This paper describes several examples of television commercials that…

Exploring Tablet PC Lectures: Lecturer Experiences and Student Perceptions in Biomedicine

ERIC Educational Resources Information Center

Choate, Julia; Kotsanas, George; Dawson, Phillip

2014-01-01

Lecturers using tablet PCs with specialised pens can utilise real-time changes in lecture delivery via digital inking. We investigated student perceptions and lecturer experiences of tablet PC lectures in large-enrolment biomedicine subjects. Lecturers used PowerPoint or Classroom Presenter software for lecture preparation and in-lecture pen-based…

Creation of a web-based lecture series for psychiatry clerkship students: initial findings.

PubMed

Martin, Vicki L; Bennett, David S

2004-01-01

In recent years, the trend in medical education has been to utilize clerkship settings outside the medical school. Subsequently, students rotate at distant sites from the main campus and have lectures of varying quantity and quality. The objective of the present study was to standardize the core didactic experience for students in the Psychiatry clerkship by using web-based lectures and to assess student satisfaction with such lectures. Students completed a brief satisfaction questionnaire after viewing both web-based and live lectures. Students rated both web-based and live lectures positively, although overall satisfaction ratings were higher for live lectures. Shelf-exam scores improved for the current year, suggesting that learning was not negatively affected by the use of web-based lectures. Web-based lectures appear to be a feasible and satisfactory way to ensure didactic comparability across clinical sites.

Seminar 2.0: Learning With Skype and Video Podcasts

NASA Astrophysics Data System (ADS)

Wessel, Paul; Anderson, Tiffany; Austin, Regan; Benediktsdottir, Asdis; Chandler, Michael T.; Conley, Michaela M.; Kim, Seung-Sep; Michaud, Robert L.; Rumpf, M. Elise; Sleeper, Jonathan D.; Weiss, Jonathan R.

2009-04-01

Graduate seminars typically involve reviewing key papers, ranging from seminal contributions by pioneers to the latest cutting-edge results published in journals such as Nature, Science, and Geophysical Research Letters. Ideally, guest lecturers are invited to add specific expertise and stimulate discussions. However, the increasing costs for travel make this an expensive proposition. Recent improvements in free videoconferencing over the Internet make it possible to invite distant experts to participate in seminars without involving expensive and time-consuming travel. Tools to record video conferences allow anyone to combine narrations with slide presentations and prepare merged video files for distribution over the Internet (i.e., podcasts). This brief report discusses such an experiment in a graduate seminar on advanced plate tectonics in the Department of Geology and Geophysics at University of Hawai`i at Manoa's (UHM) School of Ocean and Earth Science and Technology (SOEST). The podcasts are freely available from iTunes (UHM; SOEST; Public Course Lectures) and from http://www.soest.hawaii.edu/pwessel/podcasts.

Enabling User to User Interactions in Web Lectures with History-Aware User Awareness

ERIC Educational Resources Information Center

Ketterl, Markus; Mertens, Robert; Wiesen, Christoph; Vornberger, Oliver

2011-01-01

Purpose: The purpose of this paper is to present a user interface for web lectures for engaging with other users while working with video based learning content. The application allows its users to ask questions about the content and to get answers from those users that currently online are more familiar with it. The filtering is based on the…

Consumer-based technology for distribution of surgical videos for objective evaluation.

PubMed

Gonzalez, Ray; Martinez, Jose M; Lo Menzo, Emanuele; Iglesias, Alberto R; Ro, Charles Y; Madan, Atul K

2012-08-01

The Global Operative Assessment of Laparoscopic Skill (GOALS) is one validated metric utilized to grade laparoscopic skills and has been utilized to score recorded operative videos. To facilitate easier viewing of these recorded videos, we are developing novel techniques to enable surgeons to view these videos. The objective of this study is to determine the feasibility of utilizing widespread current consumer-based technology to assist in distributing appropriate videos for objective evaluation. Videos from residents were recorded via a direct connection from the camera processor via an S-video output via a cable into a hub to connect to a standard laptop computer via a universal serial bus (USB) port. A standard consumer-based video editing program was utilized to capture the video and record in appropriate format. We utilized mp4 format, and depending on the size of the file, the videos were scaled down (compressed), their format changed (using a standard video editing program), or sliced into multiple videos. Standard available consumer-based programs were utilized to convert the video into a more appropriate format for handheld personal digital assistants. In addition, the videos were uploaded to a social networking website and video sharing websites. Recorded cases of laparoscopic cholecystectomy in a porcine model were utilized. Compression was required for all formats. All formats were accessed from home computers, work computers, and iPhones without difficulty. Qualitative analyses by four surgeons demonstrated appropriate quality to grade for these formats. Our preliminary results show promise that, utilizing consumer-based technology, videos can be easily distributed to surgeons to grade via GOALS via various methods. Easy accessibility may help make evaluation of resident videos less complicated and cumbersome.

Prior video game utilization is associated with improved performance on a robotic skills simulator.

PubMed

Harbin, Andrew C; Nadhan, Kumar S; Mooney, James H; Yu, Daohai; Kaplan, Joshua; McGinley-Hence, Nora; Kim, Andrew; Gu, Yiming; Eun, Daniel D

2017-09-01

Laparoscopic surgery and robotic surgery, two forms of minimally invasive surgery (MIS), have recently experienced a large increase in utilization. Prior studies have shown that video game experience (VGE) may be associated with improved laparoscopic surgery skills; however, similar data supporting a link between VGE and proficiency on a robotic skills simulator (RSS) are lacking. The objective of our study is to determine whether volume or timing of VGE had any impact on RSS performance. Pre-clinical medical students completed a comprehensive questionnaire detailing previous VGE across several time periods. Seventy-five subjects were ultimately evaluated in 11 training exercises on the daVinci Si Skills Simulator. RSS skill was measured by overall score, time to completion, economy of motion, average instrument collision, and improvement in Ring Walk 3 score. Using the nonparametric tests and linear regression, these metrics were analyzed for systematic differences between non-users, light, and heavy video game users based on their volume of use in each of the following four time periods: past 3 months, past year, past 3 years, and high school. Univariate analyses revealed significant differences between heavy and non-users in all five performance metrics. These trends disappeared as the period of VGE went further back. Our study showed a positive association between video game experience and robotic skills simulator performance that is stronger for more recent periods of video game use. The findings may have important implications for the evolution of robotic surgery training.

Humanizing Instructional Videos in Physics: When Less Is More

NASA Astrophysics Data System (ADS)

Schroeder, Noah L.; Traxler, Adrienne L.

2017-06-01

Many instructors in science, technology, engineering, and mathematics fields are striving to create active learning environments in their classrooms and in doing so are frequently moving the lecture portion of their course into online video format. In this classroom-based study, we used a two group randomized experimental design to examine the efficacy of an instructional video that incorporates a human hand demonstrating and modeling how to solve frictional inclined plane problems compared to an identical video that did not include the human hand. The results show that the learners who viewed the video without the human hand present performed significantly better on a learning test and experienced a significantly better training efficiency than the learners who viewed the video with the human hand present. Meanwhile, those who learned with the human hand present in the instructional video rated the instructor as being more humanlike and engaging. The results have implications for both theory and practice. Implications for those designing instructional videos are discussed, as well as the limitations of the current study.

Student Responses to a Flipped Introductory Physics Class with built-in Post-Video Feedback Quizzes

NASA Astrophysics Data System (ADS)

Ramos, Roberto

We present and analyze student responses to multiple Introductory physics classes in a university setting, taught in a ''flipped'' class format. The classes included algebra- and calculus-based introductory physics. Outside class, students viewed over 100 online video lectures on Classical Mechanics, Electricity and Magnetism, and Modern Physics prepared by this author and in some cases, by a third-party lecture package available over YouTube. Inside the class, students solved and discussed problems and conceptual issues in greater detail. A pre-class online quiz was deployed as an important source of feedback. I will report on the student reactions to the feedback mechanism, student responses using data based on anonymous surveys, as well as on learning gains from pre-/post- physics diagnostic tests. The results indicate a broad mixture of responses to different lecture video packages that depend on learning styles and perceptions. Students preferred the online quizzes as a mechanism to validate their understanding. The learning gains based on FCI and CSEM surveys were significant.

An analysis of technology usage for streaming digital video in support of a preclinical curriculum.

PubMed

Dev, P; Rindfleisch, T C; Kush, S J; Stringer, J R

2000-01-01

Usage of streaming digital video of lectures in preclinical courses was measured by analysis of the data in the log file maintained on the web server. We observed that students use the video when it is available. They do not use it to replace classroom attendance but rather for review before examinations or when a class has been missed. Usage of video has not increased significantly for any course within the 18 month duration of this project.

A comparative study of traditional lecture methods and interactive lecture methods in introductory geology courses for non-science majors at the college level

NASA Astrophysics Data System (ADS)

Hundley, Stacey A.

In recent years there has been a national call for reform in undergraduate science education. The goal of this reform movement in science education is to develop ways to improve undergraduate student learning with an emphasis on developing more effective teaching practices. Introductory science courses at the college level are generally taught using a traditional lecture format. Recent studies have shown incorporating active learning strategies within the traditional lecture classroom has positive effects on student outcomes. This study focuses on incorporating interactive teaching methods into the traditional lecture classroom to enhance student learning for non-science majors enrolled in introductory geology courses at a private university. Students' experience and instructional preferences regarding introductory geology courses were identified from survey data analysis. The information gained from responses to the questionnaire was utilized to develop an interactive lecture introductory geology course for non-science majors. Student outcomes were examined in introductory geology courses based on two teaching methods: interactive lecture and traditional lecture. There were no significant statistical differences between the groups based on the student outcomes and teaching methods. Incorporating interactive lecture methods did not statistically improve student outcomes when compared to traditional lecture teaching methods. However, the responses to the survey revealed students have a preference for introductory geology courses taught with lecture and instructor-led discussions and students prefer to work independently or in small groups. The results of this study are useful to individuals who teach introductory geology courses and individuals who teach introductory science courses for non-science majors at the college level.

Analysis of Students' Eye Movement in Relation to Contents of Multimedia Lecture

NASA Astrophysics Data System (ADS)

Murakami, Masayuki; Kakusho, Koh; Minoh, Michihiko

In this article, we report our analysis of how the students' eye movement is affected by the content of lecture in order to utilize as standard of selection of image for distance learning and WBT. We classified content of lecture into nine parts: introduction, presentation, explanation, illustration, assertion, query, reply, question, response.We analyzed students' eye movement in the multimedia lecture "Japanese Economics", which was distance lecture between Kyoto University and UCLA. As the result of analysis, we get the following characteristic of eye movement of each course process in practical lecture.Introduction; students gaze at lecturer at first in order to achieve advance organizer, and next look at material.Presentation; they mainly stare at material and sometimes peer at lecturer to complement lack of understanding with information given by lecturer.Explanation; staring time is longer than other course process categories, and students stare at the object which they regard as important.Illustration; students stare at material which offers main information source.Assertion; they gaze at lecturer because of interaction between lecturer and students.Question-and-answer; generally students look at speaker but in the case of "query" about material, they change their focuses on material and lecturer fast and by turns in order to get information of lecturer and material.And our research suggests the practical guide for our choice of image information.

Feasibility study of utilizing ultraportable projectors for endoscopic video display (with videos).

PubMed

Tang, Shou-Jiang; Fehring, Amanda; Mclemore, Mac; Griswold, Michael; Wang, Wanmei; Paine, Elizabeth R; Wu, Ruonan; To, Filip

2014-10-01

Modern endoscopy requires video display. Recent miniaturized, ultraportable projectors are affordable, durable, and offer quality image display. Explore feasibility of using ultraportable projectors in endoscopy. Prospective bench-top comparison; clinical feasibility study. Masked comparison study of images displayed via 2 Samsung ultraportable light-emitting diode projectors (pocket-sized SP-HO3; pico projector SP-P410M) and 1 Microvision Showwx-II Laser pico projector. BENCH-TOP FEASIBILITY STUDY: Prerecorded endoscopic video was streamed via computer. CLINICAL COMPARISON STUDY: Live high-definition endoscopy video was simultaneously displayed through each processor onto a standard liquid crystal display monitor and projected onto a portable, pull-down projection screen. Endoscopists, endoscopy nurses, and technicians rated video images; ratings were analyzed by linear mixed-effects regression models with random intercepts. All projectors were easy to set up, adjust, focus, and operate, with no real-time lapse for any. Bench-top study outcomes: Samsung pico preferred to Laser pico, overall rating 1.5 units higher (95% confidence interval [CI] = 0.7-2.4), P < .001; Samsung pocket preferred to Laser pico, 3.3 units higher (95% CI = 2.4-4.1), P < .001; Samsung pocket preferred to Samsung pico, 1.7 units higher (95% CI = 0.9-2.5), P < .001. The clinical comparison study confirmed the Samsung pocket projector as best, with a higher overall rating of 2.3 units (95% CI = 1.6-3.0), P < .001, than Samsung pico. Low brightness currently limits pico projector use in clinical endoscopy. The pocket projector, with higher brightness levels (170 lumens), is clinically useful. Continued improvements to ultraportable projectors will supply a needed niche in endoscopy through portability, reduced cost, and equal or better image quality. © The Author(s) 2013.

A Video Lecture and Lab-Based Approach for Learning of Image Processing Concepts

ERIC Educational Resources Information Center

Chiu, Chiung-Fang; Lee, Greg C.

2009-01-01

The current practice of traditional in-class lecture for learning computer science (CS) in the high schools of Taiwan is in need of revamping. Teachers instruct on the use of commercial software instead of teaching CS concepts to students. The lack of more suitable teaching materials and limited classroom time are the main reasons for the…

The Lecture

ERIC Educational Resources Information Center

Chaudhury, S. Raj

2011-01-01

Academic lectures for the purpose of instruction maintain an important presence in most colleges and universities worldwide. This chapter examines the current state of the lecture and how learning sciences research can inform the most effective use of this method. The author presents evidence that the lecture can be an effective element of…

Diagnostic Utility of Wireless Video-Electroencephalography in Unsedated Dogs.

PubMed

James, F M K; Cortez, M A; Monteith, G; Jokinen, T S; Sanders, S; Wielaender, F; Fischer, A; Lohi, H

2017-09-01

Poor agreement between observers on whether an unusual event is a seizure drives the need for a specific diagnostic tool provided by video-electroencephalography (video-EEG) in human pediatric epileptology. That successful classification of events would be positively associated with increasing EEG recording length and higher event frequency reported before video-EEG evaluation; that a novel wireless video-EEG technique would clarify whether unusual behavioral events were seizures in unsedated dogs. Eighty-one client-owned dogs of various breeds undergoing investigation of unusual behavioral events at 4 institutions. Retrospective case series: evaluation of wireless video-EEG recordings in unsedated dogs performed at 4 institutions. Electroencephalography achieved/excluded diagnosis of epilepsy in 58 dogs (72%); 25 dogs confirmed with epileptic seizures based on ictal/interictal epileptiform discharges, and 33 dogs with no EEG abnormalities associated with their target events. As reported frequency of the target events decreased (annually, monthly, weekly, daily, hourly, minutes, seconds), EEG was less likely to achieve diagnosis (P < 0.001). Every increase in event frequency increased the odds of achieving diagnosis by 2.315 (95% confidence interval: 1.36-4.34). EEG recording length (mean = 3.69 hours, range: 0.17-22.5) was not associated (P = 0.2) with the likelihood of achieving a diagnosis. Wireless video-EEG in unsedated dogs had a high success for diagnosis of unusual behavioral events. This technique offered a reliable clinical tool to investigate the epileptic origin of behavioral events in dogs. Copyright © 2017 The Authors. Journal of Veterinary Internal Medicine published by Wiley Periodicals, Inc. on behalf of the American College of Veterinary Internal Medicine.

Utilization of a postoperative adenotonsillectomy teaching video: A pilot study.

PubMed

Khan, Sarah; Tumin, Dmitry; King, Adele; Rice, Julie; Jatana, Kris R; Tobias, Joseph D; Raman, Vidya T

2017-11-01

Pediatric tonsillectomies are increasingly being performed as an outpatient procedure thereby increasing the parental role in post-operative pain management. However, it is unclear if parents receive adequate teaching regarding pain management. We introduced a video teaching tool and compared its efficacy alone and in combination with the standard verbal instruction. A prospective study which randomized parents or caregivers of children undergoing tonsillectomy ± adenoidectomy into three groups: 1) standard verbal post-operative instructions; 2) watching the video teaching tool along with standard verbal instructions or 3) video teaching tool only. Parents completed pre and post-instruction assessments of their knowledge of post-operative pain management with responses scored from 0 to 8. Telephone assessments were conducted within 48 post-operative hours with a subjective rating of the helpfulness of the video teaching tool. The study cohort included 99 patients and their families. The median pre-instruction score was 5 of 8 points (Interquartile range [IQR]: 4, 6) and this remained at 5 following instruction. (IQR:4, 6; p = 0.702 difference from baseline). Baseline scores did not vary across the groups (p = 0.156) and there was no increase in the knowledge score from pre to post-test across the three groups. Groups B and C rated the helpfulness of the video teaching tool with a median score of 4 of 5. (IQR: 4, 5). A baseline deficit exists in parental understanding of post-operative pain management that did not statistically improve regardless of the form post-operative instruction used (verbal vs. video-based instruction). However, the high helpfulness scores in both video groups support the use of video instruction as an alternative to or to complement to verbal instruction. However, further identification of knowledge deficits is required for optimization of post-operative educational materials. Copyright © 2017 Elsevier B.V. All rights reserved.

Using Research-Based Interactive Video Vignettes to Enhance Out-of-Class Learning in Introductory Physics

NASA Astrophysics Data System (ADS)

Laws, Priscilla W.; Willis, Maxine C.; Jackson, David P.; Koenig, Kathleen; Teese, Robert

2015-02-01

Ever since the first generalized computer-assisted instruction system (PLATO1) was introduced over 50 years ago, educators have been adding computer-based materials to their classes. Today many textbooks have complete online versions that include video lectures and other supplements. In the past 25 years the web has fueled an explosion of online homework and course management systems, both as blended learning and online courses. Meanwhile, introductory physics instructors have been implementing new approaches to teaching based on the outcomes of Physics Education Research (PER). A common theme of PER-based instruction has been the use of active-learning strategies designed to help students overcome alternative conceptions that they often bring to the study of physics.2 Unfortunately, while classrooms have become more active, online learning typically relies on passive lecture videos or Kahn-style3 tablet drawings. To bring active learning online, the LivePhoto Physics Group has been developing Interactive Video Vignettes (IVVs) that add interactivity and PER-based elements to short presentations. These vignettes incorporate web-based video activities that contain interactive elements and typically require students to make predictions and analyze real-world phenomena.

Using Supplementary Video in Multimedia Instruction as a Teaching Tool to Increase Efficiency of Learning and Quality of Experience

ERIC Educational Resources Information Center

Ljubojevic, Milos; Vaskovic, Vojkan; Stankovic, Srecko; Vaskovic, Jelena

2014-01-01

The main objective of this research is to investigate efficiency of use of supplementary video content in multimedia teaching. Integrating video clips in multimedia lecture presentations may increase students' perception of important information and motivation for learning. Because of that, students can better understand and remember key points of…

The Lecture Is Dead Long Live the e-Lecture

ERIC Educational Resources Information Center

Folley, Duncan

2010-01-01

This research paper investigates if the traditional lecture is no longer appropriate for Neomillennial Learning Styles and whether an alternative blended approach could/should be used? Over the past decade the lecture as we know it, has gradually been under attack from constructivists, Twigg (1999) for example argues that the lecture is in the…

Measures of behavioral function predict duration of video game play: Utilization of the Video Game Functional Assessment - Revised.

PubMed

Buono, Frank D; Griffiths, Mark D; Sprong, Matthew E; Lloyd, Daniel P; Sullivan, Ryan M; Upton, Thomas D

2017-12-01

Background Internet gaming disorder (IGD) was introduced in the DSM-5 as a way of identifying and diagnosing problematic video game play. However, the use of the diagnosis is constrained, as it shares criteria with other addictive orders (e.g., pathological gambling). Aims Further work is required to better understand IGD. One potential avenue of investigation is IGD's relationship to the primary reinforcing behavioral functions. This study explores the relationship between duration of video game play and the reinforcing behavioral functions that may motivate or maintain video gaming. Methods A total of 499 video game players began the online survey, with complete data from 453 participants (85% white and 28% female), were analyzed. Individuals were placed into five groups based on self-reported hours of video gaming per week, and completed the Video Game Functional Assessment - Revised (VGFA-R). Results The results demonstrated the escape and social attention function were significant in predicting duration of video game play, whereas sensory and tangible were not significant. Conclusion Future implications of the VGFA-R and behaviorally based research are discussed.

Utilizing Current Commercial-off-the-Shelf Facial Recognition and Public Live Video Streaming to Enhance National Security

DTIC Science & Technology

2014-09-01

biometrics technologies. 14. SUBJECT TERMS Facial recognition, systems engineering, live video streaming, security cameras, national security ...national security by sharing biometric facial recognition data in real-time utilizing infrastructures currently in place. It should be noted that the...9/11),law enforcement (LE) and Intelligence community (IC)authorities responsible for protecting citizens from threats against national security

Linear array of photodiodes to track a human speaker for video recording

NASA Astrophysics Data System (ADS)

DeTone, D.; Neal, H.; Lougheed, R.

2012-12-01

Communication and collaboration using stored digital media has garnered more interest by many areas of business, government and education in recent years. This is due primarily to improvements in the quality of cameras and speed of computers. An advantage of digital media is that it can serve as an effective alternative when physical interaction is not possible. Video recordings that allow for viewers to discern a presenter's facial features, lips and hand motions are more effective than videos that do not. To attain this, one must maintain a video capture in which the speaker occupies a significant portion of the captured pixels. However, camera operators are costly, and often do an imperfect job of tracking presenters in unrehearsed situations. This creates motivation for a robust, automated system that directs a video camera to follow a presenter as he or she walks anywhere in the front of a lecture hall or large conference room. Such a system is presented. The system consists of a commercial, off-the-shelf pan/tilt/zoom (PTZ) color video camera, a necklace of infrared LEDs and a linear photodiode array detector. Electronic output from the photodiode array is processed to generate the location of the LED necklace, which is worn by a human speaker. The computer controls the video camera movements to record video of the speaker. The speaker's vertical position and depth are assumed to remain relatively constant- the video camera is sent only panning (horizontal) movement commands. The LED necklace is flashed at 70Hz at a 50% duty cycle to provide noise-filtering capability. The benefit to using a photodiode array versus a standard video camera is its higher frame rate (4kHz vs. 60Hz). The higher frame rate allows for the filtering of infrared noise such as sunlight and indoor lighting-a capability absent from other tracking technologies. The system has been tested in a large lecture hall and is shown to be effective.

Approaches to Interactive Video Anchors in Problem-based Science Learning

NASA Astrophysics Data System (ADS)

Kumar, David Devraj

2010-02-01

This paper is an invited adaptation of the IEEE Education Society Distinguished Lecture Approaches to Interactive Video Anchors in Problem-Based Science Learning. Interactive video anchors have a cognitive theory base, and they help to enlarge the context of learning with information-rich real-world situations. Carefully selected movie clips and custom-developed regular videos and virtual simulations have been successfully used as anchors in problem-based science learning. Examples discussed include a range of situations such as Indiana Jones tackling a trap, a teenager misrepresenting lead for gold, an agriculture inspection at the US border, counterintuitive events, analyzing a river ecosystem for pollution, and finding the cause of illness in a nineteenth century river city. Suggestions for teachers are provided.

Characteristics of good mathematics lecturers based on students and lecturers perspectives

NASA Astrophysics Data System (ADS)

Hapsari, Trusti; Putri, Dian Permana; Raharjo, Jajo Firman

2017-05-01

This study aims to determine the characteristics of good mathematics lecturers based on students' and lecturers' perspectivesand compare the characteristics of good lecturers/ teachers which are in accordance with the findings of some previous studies and the theories. This study is survey study. The Data were collected through questionnaires and interview. The population consists of some mathematics students from the first level through the third level and some mathematics education lecturers of a private university in West Java. Qualitative analysis was undertaken to examine the results of questionnaires and interviews. The finding shows that the characteristic of good mathematics lecturers is inspiring. They can inspire other mathematics lecturers and educators in general. Based on the students and lecturers' perspective, some characteristics of good mathematics lecturers are mastering the materials well, being on time, being objective, understanding the students, presenting the materials with clearly, and being disciplined. Some other characteristic mentioned are: teaching eagerly, being unhurried, being friendly, giving exemplary and preparing the lesson well. These characteristics are not much different from the characteristics described by some previous researchers and some theories of experts, i.e. mastering the subject matters well, pedagogic, and work wholeheartedly.

The Trieste Lecture of John Stewart Bell

NASA Astrophysics Data System (ADS)

Bassi, Angelo; Carlo Ghirardi, Gian

2007-03-01

Delivered at Trieste on the occasion of the 25th Anniversary of the International Centre for Theoretical Physics, 2 November 1989 The video of this lecture is available here. Please see the PDF for the transcript of the lecture. General remarks by Angelo Bassi and GianCarlo Ghirardi During the autumn of 1989 the International Centre for Theoretical Physics, Trieste, celebrated the 25th anniversary of its creation. Among the many prestigious speakers, who delivered extremely interesting lectures on that occasion, was the late John Stewart Bell. All lectures have been recorded on tape. We succeeded in getting a copy of John's lecture. In the lecture, many of the arguments that John had lucidly stressed in his writings appear once more, but there are also extremely interesting new remarks which, to our knowledge, have not been presented elsewhere. In particular he decided, as pointed out by the very choice of the title of his lecture, to call attention to the fact that the theory presents two types of difficulties, which Dirac classified as first and second class. The former are those connected with the so-called macro-objectification problem, the latter with the divergences characterizing relativistic quantum field theories. Bell describes the precise position of Dirac on these problems and he stresses appropriately how, contrary to Dirac's hopes, the steps which have led to a partial overcoming of the second class difficulties have not helped in any way whatsoever to overcome those of the first class. He then proceeds to analyse the origin and development of the Dynamical Reduction Program and draws attention to the problems that still affect it, in particular that of a consistent relativistic generalization. When the two meetings Are there quantum jumps? and On the present status of Quantum Mechanics were organized in Trieste and Losinj (Croatia), on 5 10 September 2005, it occurred to us that this lecture, which has never been published, might represent an

The Computer-based Lecture

PubMed Central

Wofford, Marcia M; Spickard, Anderson W; Wofford, James L

2001-01-01

Advancing computer technology, cost-containment pressures, and desire to make innovative improvements in medical education argue for moving learning resources to the computer. A reasonable target for such a strategy is the traditional clinical lecture. The purpose of the lecture, the advantages and disadvantages of “live” versus computer-based lectures, and the technical options in computerizing the lecture deserve attention in developing a cost-effective, complementary learning strategy that preserves the teacher-learner relationship. Based on a literature review of the traditional clinical lecture, we build on the strengths of the lecture format and discuss strategies for converting the lecture to a computer-based learning presentation. PMID:11520384

Utility of Combining a Simulation-Based Method With a Lecture-Based Method for Fundoscopy Training in Neurology Residency.

PubMed

Gupta, Deepak K; Khandker, Namir; Stacy, Kristin; Tatsuoka, Curtis M; Preston, David C

2017-10-01

Fundoscopic examination is an essential component of the neurologic examination. Competence in its performance is mandated as a required clinical skill for neurology residents by the American Council of Graduate Medical Education. Government and private insurance agencies require its performance and documentation for moderate- and high-level neurologic evaluations. Traditionally, assessment and teaching of this key clinical examination technique have been difficult in neurology residency training. To evaluate the utility of a simulation-based method and the traditional lecture-based method for assessment and teaching of fundoscopy to neurology residents. This study was a prospective, single-blinded, education research study of 48 neurology residents recruited from July 1, 2015, through June 30, 2016, at a large neurology residency training program. Participants were equally divided into control and intervention groups after stratification by training year. Baseline and postintervention assessments were performed using questionnaire, survey, and fundoscopy simulators. After baseline assessment, both groups initially received lecture-based training, which covered fundamental knowledge on the components of fundoscopy and key neurologic findings observed on fundoscopic examination. The intervention group additionally received simulation-based training, which consisted of an instructor-led, hands-on workshop that covered practical skills of performing fundoscopic examination and identifying neurologically relevant findings on another fundoscopy simulator. The primary outcome measures were the postintervention changes in fundoscopy knowledge, skills, and total scores. A total of 30 men and 18 women were equally distributed between the 2 groups. The intervention group had significantly higher mean (SD) increases in skills (2.5 [2.3] vs 0.8 [1.8], P = .01) and total (9.3 [4.3] vs 5.3 [5.8], P = .02) scores compared with the control group. Knowledge scores (6.8 [3

Optional Student Use of Online Lecture Resources: Resource Preferences, Performance and Lecture Attendance

ERIC Educational Resources Information Center

Grabe, M.; Christopherson, K.

2008-01-01

One of the most common uses of a course management system in the on-campus environment is to offer lecture resources to students. Few researchers have investigated how students use such resources. This study considers student use of lecture resources that offer a representation of the lecture presented (i.e. lecture outline, lecture summary, audio…

Learning through a virtual patient vs. recorded lecture: a comparison of knowledge retention in a trauma case.

PubMed

Courteille, Olivier; Fahlstedt, Madelen; Ho, Johnson; Hedman, Leif; Fors, Uno; von Holst, Hans; Felländer-Tsai, Li; Möller, Hans

2018-03-28

To compare medical students' and residents' knowledge retention of assessment, diagnosis and treatment procedures, as well as a learning experience, of patients with spinal trauma after training with either a Virtual Patient case or a video-recorded traditional lecture. A total of 170 volunteers (85 medical students and 85 residents in orthopedic surgery) were randomly allocated (stratified for student/resident and gender) to either a video-recorded standard lecture or a Virtual Patient-based training session where they interactively assessed a clinical case portraying a motorcycle accident. The knowledge retention was assessed by a test immediately following the educational intervention and repeated after a minimum of 2 months. Participants' learning experiences were evaluated with exit questionnaires. A repeated-measures analysis of variance was applied on knowledge scores. A total of 81% (n = 138) of the participants completed both tests. There was a small but significant decline in first and second test results for both groups (F (1, 135) = 18.154, p = 0.00). However, no significant differences in short-term and long-term knowledge retention were observed between the two teaching methods. The Virtual Patient group reported higher learning experience levels in engagement, stimulation, general perception, and expectations. Participants' levels engagement were reported in favor of the VP format. Similar knowledge retention was achieved through either a Virtual Patient or a recorded lecture.

The Use of Discourse Markers as an Interactive Feature in Science Lecture Discourse in L2 Setting

ERIC Educational Resources Information Center

Rido, Akhyar

2010-01-01

The objective of this research is to investigate the function of discourse markers as an interpersonal-interactive feature in a science lecture in second language (L2) setting in Malaysia. This research employs qualitative method while the data are gathered through non-participant observation and video recording. From the findings, there are…

Reflections on 19th-Century Experience with Knowledge Diffusion: The Sixth Annual Howard Davis Memorial Lecture, April 11, 1991.

ERIC Educational Resources Information Center

Weiss, Carol H.

1991-01-01

Provides the text of the Howard Davis Memorial Lecture, which was presented to the Knowledge Utilization Society in 1991. The lecture describes the work of the Society for the Diffusion of Useful Knowledge, which was active in Great Britain the nineteenth century and compares it with current practices in the field of knowledge utilization. (12…

Constructing a Streaming Video-Based Learning Forum for Collaborative Learning

ERIC Educational Resources Information Center

Chang, Chih-Kai

2004-01-01

As web-based courses using videos have become popular in recent years, the issue of managing audio-visual aids has become pertinent. Generally, the contents of audio-visual aids may include a lecture, an interview, a report, or an experiment, which may be transformed into a streaming format capable of making the quality of Internet-based videos…

Using GoPro to Give Video-Assisted Operative Feedback for Surgery Residents: A Feasibility and Utility Assessment.

PubMed

Moore, Maureen D; Abelson, Jonathan S; O'Mahoney, Paul; Bagautdinov, Iskander; Yeo, Heather; Watkins, Anthony C

As an adjunct to simulation-based teaching, laparoscopic video-based surgical coaching has been an effective tool to augment surgical education. However, the wide use of video review in open surgery has been limited primarily due to technological and logistical challenges. The aims of our study were to (1) evaluate perceptions of general surgery (GS) residents on video-assisted operative instruction and (2) conduct a pilot study using a head-mounted GoPro in conjunction with the operative performance rating system to assess feasibility of providing video review to enhance operative feedback during open procedures. GS residents were anonymously surveyed to evaluate their perceptions of oral and written operative feedback and use of video-based operative resources. We then conducted a pilot study of 10 GS residents to assess the utility and feasibility of using a GoPro to record resident performance of an arteriovenous fistula creation with an attending surgeon. Categorical variables were analyzed using the chi-square test. Academic, tertiary medical center. GS residents and faculty. A total of 59 GS residents were anonymously surveyed (response rate = 65.5%). A total of 40% (n = 24) of residents reported that structured evaluations rarely or never provided meaningful feedback. When feedback was received, 55% (n = 32) residents reported that it was only rarely or sometimes in regard to their operative skills. There was no significant difference in surveyed responses among junior postgraduate year (PGY 1-2), senior (PGY 3-4), or chief residents (PGY-5). A total of 80% (n = 8) of residents found the use of GoPro video review very or extremely useful for education; they also deemed video review more useful for operative feedback than written or communicative feedback. An overwhelming majority (90%, n = 9) felt that video review would lead to improved technical skills, wanted to review the video with the attending surgeon for further feedback, and desired expansion of

An innovative pedagogic course combining video and simulation to teach medical students about pediatric cardiopulmonary arrest: a prospective controlled study.

PubMed

Drummond, David; Arnaud, Cécile; Thouvenin, Guillaume; Guedj, Romain; Grimprel, Emmanuel; Duguet, Alexandre; de Suremain, Nathalie; Petit, Arnaud

2016-06-01

Compliance by residents in pediatrics to pediatric resuscitation guidelines is low. In many French faculties, a 1-h traditional lecture is still used to educate medical students about pediatric cardiopulmonary arrest (CPA). We developed an innovative pedagogic course combining a 23-min video and 3-h simulation exercises to improve knowledge and skills of medical students. A prospective controlled study was conducted. Medical student knowledge was tested before, just after, and 6-12 months after the innovative course and compared to that of a cohort who attended the traditional lecture. A high-fidelity mannequin simulator simulating cardiopulmonary arrest was used to assess and compare the skills of the study and control groups. Costs of the courses were evaluated; 809 of 860 (94 %) medical students were assessed for knowledge. Six to 12 months after the courses, the median score was significantly higher for the innovative group than that for the traditional lecture group (p < 0.001). In terms of skills, student in the innovative group scored higher on the performance score than the control group (p < 0.01). The innovative course was 24 times more expensive. Combination of video and simulation allows better retention of knowledge than a traditional lecture and leads to better compliance to resuscitation guidelines. • Compliance by residents to pediatric resuscitation guidelines is low. • We developed an innovative pedagogic course combining an educational video and simulation. What is new: • Knowledge retention after the innovative course was better than after a traditional lecture. • Sixty-six students tested on their skills demonstrated better compliance to resuscitation guidelines.

The Effects of Interactive Video on Cognitive Achievement and Attitude toward Learning.

ERIC Educational Resources Information Center

Soled, Suzanne Wegener; And Others

The purpose of this experimental study was to determine the effects of interactive video versus traditional lecture on cognitive learning and affective behaviors of undergraduate nursing students. It was hypothesized that there would be no significant differences in the cognitive achievement scores of students taught by an interactive videodisk…

Quality of YouTube TM videos on dental implants.

PubMed

Abukaraky, A; Hamdan, A-A; Ameera, M-N; Nasief, M; Hassona, Y

2018-07-01

Patients search YouTube for health-care information. To examine what YouTube offers patients seeking information on dental implants, and to evaluate the quality of provided information. A systematic search of YouTube for videos containing information on dental implants was performed using the key words Dental implant and Tooth replacement. Videos were examined by two senior Oral and Maxillofacial Surgery residents who were trained and calibrated to perform the search. Initial assessment was performed to exclude non- English language videos, duplicate videos, conference lectures, and irrelevant videos. Included videos were analyzed with regard to demographics and content's usefulness. Information for patients available from the American Academy of Implant Dentistry, European Association of Osseointegration, and British Society of Restorative Dentistry were used for benchmarking. A total of 117 videos were analyzed. The most commonly discussed topics were related to procedures involved in dental implantology (76.1%, n=89), and to the indications for dental implants (58.1%, n=78). The mean usefulness score of videos was poor (6.02 ±4.7 [range 0-21]), and misleading content was common (30.1% of videos); mainly in topics related to prognosis and maintenance of dental implants. Most videos (83.1%, n=97) failed to mention the source of information presented in the video or where to find more about dental implants. Information about dental implants on YouTube is limited in quality and quantity. YouTube videos can have a potentially important role in modulating patients attitude and treatment decision regarding dental implants.

The utilization of video-conference shared medical appointments in rural diabetes care.

PubMed

Tokuda, Lisa; Lorenzo, Lenora; Theriault, Andre; Taveira, Tracey H; Marquis, Lynn; Head, Helene; Edelman, David; Kirsh, Susan R; Aron, David C; Wu, Wen-Chih

2016-09-01

To explore whether Video-Shared Medical Appointments (video-SMA), where group education and medication titration were provided remotely through video-conferencing technology would improve diabetes outcomes in remote rural settings. We conducted a pilot where a team of a clinical pharmacist and a nurse practitioner from Honolulu VA hospital remotely delivered video-SMA in diabetes to Guam. Patients with diabetes and HbA1c ≥7% were enrolled into the study during 2013-2014. Six groups of 4-6 subjects attended 4 weekly sessions, followed by 2 bi-monthly booster video-SMA sessions for 5 months. Patients with HbA1c ≥7% that had primary care visits during the study period but not referred/recruited for video-SMA were selected as usual-care comparators. We compared changes from baseline in HbA1c, blood-pressure, and lipid levels using mixed-effect modeling between video-SMA and usual care groups. We also analyzed emergency department (ED) visits and hospitalizations. Focus groups were conducted to understand patient's perceptions. Thirty-one patients received video-SMA and charts of 69 subjects were abstracted as usual-care. After 5 months, there was a significant decline in HbA1c in video-SMA vs. usual-care (9.1±1.9 to 8.3±1.8 vs. 8.6±1.4 to 8.7±1.6, P=0.03). No significant change in blood-pressure or lipid levels was found between the groups. Patients in the video-SMA group had significantly lower rates of ED visits (3.2% vs. 17.4%, P=0.01) than usual-care but similar hospitalization rates. Focus groups suggested patient satisfaction with video-SMA and increase in self-efficacy in diabetes self-care. Video-SMA is feasible, well-perceived and has the potential to improve diabetes outcomes in a rural setting. Published by Elsevier Ireland Ltd.

Hierarchical video summarization

NASA Astrophysics Data System (ADS)

Ratakonda, Krishna; Sezan, M. Ibrahim; Crinon, Regis J.

1998-12-01

We address the problem of key-frame summarization of vide in the absence of any a priori information about its content. This is a common problem that is encountered in home videos. We propose a hierarchical key-frame summarization algorithm where a coarse-to-fine key-frame summary is generated. A hierarchical key-frame summary facilitates multi-level browsing where the user can quickly discover the content of the video by accessing its coarsest but most compact summary and then view a desired segment of the video with increasingly more detail. At the finest level, the summary is generated on the basis of color features of video frames, using an extension of a recently proposed key-frame extraction algorithm. The finest level key-frames are recursively clustered using a novel pairwise K-means clustering approach with temporal consecutiveness constraint. We also address summarization of MPEG-2 compressed video without fully decoding the bitstream. We also propose efficient mechanisms that facilitate decoding the video when the hierarchical summary is utilized in browsing and playback of video segments starting at selected key-frames.

Randomized study of the effect of video education on heart failure healthcare utilization, symptoms, and self-care behaviors.

PubMed

Albert, Nancy M; Buchsbaum, Robin; Li, Jianbo

2007-12-01

Adherence to self-care behaviors improves heart failure (HF) morbidity and life quality. We examined short-term impact of video education (VE) in addition to standard education (SE) on HF healthcare utilization and self-care behavior adherence. One hundred and twelve hospitalized patients were randomly assigned to SE (n=53) or SE plus VE (n=59). Differences between groups were analyzed in patients who underwent 3-month follow-up (39 SE and 37 VE patients). Mean age was 60+/-14 years; mean HF length was 57 months. Three-month healthcare utilization was similar between groups but VE patients needed less extra diuretic dosing (P<0.02), received more HF literature (P<0.03), and had less healthcare team telephone communication (P<0.04). VE patients had greater sign/symptom reduction (P<0.04); especially related to edema (P<0.01) and fatigue (P<0.01) and initiated more actions for edema (P<0.05) and dyspnea (with exercise or rest, both P<0.01). Overall, VE patients had a higher mean self-care behavior score (P<0.01), reflecting greater self-care adherence. Video education prompts self-care behavior adherence to control worsening signs/symptoms of volume overload. During 3-month follow-up, utilization of most healthcare resources was unchanged. VE is a useful adjunct to in-person education.

Comparative use of podcasts vs. lecture transcripts as learning aids for dental students.

PubMed

Allen, Kenneth L; Katz, Ralph V

2011-06-01

The purpose of this project was to describe dental students' use of lecture podcasts versus written lecture transcripts as learning aids under three different circumstances: studying for an exam, reviewing an attended lecture, and reviewing a missed lecture. Additional analyses were performed to see whether demographic differences (e.g., age, gender, language skills, and computer skills) or grade differences were associated with preferences for using podcast versus written lecture transcripts of class notes. Fifty-one percent (n=171) of the second-year dental students at the New York University College of Dentistry voluntarily participated in this survey. The major findings were that 1) a high percentage of students (70-92 percent) used one or both aids in all three utilization circumstances with a consistent preference for podcast use, especially when reviewing a missed lecture; 2) course grades were not associated with the preferred use of either lecture aid; and 3) over half the students listened to the podcasts at speeds that were one and one-half or two times faster than normal speech, especially younger students. Further studies are warranted to delve into the current student generation's preferred learning styles and the resultant learning outcomes associated with those preferences.

Same Content, Different Methods: Comparing Lecture, Engaged Classroom, and Simulation.

PubMed

Raleigh, Meghan F; Wilson, Garland Anthony; Moss, David Alan; Reineke-Piper, Kristen A; Walden, Jeffrey; Fisher, Daniel J; Williams, Tracy; Alexander, Christienne; Niceler, Brock; Viera, Anthony J; Zakrajsek, Todd

2018-02-01

There is a push to use classroom technology and active teaching methods to replace didactic lectures as the most prevalent format for resident education. This multisite collaborative cohort study involving nine residency programs across the United States compared a standard slide-based didactic lecture, a facilitated group discussion via an engaged classroom, and a high-fidelity, hands-on simulation scenario for teaching the topic of acute dyspnea. The primary outcome was knowledge retention at 2 to 4 weeks. Each teaching method was assigned to three different residency programs in the collaborative according to local resources. Learning objectives were determined by faculty. Pre- and posttest questions were validated and utilized as a measurement of knowledge retention. Each site administered the pretest, taught the topic of acute dyspnea utilizing their assigned method, and administered a posttest 2 to 4 weeks later. Differences between the groups were compared using paired t-tests. A total of 146 residents completed the posttest, and scores increased from baseline across all groups. The average score increased 6% in the standard lecture group (n=47), 11% in the engaged classroom (n=53), and 9% in the simulation group (n=56). The differences in improvement between engaged classroom and simulation were not statistically significant. Compared to standard lecture, both engaged classroom and high-fidelity simulation were associated with a statistically significant improvement in knowledge retention. Knowledge retention after engaged classroom and high-fidelity simulation did not significantly differ. More research is necessary to determine if different teaching methods result in different levels of comfort and skill with actual patient care.

A Study on Perception of Lecturer-Student Interaction in English Medium Science Lectures

ERIC Educational Resources Information Center

Navaz, Abdul Majeed Mohamed

2013-01-01

This paper, which is a part of a thesis, investigates the perception and practice of lecturers and students with regard to lecturer-student interaction in English medium science lectures of a university in Sri Lanka where English is a second language. This paper argues that dialogic lecturer-student interaction, which enables students to take a…

Structured Dialogue Design in LAMS through Interactive Lecture Podcasting

ERIC Educational Resources Information Center

Dobozy, Eva

2011-01-01

This paper explores the utility of interactive lecture podcasting in LAMS and the impact of structured dialogue design. It reports how curriculum renewal and innovation were greeted with scepticism by teacher education students enrolled in a compulsory curriculum unit at an Australian university. An analytic induction methodology in conjunction…

Effectiveness of lectures attended via interactive video conferencing versus in-person in preparing third-year internal medicine clerkship students for Clinical Practice Examinations (CPX).

PubMed

Bertsch, Tania F; Callas, Peter W; Rubin, Alan; Caputo, Michael P; Ricci, Michael A

2007-01-01

The current practice in medical education is to place students at off-site locations. The effectiveness of these students attending remote lectures using interactive videoconferencing needs to be evaluated. To determine whether lecture content covering clinical objectives is learned by medical students located at remote sites. During the University of Vermont medicine clerkship, 52 medical students attended lectures both in person and via 2-way videoconferencing over a telemedicine network. The study used a crossover design, such that all students attended half of the lectures in person and half using videoconferencing. At the end of the clerkship, students were assessed via a Clinical Practice Examination (CPX), with each student completing 1 exam for material learned in person and 1 for material learned over telemedicine. Exam scores did not differ for the 2 lecture modes, with a mean score of 76% for lectures attended in person and a mean score of 78% for lectures attended via telemedicine (p = 0.66). Students learn content focused on clinical learning objectives as well using videoconferencing as they do in the traditional classroom setting.

TRECVID: the utility of a content-based video retrieval evaluation

NASA Astrophysics Data System (ADS)

Hauptmann, Alexander G.

2006-01-01

TRECVID, an annual retrieval evaluation benchmark organized by NIST, encourages research in information retrieval from digital video. TRECVID benchmarking covers both interactive and manual searching by end users, as well as the benchmarking of some supporting technologies including shot boundary detection, extraction of semantic features, and the automatic segmentation of TV news broadcasts. Evaluations done in the context of the TRECVID benchmarks show that generally, speech transcripts and annotations provide the single most important clue for successful retrieval. However, automatically finding the individual images is still a tremendous and unsolved challenge. The evaluations repeatedly found that none of the multimedia analysis and retrieval techniques provide a significant benefit over retrieval using only textual information such as from automatic speech recognition transcripts or closed captions. In interactive systems, we do find significant differences among the top systems, indicating that interfaces can make a huge difference for effective video/image search. For interactive tasks efficient interfaces require few key clicks, but display large numbers of images for visual inspection by the user. The text search finds the right context region in the video in general, but to select specific relevant images we need good interfaces to easily browse the storyboard pictures. In general, TRECVID has motivated the video retrieval community to be honest about what we don't know how to do well (sometimes through painful failures), and has focused us to work on the actual task of video retrieval, as opposed to flashy demos based on technological capabilities.

Active learning in the lecture theatre using 3D printed objects.

PubMed

Smith, David P

2016-01-01

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.

Active learning in the lecture theatre using 3D printed objects

PubMed Central

Smith, David P.

2016-01-01

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. PMID:27366318

Legends Lecture Series

NASA Image and Video Library

2010-11-09

John C. Stennis Space Center Director Patrick Scheuermann (second from right) stands with Legends Lecture Series presenters George Hopson (l to r), Jerry Hlass and J.R. Thompson. The three former leaders reflected on their experiences in the first of several planned lecture series sessions on Nov. 9, 2010. The lecture series is part of yearlong celebration of the 50th anniversary of Stennis.

Do medical students watch video clips in eLearning and do these facilitate learning?

PubMed

Romanov, Kalle; Nevgi, Anne

2007-06-01

There is controversial evidence of the impact of individual learning style on students' performance in computer-aided learning. We assessed the association between the use of multimedia materials, such as video clips, and collaborative communication tools with learning outcome among medical students. One hundred and twenty-one third-year medical students attended a course in medical informatics (0.7 credits) consisting of lectures, small group sessions and eLearning material. The eLearning material contained six learning modules with integrated video clips and collaborative learning tools in WebCT. Learning outcome was measured with a course exam. Approximately two-thirds of students (68.6%) viewed two or more videos. Female students were significantly more active video-watchers. No significant associations were found between video-watching and self-test scores or the time used in eLearning. Video-watchers were more active in WebCT; they loaded more pages and more actively participated in discussion forums. Video-watching was associated with a better course grade. Students who watched video clips were more active in using collaborative eLearning tools and achieved higher course grades.

[THE DISCUSSION CONCERNING THE PLACE OF LECTURES AND COMPULSORY LECTURE ATTENDANCE IN MEDICAL EDUCATION].

PubMed

Reis, Shmuel

2016-04-01

Luder shows that there is a lack of correlation between lecture attendance in medical school and examination performance, and thus draws attention to a discourse concerning the place of lectures and lecture attendance enforcement in 2015 and beyond. The paper addresses 4 questions: First, what is the current place of the traditional lecture in the education of medical students? Second, are there alternatives to this format of teaching? Third, what are the educational consequences of mandating lecture attendance; and fourth, should there be such enforcement? The author discusses these questions and concludes that lectures should be used sparingly, after a careful evaluation that they have an added value over learning away from the classroom. Furthermore, that there are clear guidelines on how to make the traditional lecture enhanced and educationally effective, as well as alternatives such as the "flipped classroom", e-learning and more to lectures. In addition, that lectures frequently drive learning negatively and enforcing attendance in Israel entails serious unintended consequences such as a need to monitor attendance, and a host of disciplinary adverse reactions. Finally, that besides lecture efficiency and economy (when having added value) one reason to consider compulsory attendance, may be when poor attendance negatively influences teachers morale.

Goals and design of public physics lectures: perspectives of high-school students, physics teachers and lecturers

NASA Astrophysics Data System (ADS)

Kapon, S.; Ganiel, U.; Eylon, B.

2009-09-01

Many large scientific projects and scientific centres incorporate some kind of outreach programme. Almost all of these outreach programmes include public scientific lectures delivered by practising scientists. In this article, we examine such lectures from the perspectives of: (i) lecturers (7) who are practising scientists acknowledged to be good public lecturers and (ii) audiences composed of high-school students (169) and high-school physics teachers (80) who attended these lectures. We identify and discuss the main goals as expressed by the lecturers and the audiences, and the correspondence between these goals. We also discuss how the lecturers' goals impact on the design of their lectures and examine how the lecture affects audiences with different attitudes towards (and interests in) physics. Our findings suggest that the goals of the participating lecturers and the expectations of their audiences were highly congruent. Both believe that a good public scientific lecture must successfully communicate state-of-the-art scientific knowledge to the public, while inspiring interest in and appreciation of science. Our findings also suggest that exemplary public scientific lectures incorporate content, structure and explanatory means that explicitly adhere to the lecturers' goals. We identify and list several design principles.

The use of scientific direct instruction model with video learning of ethnoscience to improve students’ critical thinking skills

NASA Astrophysics Data System (ADS)

Sudarmin, S.; Mursiti, S.; Asih, A. G.

2018-04-01

In this disruption era, students are encouraged to develop critical thinking skills and important cultural conservation characters. Student's thinking skill in chemistry learning has not been developed because learning chemistry in schools still uses teacher-centered, lecture method, is less interesting and does not utilize local culture as a learning resource. The purpose of this research is to know the influence of the application of direct Instruction (DI) model with video learning of ethnoscience on the improvement of students’ critical thinking skills. This study was experimental research. The population was the students from class XI MIPA MA Negeri Gombong with the sample chosen by purposive random sampling. The material of local wisdom as the study of ethnosciences which was the focus of the research was the production of genting, dawet, lanting, and sempor reservoirs which is integrated with colloidal chemical contents. The learning video of ethnoscience before being applied was validated by experts. Students’ critical thinking skills were revealed through the concept of conceptualizing test instruments. The data analysis technique used was the test of proportion and Kolmogorov-Smirnov test. The results of this study suggested that the experimental class that was treated by scientific direct instruction model with the learning video of ethnoscience shows cognitive learning and critical thinking which were better than the control class. Besides, the students indicated their interest in the application of scientific direct instruction model with ethnoscience learning video.

A web-based video annotation system for crowdsourcing surveillance videos

NASA Astrophysics Data System (ADS)

Gadgil, Neeraj J.; Tahboub, Khalid; Kirsh, David; Delp, Edward J.

2014-03-01

Video surveillance systems are of a great value to prevent threats and identify/investigate criminal activities. Manual analysis of a huge amount of video data from several cameras over a long period of time often becomes impracticable. The use of automatic detection methods can be challenging when the video contains many objects with complex motion and occlusions. Crowdsourcing has been proposed as an effective method for utilizing human intelligence to perform several tasks. Our system provides a platform for the annotation of surveillance video in an organized and controlled way. One can monitor a surveillance system using a set of tools such as training modules, roles and labels, task management. This system can be used in a real-time streaming mode to detect any potential threats or as an investigative tool to analyze past events. Annotators can annotate video contents assigned to them for suspicious activity or criminal acts. First responders are then able to view the collective annotations and receive email alerts about a newly reported incident. They can also keep track of the annotators' training performance, manage their activities and reward their success. By providing this system, the process of video analysis is made more efficient.

Early Communication Strategies: Using Video Analysis to Support Teachers Working with Preverbal Pupils

ERIC Educational Resources Information Center

Anderson, Carolyn

2006-01-01

Carolyn Anderson is a speech and language therapist who is currently working as a senior lecturer at the University of Strathclyde. In this article she provides an early account of her ongoing research into communication between teachers and pupils with severe and complex learning disabilities. Video recordings were made of teacher-pupil…

An Empirical Study of Factors Affecting Mobile Wireless Technology Adoption for Promoting Interactive Lectures in Higher Education

ERIC Educational Resources Information Center

Gan, Chin Lay; Balakrishnan, Vimala

2016-01-01

Use of mobile technology is widespread, particularly among the younger generation. There is a huge potential for utilizing such technology in lecture classes with large numbers of students, serving as an interaction tool between the students and lecturers. The challenge is to identify significant adoption factors to ensure effective adoption of…

StatsCasts: screencasts for complementing lectures in statistics classes

NASA Astrophysics Data System (ADS)

Dunn, Peter K.; McDonald, Christine; Loch, Birgit

2015-05-01

Students who are studying introductory statistics units but are enrolled in non-statistics majors often struggle with the content, and do not stay engaged. Support structures are in place at many Australian universities to help these students. Most of these are face-to-face support centres that the students can visit during opening hours. To provide additional assistance to these students any time, and from anywhere, online media are increasingly used by students - either provided by support centres, or sought independently by students. Little research has been undertaken on the effectiveness of such resources to support student learning. This paper investigates whether students will embrace StatsCasts - short screen-capture videos on key statistical topics that students have struggled with in the past, with narrator explanation provided by the lecturer - as part of their learning strategy and if they will actively engage with the videos. Students enrolled in a large first-year statistics class at an Australian university who had been provided with StatsCasts responded to a survey at the end of the semester. Volunteering students also participated in a focus group to probe deeper into students' perceptions of and motivations for watching the videos. Analysis of the data shows that students do actively engage with the StatsCasts and they appear to become an important component of their study and revision strategy.

Issues in Lecturing in a Second Language: Lecturer's Behaviour and Students' Perceptions

ERIC Educational Resources Information Center

Miller, Lindsay

2007-01-01

This article explores how Hong Kong Chinese engineering students with low English language proficiency manage to cope with their lectures given in English. An ethnographic case study approach was used with multiple sources of data triangulated to provide a picture of the lecture event from both the students' and the lecturer's perspectives. One of…

"I Forgot I Wasn't Saving the World": The Use of Formative and Summative Assessment in Instructional Video Games for Undergraduate Biology

ERIC Educational Resources Information Center

Lookadoo, Kathryn L.; Bostwick, Eryn N.; Ralston, Ryan; Elizondo, Francisco Javier; Wilson, Scott; Shaw, Tarren J.; Jensen, Matthew L.

2017-01-01

This study examined the role of formative and summative assessment in instructional video games on student learning and engagement. A 2 (formative feedback: present vs absent) × 2 (summative feedback: present vs absent) factorial design with an offset control (recorded lecture) was conducted to explore the impacts of assessment in video games. A…

Video Encryption and Decryption on Quantum Computers

NASA Astrophysics Data System (ADS)

Yan, Fei; Iliyasu, Abdullah M.; Venegas-Andraca, Salvador E.; Yang, Huamin

2015-08-01

A method for video encryption and decryption on quantum computers is proposed based on color information transformations on each frame encoding the content of the encoding the content of the video. The proposed method provides a flexible operation to encrypt quantum video by means of the quantum measurement in order to enhance the security of the video. To validate the proposed approach, a tetris tile-matching puzzle game video is utilized in the experimental simulations. The results obtained suggest that the proposed method enhances the security and speed of quantum video encryption and decryption, both properties required for secure transmission and sharing of video content in quantum communication.

Digital chalk-talk videos improve knowledge and satisfaction in renal physiology.

PubMed

Roberts, John K; Chudgar, Saumil M; Engle, Deborah; McClain, Elizabeth K; Jakoi, Emma; Berkoben, Michael; Lehrich, Ruediger W

2018-03-01

The authors began a curriculum reform project to improve the experience in a Renal Physiology course for first-year medical students. Taking into account both the variety of learning preferences among students and the benefits of student autonomy, the authors hypothesized that adding digital chalk-talk videos to lecture notes and live lectures would improve student knowledge, course satisfaction, and engagement. The authors measured performance on the renal physiology exam before (the traditional curriculum) and for 2 yr after implementation of the new curriculum. During the traditional and subsequent years, students took a Q-sort survey before and after the Renal Physiology course. Satisfaction was assessed based on ranked statements in the Q sort, as well as through qualitative analysis of student commentary. Compared with the traditional curriculum, mean scores on the renal physiology final exam were higher after implementation of the new curriculum: 65.3 vs. 74.4 ( P < 0.001) with year 1 and 65.3 vs. 79.4 ( P < 0.001) in the second year. After the new curriculum, students were more likely to agree with the statement, "I wish other courses were taught like this one." Qualitative analysis revealed how the video-based curriculum improved student engagement and satisfaction. Adding digital chalk-talk videos to a traditional Renal Physiology course that included active learning led to improved exam performance and high levels of student satisfaction. Other preclinical courses in medical school may benefit from such an intervention.

Why do students miss lectures? A study of lecture attendance amongst students of health science.

PubMed

Bati, A Hilal; Mandiracioglu, Aliye; Orgun, Fatma; Govsa, Figen

2013-06-01

In the domain of health sciences, attendance by students at lectures is more critical. Lecture attendance is an issue which has been widely neglected. This study aims to determine those factors which affect the lecture attendance. The research data was collected by means of a questionnaire during the second semester of the academic year 2010-2011 from second-year students of the Faculties of Medicine, Pharmacy, Dentistry and Nursing. Together with demographic data, the questionnaire includes a Likert-type scale aiming to determine the factors influencing attendance at lectures. 663 participated in this study on a voluntary basis from Medical, Dentistry, Pharmacy and Nursing Faculties. Raising attainment levels, being able to take their own lecture notes, learning which aspects of the lecture content were being emphasized, and the opportunity to ask questions were amongst the chief reasons for attending lectures. It appears that the factors preventing students from attending lectures are mainly individual. Amongst the most frequently cited causes of non-attendance, sleeplessness, ill health and the inefficiency of lectures in overcrowded halls are emphasized. In the totals and sub-dimensions of the Lecture Attendance Scale, Medical Faculty students have average scores higher than those of students at other faculties. The vital nature of professional expertise and its applications, health sciences students' attendance at lectures carries greater importance. It is important to strengthen the mentoring system with regard to individual and external factors, which have been implicated as having a substantial influence on lecture attendance by students. Copyright © 2012 Elsevier Ltd. All rights reserved.

The Resonance Factor: Probing the Impact of Video on Student Retention in Distance Learning

ERIC Educational Resources Information Center

Geri, Nitza

2012-01-01

Teaching and instructing is one of the challenging manifestations of informing, within which distance learning is considered harder than face-to-face instruction. Student retention is one of the major challenges of distance learning. Current innovative technologies enable widespread use of video lectures that may ease the loneliness of the…

Using Patient Case Video Vignettes to Improve Students' Understanding of Cross-cultural Communication.

PubMed

Arif, Sally; Cryder, Brian; Mazan, Jennifer; Quiñones-Boex, Ana; Cyganska, Angelika

2017-04-01

Objective. To develop, implement, and assess whether simulated patient case videos improve students' understanding of and attitudes toward cross-cultural communication in health care. Design. Third-year pharmacy students (N=159) in a health care communications course participated in a one-hour lecture and two-hour workshop on the topic of cross-cultural communication. Three simulated pharmacist-patient case vignettes highlighting cross-cultural communication barriers, the role of active listening, appropriate use of medical interpreters, and useful models to overcome communication barriers were viewed and discussed in groups of 20 students during the workshop. Assessment. A pre-lecture and post-workshop assessed the effect on students' understanding of and attitudes toward cross-cultural communication. Understanding of cross-cultural communication concepts increased significantly, as did comfort level with providing cross-cultural care. Conclusion. Use of simulated patient case videos in conjunction with an interactive workshop improved pharmacy students' understanding of and comfort level with cross-cultural communication skills and can be useful tools for cultural competency training in the curriculum.

Using Patient Case Video Vignettes to Improve Students’ Understanding of Cross-cultural Communication

PubMed Central

Cryder, Brian; Mazan, Jennifer; Quiñones-Boex, Ana; Cyganska, Angelika

2017-01-01

Objective. To develop, implement, and assess whether simulated patient case videos improve students’ understanding of and attitudes toward cross-cultural communication in health care. Design. Third-year pharmacy students (N=159) in a health care communications course participated in a one-hour lecture and two-hour workshop on the topic of cross-cultural communication. Three simulated pharmacist-patient case vignettes highlighting cross-cultural communication barriers, the role of active listening, appropriate use of medical interpreters, and useful models to overcome communication barriers were viewed and discussed in groups of 20 students during the workshop. Assessment. A pre-lecture and post-workshop assessed the effect on students’ understanding of and attitudes toward cross-cultural communication. Understanding of cross-cultural communication concepts increased significantly, as did comfort level with providing cross-cultural care. Conclusion. Use of simulated patient case videos in conjunction with an interactive workshop improved pharmacy students' understanding of and comfort level with cross-cultural communication skills and can be useful tools for cultural competency training in the curriculum. PMID:28496276

Delivery of a urology online course using Moodle versus didactic lectures methods.

PubMed

Reis, Leonardo Oliveira; Ikari, Osamu; Taha-Neto, Khaled A; Gugliotta, Antonio; Denardi, Fernandes

2015-02-01

To subjectively and objectively compare an accessible interactive electronic library using Moodle with lectures for urology teaching of medical students. Forty consecutive fourth-year medical students and one urology teacher were exposed to two teaching methods (4 weeks each) in the form of problem-based learning: - lectures and - student-centered group discussion based on Moodle (modular object-oriented dynamic learning environment) full time online delivered (24/7) with video surgeries, electronic urology cases and additional basic principles of the disease process. All 40 students completed the study. While 30% were moderately dissatisfied with their current knowledge base, online learning course delivery using Moodle was considered superior to the lectures by 86% of the students. The study found the following observations: (1) the increment in learning grades ranged from 7.0 to 9.7 for students in the online Moodle course compared to 4.0-9.6 to didactic lectures; (2) the self-reported student involvement in the online course was characterized as large by over 60%; (3) the teacher-student interaction was described as very frequent (50%) and moderately frequent (50%); and (4) more inquiries and requisitions by students as well as peer assisting were observed from the students using the Moodle platform. The Moodle platform is feasible and effective, enthusing medical students to learn, improving immersion in the urology clinical rotation and encouraging the spontaneous peer assisted learning. Future studies should expand objective evaluations of knowledge acquisition and retention. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Using Comprehensive Video-Module Instruction as an Alternative Approach for Teaching IUD Insertion.

PubMed

Garcia-Rodriguez, Juan Antonio; Donnon, Tyrone

2016-01-01

Family medicine clinicians and residents have increasing educational and work demands that have made it difficult to provide and access training on specific procedures such as IUD insertion. The purpose of this study was to determine whether the use of video-module instruction could provide residents with the necessary knowledge and skills to perform an IUD insertion correctly when compared with the traditional form of instruction, which is a lecture-demonstration session provided by an academic gynecologist. Thirty-nine family medicine residents participated in the study during the induction period at the beginning of their residency program in July 2012 at the University of Calgary. A randomized, two group pretest/posttest experimental research design was used to compare the procedural knowledge and skills performance (posttest only) of residents trained using an alternative instructional intervention (video-module teaching) with the traditional lecture-demonstration approach to teaching IUD insertion. Both teaching methods were effective in providing procedural knowledge instruction, and the paired-samples t tests results were almost identical: t (37)=1.35. On the other hand, performance scores were significantly higher in the video-module group: t (37)=2.37, 95% CI (0.61, 8.00), with a mean difference in performance of 4.31. There were no significant differences in residents' satisfaction scores, and there was no correlation between the different scores and sex or age or between performance and level of satisfaction. This video-module instruction is an effective method to provide comprehensive IUD insertion training, and the psychomotor skills gain (performance component) was significantly higher than the traditional method of instruction.

Packetized video on MAGNET

NASA Astrophysics Data System (ADS)

Lazar, Aurel A.; White, John S.

1986-11-01

Theoretical analysis of an ILAN model of MAGNET, an integrated network testbed developed at Columbia University, shows that the bandwidth freed up by video and voice calls during periods of little movement in the images and silence periods in the speech signals could be utilized efficiently for graphics and data transmission. Based on these investigations, an architecture supporting adaptive protocols that are dynamically controlled by the requirements of a fluctuating load and changing user environment has been advanced. To further analyze the behavior of the network, a real-time packetized video system has been implemented. This system is embedded in the real time multimedia workstation EDDY that integrates video, voice and data traffic flows. Protocols supporting variable bandwidth, constant quality packetized video transport are descibed in detail.

Utilizing Video Conferencing to Introduce an International Perspective to Foundation Practice

ERIC Educational Resources Information Center

Forgey, Mary Ann; Loughran, Hilda; Hansen, Johna

2013-01-01

Video conferencing has much potential to enrich international social work education. In this educational initiative, video conferencing was used to deliver a joint foundation social work practice class to students attending an MSW degree program both in the United States and in Ireland. Student feedback indicated that they gained an appreciation…

A Continuing Engineering Education Program Utilizing Video Tape

ERIC Educational Resources Information Center

Biedenbach, Joseph M.

1970-01-01

Radio Corporation of America has developed a series of courses on video tape for use with their engineering staffs at locations throughout the country. The courses include such topics as FORTRAN Programming, Engineering Mathematics, and Holography. Thirty-six course topics are proposed to date. (MF)

Effect of video server topology on contingency capacity requirements

NASA Astrophysics Data System (ADS)

Kienzle, Martin G.; Dan, Asit; Sitaram, Dinkar; Tetzlaff, William H.

1996-03-01

Video servers need to assign a fixed set of resources to each video stream in order to guarantee on-time delivery of the video data. If a server has insufficient resources to guarantee the delivery, it must reject the stream request rather than slowing down all existing streams. Large scale video servers are being built as clusters of smaller components, so as to be economical, scalable, and highly available. This paper uses a blocking model developed for telephone systems to evaluate video server cluster topologies. The goal is to achieve high utilization of the components and low per-stream cost combined with low blocking probability and high user satisfaction. The analysis shows substantial economies of scale achieved by larger server images. Simple distributed server architectures can result in partitioning of resources with low achievable resource utilization. By comparing achievable resource utilization of partitioned and monolithic servers, we quantify the cost of partitioning. Next, we present an architecture for a distributed server system that avoids resource partitioning and results in highly efficient server clusters. Finally, we show how, in these server clusters, further optimizations can be achieved through caching and batching of video streams.

Progressive video coding for noisy channels

NASA Astrophysics Data System (ADS)

Kim, Beong-Jo; Xiong, Zixiang; Pearlman, William A.

1998-10-01

We extend the work of Sherwood and Zeger to progressive video coding for noisy channels. By utilizing a 3D extension of the set partitioning in hierarchical trees (SPIHT) algorithm, we cascade the resulting 3D SPIHT video coder with a rate-compatible punctured convolutional channel coder for transmission of video over a binary symmetric channel. Progressive coding is achieved by increasing the target rate of the 3D embedded SPIHT video coder as the channel condition improves. The performance of our proposed coding system is acceptable at low transmission rate and bad channel conditions. Its low complexity makes it suitable for emerging applications such as video over wireless channels.

Laughter in University Lectures

ERIC Educational Resources Information Center

Nesi, Hilary

2012-01-01

This paper analyses laughter in spoken academic discourse, with the aim of discovering why lecturers provoke laughter in their lectures. A further purpose of the paper is to identify episodes in British data which may differ from those in other cultural contexts where other lecturing practices prevail, and thus to inform the design of study skills…

Student use of flipped classroom videos in a therapeutics course.

PubMed

Patanwala, Asad E; Erstad, Brian L; Murphy, John E

To evaluate the extent of student use of flipped classroom videos. This was a cross-sectional study conducted in a college of pharmacy therapeutics course in the Unites States. In one section of the course (four sessions) all content was provided in the form of lecture videos that students had to watch prior to class. Class time was spent discussing patient cases. For half of the sessions, there was an electronic quiz due prior to class. The outcome measure was video view time in minutes. Adequate video view time was defined as viewing ≥75% of total video duration. Video view time was compared with or without quizzes using the Wilcoxon signed-rank test. There were 100 students in the class and all were included in the study. Overall, 74 students had adequate video view time prior to session 1, which decreased to 53 students for session 2, 53 students for session 3, and 36 students for session 4. Median video view time was greater when a quiz was required [80 minutes (IQR: 38-114) versus 69 minutes (IQR: 3-105), p < 0.001]. The mean score on the exam was 84 ± 8 points (out of 100). There was a significant association between video view time (per 50% increment) and score on the exam (coefficient 2.52; 95% CI: 0.79-4.26; p = 0.005; model R 2 = 7.8%). Student preparation prior to the flipped classroom is low and decreases with time. Preparation is higher when there is a quiz required. Copyright © 2016 Elsevier Inc. All rights reserved.

Forum: The Lecture and Student Learning. The Lecture's Absent Audience

ERIC Educational Resources Information Center

Sciullo, Nick J.

2017-01-01

According to the "Oxford English Dictionary" ("OED"), the noun "lecture" dates from the 14th century and means the "action of reading, perusal. Also, that which is read or perused." This definition, while accurate and resonates today in many college classrooms, ignores a key feature of any lecture. The…

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

PubMed Central

Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

2017-01-01

ABSTRACT Background: In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. Objective: The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Design: Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students’ perspectives on the teaching approach they experienced and to evaluate students’ self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. Results: More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. Conclusions: The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications

Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship.

PubMed

Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

2017-01-01

In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students' perspectives on the teaching approach they experienced and to evaluate students' self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented

Students' Perspectives on YouTube Video Usage as an E-Resource in the University Classroom

ERIC Educational Resources Information Center

Jackman, W. Marc; Roberts, Patricia

2014-01-01

This study examined the perspectives of 70 prospective teachers about the use of YouTube videos as e-resources to supplement psychology lectures at a university in Trinidad & Tobago. A questionnaire designed for the study was used to collect both quantitative and qualitative data. The quantitative analysis included frequency distribution,…

Packetized Video On MAGNET

NASA Astrophysics Data System (ADS)

Lazar, Aurel A.; White, John S.

1987-07-01

Theoretical analysis of integrated local area network model of MAGNET, an integrated network testbed developed at Columbia University, shows that the bandwidth freed up during video and voice calls during periods of little movement in the images and periods of silence in the speech signals could be utilized efficiently for graphics and data transmission. Based on these investigations, an architecture supporting adaptive protocols that are dynamicaly controlled by the requirements of a fluctuating load and changing user environment has been advanced. To further analyze the behavior of the network, a real-time packetized video system has been implemented. This system is embedded in the real-time multimedia workstation EDDY, which integrates video, voice, and data traffic flows. Protocols supporting variable-bandwidth, fixed-quality packetized video transport are described in detail.

Asynchronous Video Streaming vs. Synchronous Videoconferencing for Teaching a Pharmacogenetic Pharmacotherapy Course

PubMed Central

2007-01-01

Objectives To compare students' performance and course evaluations for a pharmacogenetic pharmacotherapy course taught by synchronous videoconferencing method via the Internet and for the same course taught via asynchronous video streaming via the Internet. Methods In spring 2005, a pharmacogenetic therapy course was taught to 73 students located on Amarillo, Lubbock, and Dallas campuses using synchronous videoconferencing, and in spring 2006, to 78 students located on the same 3 campuses using asynchronous video streaming. A course evaluation was administered to each group at the end of the courses. Results Students in the asynchronous setting had final course grades of 89% ± 7% compared to the mean final course grade of 87% ± 7% in the synchronous group (p = 0.05). Regardless of which technology was used, average course grades did not differ significantly among the 3 campus sites. Significantly more of the students in the asynchronous setting agreed (57%) with the statement that they could read the lecture notes and absorb the content on their own without attending the class than students in the synchronous class (23%; chi-square test; p < 0.001). Conclusions Students in both asynchronous and synchronous settings performed well. However, students taught using asynchronous videotaped lectures had lower satisfaction with the method of content delivery, and preferred live interactive sessions or a mix of interactive sessions and asynchronous videos over delivery of content using the synchronous or asynchronous method alone. PMID:17429516

Interactive Video.

ERIC Educational Resources Information Center

Boyce, Carol

1992-01-01

A workshop on interactive video was designed for fourth and fifth grade students, with the goals of familiarizing students with laser disc technology, developing a cadre of trained students to train other students and staff, and challenging able learners to utilize higher level thinking skills while conducting a research project. (JDD)

Perceptual tools for quality-aware video networks

NASA Astrophysics Data System (ADS)

Bovik, A. C.

2014-01-01

Monitoring and controlling the quality of the viewing experience of videos transmitted over increasingly congested networks (especially wireless networks) is a pressing problem owing to rapid advances in video-centric mobile communication and display devices that are straining the capacity of the network infrastructure. New developments in automatic perceptual video quality models offer tools that have the potential to be used to perceptually optimize wireless video, leading to more efficient video data delivery and better received quality. In this talk I will review key perceptual principles that are, or could be used to create effective video quality prediction models, and leading quality prediction models that utilize these principles. The goal is to be able to monitor and perceptually optimize video networks by making them "quality-aware."

Geographic Video 3d Data Model And Retrieval

NASA Astrophysics Data System (ADS)

Han, Z.; Cui, C.; Kong, Y.; Wu, H.

2014-04-01

Geographic video includes both spatial and temporal geographic features acquired through ground-based or non-ground-based cameras. With the popularity of video capture devices such as smartphones, the volume of user-generated geographic video clips has grown significantly and the trend of this growth is quickly accelerating. Such a massive and increasing volume poses a major challenge to efficient video management and query. Most of the today's video management and query techniques are based on signal level content extraction. They are not able to fully utilize the geographic information of the videos. This paper aimed to introduce a geographic video 3D data model based on spatial information. The main idea of the model is to utilize the location, trajectory and azimuth information acquired by sensors such as GPS receivers and 3D electronic compasses in conjunction with video contents. The raw spatial information is synthesized to point, line, polygon and solid according to the camcorder parameters such as focal length and angle of view. With the video segment and video frame, we defined the three categories geometry object using the geometry model of OGC Simple Features Specification for SQL. We can query video through computing the spatial relation between query objects and three categories geometry object such as VFLocation, VSTrajectory, VSFOView and VFFovCone etc. We designed the query methods using the structured query language (SQL) in detail. The experiment indicate that the model is a multiple objective, integration, loosely coupled, flexible and extensible data model for the management of geographic stereo video.

A retrospective look at replacing face-to-face embryology instruction with online lectures in a human anatomy course.

PubMed

Beale, Elmus G; Tarwater, Patrick M; Lee, Vaughan H

2014-01-01

Embryology is integrated into the Clinically Oriented Anatomy course at the Texas Tech University Health Sciences Center School of Medicine. Before 2008, the same instructor presented embryology in 13 face-to-face lectures distributed by organ systems throughout the course. For the 2008 and 2009 offerings of the course, a hybrid embryology instruction model with four face-to-face classes that supplemented online recorded lectures was used. One instructor delivered the lectures face-to-face in 2007 and by online videos in 2008-2009, while a second instructor provided the supplemental face-to-face classes in 2008-2009. The same embryology learning objectives and selected examination questions were used for each of the three years. This allowed direct comparison of learning outcomes, as measured by examination performance, for students receiving only face-to-face embryology instruction versus the hybrid approach. Comparison of the face-to-face lectures to the hybrid approach showed no difference in overall class performance on embryology questions that were used all three years. Moreover, there was no differential effect of the delivery method on the examination scores for bottom quartile students. Students completed an end-of-course survey to assess their opinions. They rated the two forms of delivery similarly on a six-point Likert scale and reported that face-to-face lectures have the advantage of allowing them to interact with the instructor, whereas online lectures could be paused, replayed, and viewed at any time. These experiences suggest the need for well-designed prospective studies to determine whether online lectures can be used to enhance the efficacy of embryology instruction. © 2013 American Association of Anatomists.

Using Research-Based Interactive Video Vignettes to Enhance Out-of-Class Learning in Introductory Physics

ERIC Educational Resources Information Center

Laws, Priscilla W.; Willis, Maxine C.; Jackson, David P.; Koenig, Kathleen; Teese, Robert

2015-01-01

Ever since the first generalized computer-assisted instruction system (PLATO) was introduced over 50 years ago, educators have been adding computer-based materials to their classes. Today many textbooks have complete online versions that include video lectures and other supplements. In the past 25 years the web has fueled an explosion of online…

Legends Lecture Series III

NASA Image and Video Library

2011-07-27

Marina Benigno (far right) at Stennis Space Center, welcomes former administrative assistants and secretaries to the third Legends Lecture Series session. Lecture participants spoke about their work experiences with Stennis directors and deputy directors. Panel participants included Janet Austill (l to r), Mary Lou Matthews, Helen Paul, Wanda Howard, Ann Westendorf and Mary Gene Dick. The Legends Lecture Series is part of a yearlong celebration of the 50th anniversary of Stennis Space Center.

Astronomy4Kids: Utilizing online video forums to teach basic planetary concepts to children (pre-K to 2nd-grade)

NASA Astrophysics Data System (ADS)

Pearson, Richard L.

2016-10-01

We have developed Astronomy4Kids to help cultivate the next generation of scientists by using technology to reach every interested child in both formal and informal learning environments. This online video series fills the void of effective STEM education tools for children under the age of 8. Our first collection of videos discuss many planetary topics, including the following: planet and moon formation theories, solar and lunar eclipses, and the seasonal effect of the Earth's tilt. As education and outreach become a larger focus of groups such as AAS and NASA, it is imperative to include programs such as Astronomy4Kids to extend these initiatives to younger age groups.Traditionally, this age group has been viewed as too young to be introduced to physics and astronomy concepts. However, child development research is consistently demonstrating the amazing plasticity of a young child's mind: the younger one is introduced to a complex concept, the easier it is to grasp later on. Following the philosophies of Fred Rogers, we present children with a real, relatable, instructor allowing them to focus on the concepts being presented.The format of Astronomy4Kids includes short instruction video clips that usually include a hands-on activity that is easily reproduced at home or in the classroom. This permits flexibility in how the video series is utilized. Within formal classroom or after-school situations, teachers and instructors can lead the discussion and activity with help from the video and supplemental materials (e.g. worksheets, concept outlines, etc.). Informal environments permit the viewer to complete the tasks on their own or simply enjoy the presentation. The video series can be found on YouTube (under "Astronomy 4 Kids") or Facebook (at www.facebook.com/astronomy4kids); we have also expanded to Instagram (www.instragram.com/astronomy4kids) and Pinterest (www.pinterest.com/astronomy4kids).

Looking Tasks Online: Utilizing Webcams to Collect Video Data from Home

PubMed Central

Semmelmann, Kilian; Hönekopp, Astrid; Weigelt, Sarah

2017-01-01

Online experimentation is emerging as a new methodology within classical data acquisition in psychology. It allows for easy, fast, broad, and cheap data conduction from the comfort of people’s homes. To add another method to the array of available tools, here we used recent developments in web technology to investigate the technical feasibility of online HyperText Markup Language-5/JavaScript-based video data recording. We employed a preferential looking task with children between 4 and 24 months. Parents and their children participated from home through a three-stage process: First, interested adults registered and took pictures through a webcam-based photo application. In the second step, we edited the pictures and integrated them into the design. Lastly, participants returned to the website and the video data acquisition took place through their webcam. In sum, we were able to create and employ the video recording application with participants as young as 4 months old. Quality-wise, no participant had to be removed due to the framerate or quality of videos and only 7% of data was excluded due to behavioral factors (lack of concentration). Results-wise, interrater reliability of rated looking side (left/right) showed a high agreement between raters, Fleiss’ Kappa, κ = 0.97, which can be translated to sufficient data quality for further analyses. With regard to on-/off-screen attention attribution, we found that children lost interest after about 10 s after trial onset using a static image presentation or 60 s total experimental time. Taken together, we were able to show that online video data recording is possible and viable for developmental psychology and beyond. PMID:28955284

Looking Tasks Online: Utilizing Webcams to Collect Video Data from Home.

PubMed

Semmelmann, Kilian; Hönekopp, Astrid; Weigelt, Sarah

2017-01-01

Online experimentation is emerging as a new methodology within classical data acquisition in psychology. It allows for easy, fast, broad, and cheap data conduction from the comfort of people's homes. To add another method to the array of available tools, here we used recent developments in web technology to investigate the technical feasibility of online HyperText Markup Language-5/JavaScript-based video data recording. We employed a preferential looking task with children between 4 and 24 months. Parents and their children participated from home through a three-stage process: First, interested adults registered and took pictures through a webcam-based photo application. In the second step, we edited the pictures and integrated them into the design. Lastly, participants returned to the website and the video data acquisition took place through their webcam. In sum, we were able to create and employ the video recording application with participants as young as 4 months old. Quality-wise, no participant had to be removed due to the framerate or quality of videos and only 7% of data was excluded due to behavioral factors (lack of concentration). Results-wise, interrater reliability of rated looking side (left/right) showed a high agreement between raters, Fleiss' Kappa, κ = 0.97, which can be translated to sufficient data quality for further analyses. With regard to on-/off-screen attention attribution, we found that children lost interest after about 10 s after trial onset using a static image presentation or 60 s total experimental time. Taken together, we were able to show that online video data recording is possible and viable for developmental psychology and beyond.

Forum: The Lecture and Student Learning. Lecture and Active Learning as a Dialectical Tension

ERIC Educational Resources Information Center

Mallin, Irwin

2017-01-01

Lecture remains a valuable tool in the student learning toolbox--one that at its best helps students unpack what they read for class, place course material in context, and see how a subject matter expert solves problems. It may be useful to think of lecture and active learning as a dialectical tension satisfied by the interactive lecture. Just as…

Video-Based Fingerprint Verification

PubMed Central

Qin, Wei; Yin, Yilong; Liu, Lili

2013-01-01

Conventional fingerprint verification systems use only static information. In this paper, fingerprint videos, which contain dynamic information, are utilized for verification. Fingerprint videos are acquired by the same capture device that acquires conventional fingerprint images, and the user experience of providing a fingerprint video is the same as that of providing a single impression. After preprocessing and aligning processes, “inside similarity” and “outside similarity” are defined and calculated to take advantage of both dynamic and static information contained in fingerprint videos. Match scores between two matching fingerprint videos are then calculated by combining the two kinds of similarity. Experimental results show that the proposed video-based method leads to a relative reduction of 60 percent in the equal error rate (EER) in comparison to the conventional single impression-based method. We also analyze the time complexity of our method when different combinations of strategies are used. Our method still outperforms the conventional method, even if both methods have the same time complexity. Finally, experimental results demonstrate that the proposed video-based method can lead to better accuracy than the multiple impressions fusion method, and the proposed method has a much lower false acceptance rate (FAR) when the false rejection rate (FRR) is quite low. PMID:24008283

The U-Curve of E-Learning: Course Website and Online Video Use in Blended and Distance Learning

ERIC Educational Resources Information Center

Geri, Nitza; Gafni, Ruti; Winer, Amir

2014-01-01

Procrastination is a common challenge for students. While course Websites and online video lectures enable studying anytime, anywhere, and expand learning opportunities, their availability may increase procrastination by making it easier for students to defer until tomorrow. This research used Google Analytics to examine temporal use patterns of…

Constructing Self-Modeling Videos: Procedures and Technology

ERIC Educational Resources Information Center

Collier-Meek, Melissa A.; Fallon, Lindsay M.; Johnson, Austin H.; Sanetti, Lisa M. H.; Delcampo, Marisa A.

2012-01-01

Although widely recommended, evidence-based interventions are not regularly utilized by school practitioners. Video self-modeling is an effective and efficient evidence-based intervention for a variety of student problem behaviors. However, like many other evidence-based interventions, it is not frequently used in schools. As video creation…

Recording skills practice on videotape can enhance learning - a comparative study between nurse lecturers and nursing students.

PubMed

Minardi, H A; Ritter, S

1999-06-01

Video recording techniques have been used in educational settings for a number of years. They have included viewing video taped lessons, using whole videos or clips of tapes as a trigger for discussion, viewing video recordings to observe role models for practice, and being video recorded in order to receive feedback on performance from peers and tutors. Although this last application has been in use since the 1960s, it has only been evaluated as a teaching method with health care professionals in the past 10 years and mostly in the areas of medical and counsellor education. In nurse education, however, use of video recording techniques has been advocated without any empirical evidence on its efficacy. This study has used nursing degree students and nurse educationalists to categorize statements from four cohorts of students who took part in a 12-day clinical supervision course during which their interpersonal skills were recorded on videotape. There were two categories: positive and negative/neutral. Analysis of the data showed that between 61% and 72% of the subjects gave an overall positive categorization to the statements in the questionnaire. Chi-square tests were significant for all groups in both categories. This suggests that both nursing students and nurse lecturers thought that course participants' statements expressed a positive belief that video tape recording is useful in enhancing students' ability to learn effective interpersonal skills in clinical supervision.

Lecture attendance improves success in medical physiology.

PubMed

Demir, Enver Ahmet; Tutuk, Okan; Dogan, Hatice; Egeli, Duygu; Tumer, Cemil

2017-12-01

The educators have underlined the importance of lecture attendance for decades. Nowadays, students have ample online educational sources, which began a debate on the necessity of in-class lectures. In the present study, we investigated the influence of lecture attendance on the exam success. To this aim, we adopted a novel approach and matched second-year medicine students' answers in three interim exams with the lectures related to those questions. Thereby, we were able to evaluate if attending lectures increases the chance of giving a correct answer to the exam question generated from the attended lecture. Furthermore, we examined students who had never taken the course before (first-time takers) and students who had failed and repeated the course (repeat takers) separately, since repeat takers may have attended a lecture previously. We found that first-time takers attended more lectures and gained higher total scores than repeat takers. Lecture-matched correct answers were significantly higher for attended lectures than for skipped lectures in all interim exams. Moreover, the correlation analyses revealed that the number of correct answers increases by lecture attendance in both first-time and repeat takers. These results indicate that in-class lectures still should be considered as an essential part of the medical physiology education, even in the internet era. Copyright © 2017 the American Physiological Society.

Toward enhancing the distributed video coder under a multiview video codec framework

NASA Astrophysics Data System (ADS)

Lee, Shih-Chieh; Chen, Jiann-Jone; Tsai, Yao-Hong; Chen, Chin-Hua

2016-11-01

The advance of video coding technology enables multiview video (MVV) or three-dimensional television (3-D TV) display for users with or without glasses. For mobile devices or wireless applications, a distributed video coder (DVC) can be utilized to shift the encoder complexity to decoder under the MVV coding framework, denoted as multiview distributed video coding (MDVC). We proposed to exploit both inter- and intraview video correlations to enhance side information (SI) and improve the MDVC performance: (1) based on the multiview motion estimation (MVME) framework, a categorized block matching prediction with fidelity weights (COMPETE) was proposed to yield a high quality SI frame for better DVC reconstructed images. (2) The block transform coefficient properties, i.e., DCs and ACs, were exploited to design the priority rate control for the turbo code, such that the DVC decoding can be carried out with fewest parity bits. In comparison, the proposed COMPETE method demonstrated lower time complexity, while presenting better reconstructed video quality. Simulations show that the proposed COMPETE can reduce the time complexity of MVME to 1.29 to 2.56 times smaller, as compared to previous hybrid MVME methods, while the image peak signal to noise ratios (PSNRs) of a decoded video can be improved 0.2 to 3.5 dB, as compared to H.264/AVC intracoding.

Educational Effect of Online Lecture using Streaming Technology

NASA Astrophysics Data System (ADS)

Akiyama, Hidenori; Teramoto, Akemi; Kozono, Kazutake

A conventional lecture on Laser Engineering had been done in a lecture room till 1999. A content using on-demand streaming method was made for an online lecture of Laser Engineering in 2000. The figures and equations used on the conventional lecture and the voice recorded for the online lecture were converted to the real media. Then an online lecture has been provided to students by using a Helix Universal Server. The trial of the online lecture was done only for the students who wanted to take the online lecture course in 2000. The online lectures have been recognized as the credits for graduation by the change of a law since 2001. About 100 students have registered the online lecture of Laser Engineering every year since 2001. Here, three years' questionnaire surveys of the online lecture are summarized, and results of examinations on the conventional lecture for two years and on the online lecture for three years are compared. It is recognized for the lecture of Laser Engineering that the educational effect of the online lecture is comparable to or better than that of the conventional lecture.

Lecturers and Postgraduates Perception of Libraries as Promoters of Teaching, Learning, and Research at the University of Ibadan, Nigeria

ERIC Educational Resources Information Center

Oyewole, Olawale; Adetimirin, Airen

2015-01-01

Lecturers and postgraduates are among the users of the university libraries and their perception of the libraries has influence on utilization of the information resources, hence the need for this study. Survey method was adopted for the study and simple random sampling method was used to select sample size of 38 lecturers and 233 postgraduates.…

Automated Video Quality Assessment for Deep-Sea Video

NASA Astrophysics Data System (ADS)

Pirenne, B.; Hoeberechts, M.; Kalmbach, A.; Sadhu, T.; Branzan Albu, A.; Glotin, H.; Jeffries, M. A.; Bui, A. O. V.

2015-12-01

these effects. These steps include filtering out unusable data, color and luminance balancing, and choosing the most appropriate image descriptors. We apply these techniques to generate automated quality assessment of video data and illustrate their utility with an example application where we perform vision-based substrate classification.

Utilizing ego-centric video to conduct naturalistic bicycling studies.

DOT National Transportation Integrated Search

2016-10-01

Existing data collection methods are mostly designed for videos captured by stationary cameras and are not designed to follow cyclists along a : route or to integrate other sensor data. The goals of this research are: a) to develop a platform to coll...

Do Pictures "Tell" a Thousand Words in Lectures? How Lecturers Vocalise Photographs in Their Presentations

ERIC Educational Resources Information Center

Hallewell, Madeline J.; Lackovic, Natasa

2017-01-01

This article explores how 145 photographs collected from 20 PowerPoint lectures in undergraduate psychology at 16 UK universities were integrated with lecturers' speech. Little is currently known about how lecturers refer to the distinct types of photographs included in their presentations. Findings show that only 48 photographs (33%) included in…

Lecture Attendance and Web Based Lecture Technologies: A Comparison of Student Perceptions and Usage Patterns

ERIC Educational Resources Information Center

von Konsky, Brian R.; Ivins, Jim; Gribble, Susan J.

2009-01-01

This paper investigates the impact of web based lecture recordings on learning and attendance at lectures. Student opinions regarding the perceived value of the recordings were evaluated in the context of usage patterns and final marks, and compared with attendance data and student perceptions regarding the usefulness of lectures. The availability…

Blind prediction of natural video quality.

PubMed

Saad, Michele A; Bovik, Alan C; Charrier, Christophe

2014-03-01

We propose a blind (no reference or NR) video quality evaluation model that is nondistortion specific. The approach relies on a spatio-temporal model of video scenes in the discrete cosine transform domain, and on a model that characterizes the type of motion occurring in the scenes, to predict video quality. We use the models to define video statistics and perceptual features that are the basis of a video quality assessment (VQA) algorithm that does not require the presence of a pristine video to compare against in order to predict a perceptual quality score. The contributions of this paper are threefold. 1) We propose a spatio-temporal natural scene statistics (NSS) model for videos. 2) We propose a motion model that quantifies motion coherency in video scenes. 3) We show that the proposed NSS and motion coherency models are appropriate for quality assessment of videos, and we utilize them to design a blind VQA algorithm that correlates highly with human judgments of quality. The proposed algorithm, called video BLIINDS, is tested on the LIVE VQA database and on the EPFL-PoliMi video database and shown to perform close to the level of top performing reduced and full reference VQA algorithms.

In Defence of the Lecture

ERIC Educational Resources Information Center

Webster, R. Scott

2015-01-01

In response to the lecture format coming under "attack" and being replaced by online materials and smaller tutorials, this paper attempts to offer not only a defence but also to assert that the potential value of the lecture is difficult to replicate through other learning formats. Some of the criticisms against lectures will be…

10 Suggestions for Enhancing Lecturing

ERIC Educational Resources Information Center

Heitzmann, Ray

2010-01-01

Criticism of the lecture method remains a staple of discussion and writing in academia--and most of the time it's deserved! Those interested in improving this aspect of their teaching might wish to consider some or all of the following suggestions for enhancing lectures. These include: (1) Lectures must start with a "grabber"; (2)…

The Use of Animated Videos to Illustrate Oral Solid Dosage Form Manufacturing in a Pharmaceutics Course.

PubMed

Yellepeddi, Venkata Kashyap; Roberson, Charles

2016-10-25

Objective. To evaluate the impact of animated videos of oral solid dosage form manufacturing as visual instructional aids on pharmacy students' perception and learning. Design. Data were obtained using a validated, paper-based survey instrument designed to evaluate the effectiveness, appeal, and efficiency of the animated videos in a pharmaceutics course offered in spring 2014 and 2015. Basic demographic data were also collected and analyzed. Assessment data at the end of pharmaceutics course was collected for 2013 and compared with assessment data from 2014, and 2015. Assessment. Seventy-six percent of the respondents supported the idea of incorporating animated videos as instructional aids for teaching pharmaceutics. Students' performance on the formative assessment in 2014 and 2015 improved significantly compared to the performance of students in 2013 whose lectures did not include animated videos as instructional aids. Conclusions. Implementing animated videos of oral solid dosage form manufacturing as instructional aids resulted in improved student learning and favorable student perceptions about the instructional approach. Therefore, use of animated videos can be incorporated in pharmaceutics teaching to enhance visual learning.

The Use of Animated Videos to Illustrate Oral Solid Dosage Form Manufacturing in a Pharmaceutics Course

PubMed Central

Roberson, Charles

2016-01-01

Objective. To evaluate the impact of animated videos of oral solid dosage form manufacturing as visual instructional aids on pharmacy students’ perception and learning. Design. Data were obtained using a validated, paper-based survey instrument designed to evaluate the effectiveness, appeal, and efficiency of the animated videos in a pharmaceutics course offered in spring 2014 and 2015. Basic demographic data were also collected and analyzed. Assessment data at the end of pharmaceutics course was collected for 2013 and compared with assessment data from 2014, and 2015. Assessment. Seventy-six percent of the respondents supported the idea of incorporating animated videos as instructional aids for teaching pharmaceutics. Students’ performance on the formative assessment in 2014 and 2015 improved significantly compared to the performance of students in 2013 whose lectures did not include animated videos as instructional aids. Conclusions. Implementing animated videos of oral solid dosage form manufacturing as instructional aids resulted in improved student learning and favorable student perceptions about the instructional approach. Therefore, use of animated videos can be incorporated in pharmaceutics teaching to enhance visual learning. PMID:27899837

An Observational Study of the Lecture Delivery Style Characteristics of High and Low Rated Lectures.

ERIC Educational Resources Information Center

Albanese, Mark A.; And Others

This study identifies distinguishing differences in lecture delivery styles of lecturers rated by students in a large multi-instructor course: the Introduction to Clinical Medicine Course (ICM). The 20 lowest- and highest-rated lecturers of the 1982 and 1983 ICM courses served as the target group. Non-student raters observing the 1984 lectures…

Comparative analysis of video processing and 3D rendering for cloud video games using different virtualization technologies

NASA Astrophysics Data System (ADS)

Bada, Adedayo; Alcaraz-Calero, Jose M.; Wang, Qi; Grecos, Christos

2014-05-01

This paper describes a comprehensive empirical performance evaluation of 3D video processing employing the physical/virtual architecture implemented in a cloud environment. Different virtualization technologies, virtual video cards and various 3D benchmarks tools have been utilized in order to analyse the optimal performance in the context of 3D online gaming applications. This study highlights 3D video rendering performance under each type of hypervisors, and other factors including network I/O, disk I/O and memory usage. Comparisons of these factors under well-known virtual display technologies such as VNC, Spice and Virtual 3D adaptors reveal the strengths and weaknesses of the various hypervisors with respect to 3D video rendering and streaming.

Hierarchical event selection for video storyboards with a case study on snooker video visualization.

PubMed

Parry, Matthew L; Legg, Philip A; Chung, David H S; Griffiths, Iwan W; Chen, Min

2011-12-01

Video storyboard, which is a form of video visualization, summarizes the major events in a video using illustrative visualization. There are three main technical challenges in creating a video storyboard, (a) event classification, (b) event selection and (c) event illustration. Among these challenges, (a) is highly application-dependent and requires a significant amount of application specific semantics to be encoded in a system or manually specified by users. This paper focuses on challenges (b) and (c). In particular, we present a framework for hierarchical event representation, and an importance-based selection algorithm for supporting the creation of a video storyboard from a video. We consider the storyboard to be an event summarization for the whole video, whilst each individual illustration on the board is also an event summarization but for a smaller time window. We utilized a 3D visualization template for depicting and annotating events in illustrations. To demonstrate the concepts and algorithms developed, we use Snooker video visualization as a case study, because it has a concrete and agreeable set of semantic definitions for events and can make use of existing techniques of event detection and 3D reconstruction in a reliable manner. Nevertheless, most of our concepts and algorithms developed for challenges (b) and (c) can be applied to other application areas. © 2010 IEEE

Video Discs in Libraries.

ERIC Educational Resources Information Center

Barker, Philip

1986-01-01

Discussion of developments in information storage technology likely to have significant impact upon library utilization focuses on hardware (videodisc technology) and software developments (knowledge databases; computer networks; database management systems; interactive video, computer, and multimedia user interfaces). Three generic computer-based…

A contourlet transform based algorithm for real-time video encoding

NASA Astrophysics Data System (ADS)

Katsigiannis, Stamos; Papaioannou, Georgios; Maroulis, Dimitris

2012-06-01

In recent years, real-time video communication over the internet has been widely utilized for applications like video conferencing. Streaming live video over heterogeneous IP networks, including wireless networks, requires video coding algorithms that can support various levels of quality in order to adapt to the network end-to-end bandwidth and transmitter/receiver resources. In this work, a scalable video coding and compression algorithm based on the Contourlet Transform is proposed. The algorithm allows for multiple levels of detail, without re-encoding the video frames, by just dropping the encoded information referring to higher resolution than needed. Compression is achieved by means of lossy and lossless methods, as well as variable bit rate encoding schemes. Furthermore, due to the transformation utilized, it does not suffer from blocking artifacts that occur with many widely adopted compression algorithms. Another highly advantageous characteristic of the algorithm is the suppression of noise induced by low-quality sensors usually encountered in web-cameras, due to the manipulation of the transform coefficients at the compression stage. The proposed algorithm is designed to introduce minimal coding delay, thus achieving real-time performance. Performance is enhanced by utilizing the vast computational capabilities of modern GPUs, providing satisfactory encoding and decoding times at relatively low cost. These characteristics make this method suitable for applications like video-conferencing that demand real-time performance, along with the highest visual quality possible for each user. Through the presented performance and quality evaluation of the algorithm, experimental results show that the proposed algorithm achieves better or comparable visual quality relative to other compression and encoding methods tested, while maintaining a satisfactory compression ratio. Especially at low bitrates, it provides more human-eye friendly images compared to

Problem-based learning within endocrine physiology lectures.

PubMed

Walters, M R

2001-12-01

Methods were needed to improve the interest of medical students in the 10-lecture Endocrine Physiology block at the end of the second semester of study. Other incentives for improvement included the possibility of attracting students into endocrine research electives and the pressure to improve teaching approaches that results from the high tuition they pay. The principal approach adopted was that of whole class problem-based learning sessions (PBLS) in which the lecture period begins with a brief overview of one to three simplified cases, followed by the usual didactic lecture. At the end of the lecture, each PBL case is read in detail, with several questions posed to the students. Their answers are then used to reinforce concepts from the lecture material. This method can also provide some continuity between lectures, either by using a case in several lectures to illustrate different points, or by posing a question at the beginning of class that illustrates a point from the prior lecture. The outcome of this approach has been very successful: student evaluations of the lecture block and their attendance have significantly improved.

An economic evaluation of a video- and text-based computer-tailored intervention for smoking cessation: a cost-effectiveness and cost-utility analysis of a randomized controlled trial.

PubMed

Stanczyk, Nicola E; Smit, Eline S; Schulz, Daniela N; de Vries, Hein; Bolman, Catherine; Muris, Jean W M; Evers, Silvia M A A

2014-01-01

Although evidence exists for the effectiveness of web-based smoking cessation interventions, information about the cost-effectiveness of these interventions is limited. The study investigated the cost-effectiveness and cost-utility of two web-based computer-tailored (CT) smoking cessation interventions (video- vs. text-based CT) compared to a control condition that received general text-based advice. In a randomized controlled trial, respondents were allocated to the video-based condition (N = 670), the text-based condition (N = 708) or the control condition (N = 721). Societal costs, smoking status, and quality-adjusted life years (QALYs; EQ-5D-3L) were assessed at baseline, six-and twelve-month follow-up. The incremental costs per abstinent respondent and per QALYs gained were calculated. To account for uncertainty, bootstrapping techniques and sensitivity analyses were carried out. No significant differences were found in the three conditions regarding demographics, baseline values of outcomes and societal costs over the three months prior to baseline. Analyses using prolonged abstinence as outcome measure indicated that from a willingness to pay of €1,500, the video-based intervention was likely to be the most cost-effective treatment, whereas from a willingness to pay of €50,400, the text-based intervention was likely to be the most cost-effective. With regard to cost-utilities, when quality of life was used as outcome measure, the control condition had the highest probability of being the most preferable treatment. Sensitivity analyses yielded comparable results. The video-based CT smoking cessation intervention was the most cost-effective treatment for smoking abstinence after twelve months, varying the willingness to pay per abstinent respondent from €0 up to €80,000. With regard to cost-utility, the control condition seemed to be the most preferable treatment. Probably, more time will be required to assess changes in quality of life

Utility of Characterizing and Monitoring Suspected Underground Nuclear Sites with VideoSAR

NASA Astrophysics Data System (ADS)

Dauphin, S. M.; Yocky, D. A.; Riley, R.; Calloway, T. M.; Wahl, D. E.

2016-12-01

Sandia National Laboratories proposed using airborne synthetic aperture RADAR (SAR) collected in VideoSAR mode to characterize the Underground Nuclear Explosion Signature Experiment (UNESE) test bed site at the Nevada National Security Site (NNSS). The SNL SAR collected airborne, Ku-band (16.8 GHz center frequency), 0.2032 meter ground resolution over NNSS in August 2014 and X-band (9.6 GHz), 0.1016 meter ground resolution fully-polarimetric SAR in April 2015. This paper reports the findings of processing and exploiting VideoSAR for creating digital elevation maps, detecting cultural artifacts and exploiting full-circle polarimetric signatures. VideoSAR collects a continuous circle of phase history data, therefore, imagery can be formed over the 360-degrees of the site. Since the Ku-band VideoSAR had two antennas suitable for interferometric digital elevation mapping (DEM), DEMs could be generated over numerous aspect angles, filling in holes created by targets with height by imaging from all sides. Also, since the X-band VideoSAR was fully-polarimetric, scattering signatures could be gleaned from all angles also. Both of these collections can be used to find man-made objects and changes in elevation that might indicate testing activities. VideoSAR provides a unique, coherent measure of ground objects allowing one to create accurate DEMS, locate man-made objects, and identify scattering signatures via polarimetric exploitation. Sandia National Laboratories is a multi-program laboratory managed and operated by Sandia Corporation, a wholly owned subsidiary of Lockheed Martin Corporation, for the U.S. Department of Energy's National Nuclear Security Administration under contract DE-AC04-94AL85000. The authors would like to thank the National Nuclear Security Administration, Defense Nuclear Nonproliferation Research and Development, for sponsoring this work. We would also like to thank the Underground Nuclear Explosion Signatures Experiment team, a multi

Lectures on combustion theory

DOE Office of Scientific and Technical Information (OSTI.GOV)

Burstein, S.Z.; Lax, P.D.; Sod, G.A.

1978-09-01

Eleven lectures are presented on mathematical aspects of combustion: fluid dynamics, deflagrations and detonations, chemical kinetics, gas flows, combustion instability, flame spread above solids, spark ignition engines, burning rate of coal particles and hydrocarbon oxidation. Separate abstracts were prepared for three of the lectures. (DLC)

Environmental GeoSciences Lectures and Transversal Public Workshops

NASA Astrophysics Data System (ADS)

Redondo, J. M.; Redondo, A.; Babiano, A.

2010-05-01

Co/organized by the Campus Universitari de la Mediterrania, which is a consortium between the City hall of Vilanova i la Geltru, The Universitat Politecnica de Catalunya and the Generalitat. A series of high level workshops and summer schools have been used to prepare specific, hands on science and scientific, divulgation material aimed at different types of public. Some of the most attractive topics in geosciences, prepared by well established scientists in collaboration with primary and secondary school teachers are used to stimulate science and environmental topics in the clasroom. A collection of CDs with lectures, videos and experimental visual results cover a wide range of topics such as: Cloud shape analysis, Cetacean Acoustics, Turbulence, Soil percolation, Dynamic Oceanograpy, Oil Pollution, Solar Physics, Rainbows and colour, Snail shell structure, etc.. Some of the most popular themes are chosen, studied and presented by the diferent aged pupils from local schools.

Legends Lecture Series III

NASA Image and Video Library

2011-07-27

Marina Benigno (far right) at Stennis Space Center, welcomes former administrative assistants and secretaries to the third Legends Lecture Series session. Lecture participants spoke about their work experiences with Stennis directors and deputy directors. Panel participants included Janet Austill (l to r), Mary Lou Matthews, Helen Paul, Wanda Howard, Ann Westendorf and Mary Gene Dick. Austill, Howard and Westendorf all worked with center directors during their Stennis careers. Dick, Matthews and Paul served with deputy directors at Stennis. The Legends Lecture Series is part of a yearlong celebration of the 50th anniversary of Stennis Space Center.

Design considerations to improve cognitive ergonomic issues of unmanned vehicle interfaces utilizing video game controllers.

PubMed

Oppold, P; Rupp, M; Mouloua, M; Hancock, P A; Martin, J

2012-01-01

Unmanned (UAVs, UCAVs, and UGVs) systems still have major human factors and ergonomic challenges related to the effective design of their control interface systems, crucial to their efficient operation, maintenance, and safety. Unmanned system interfaces with a human centered approach promote intuitive interfaces that are easier to learn, and reduce human errors and other cognitive ergonomic issues with interface design. Automation has shifted workload from physical to cognitive, thus control interfaces for unmanned systems need to reduce mental workload on the operators and facilitate the interaction between vehicle and operator. Two-handed video game controllers provide wide usability within the overall population, prior exposure for new operators, and a variety of interface complexity levels to match the complexity level of the task and reduce cognitive load. This paper categorizes and provides taxonomy for 121 haptic interfaces from the entertainment industry that can be utilized as control interfaces for unmanned systems. Five categories of controllers were based on the complexity of the buttons, control pads, joysticks, and switches on the controller. This allows the selection of the level of complexity needed for a specific task without creating an entirely new design or utilizing an overly complex design.

Video requirements for materials processing experiments in the space station US laboratory

NASA Technical Reports Server (NTRS)

Baugher, Charles R.

1989-01-01

Full utilization of the potential of the materials research on the Space Station can be achieved only if adequate means are available for interactive experimentation between the science facilities and ground-based investigators. Extensive video interfaces linking these three elements are the only alternative for establishing a viable relation. Because of the limit in the downlink capability, a comprehensive complement of on-board video processing, and video compression is needed. The application of video compression will be an absolute necessity since it's effectiveness will directly impact the quantity of data which will be available to ground investigator teams, and their ability to review the effects of process changes and the experiment progress. Video data compression utilization on the Space Station is discussed.

Live broadcast lectures on complete denture prosthodontics at Tokyo Medical and Dental University: comparison of two years.

PubMed

Iwaki, Maiko; Kanazawa, Manabu; Sunaga, Masayo; Kinoshita, Atsuhiro; Minakuchi, Shunsuke

2013-03-01

A live broadcasting system was developed as part of dental education with Information and Communication Technology (ICT) at Tokyo Medical and Dental University. The purpose of this study was to utilize this system in complete denture prosthodontics, especially for the procedure of making a definitive impression with custom tray border molding in edentulous patients, and to evaluate its effectiveness. Live broadcast lectures on complete denture prosthodontics were given to fourth-year students in 2009 (fifty-nine students) and in 2010 (sixty-five students). To evaluate this lecture, a questionnaire was distributed to the students and faculty members after the lecture. Almost all the students and faculty members rated the lecture as good. Students commented that the lecture was "intelligible," "inspiring," "improved understanding," "good because they could ask questions in real time," "helped to know the actual time," "good for all the students to see the same case," and "close to real experience and induced a sense of tension." The results of this study suggested that a live broadcast lecture would help students experience the real clinical situation and aid in teaching complete denture prosthodontics.

Video self-modeling in children with autism: a pilot study validating prerequisite skills and extending the utilization of VSM across skill sets.

PubMed

Williamson, Robert L; Casey, Laura B; Robertson, Janna Siegel; Buggey, Tom

2013-01-01

Given the recent interest in the use of video self-modeling (VSM) to provide instruction within iPod apps and other pieces of handheld mobile assistive technologies, investigating appropriate prerequisite skills for effective use of this intervention is particularly timely and relevant. To provide additional information regarding the efficacy of VSM for students with autism and to provide insights into any possible prerequisite skills students may require for such efficacy, the authors investigated the use of VSM in increasing the instances of effective initiations of interpersonal greetings for three students with autism that exhibited different pre-intervention abilities. Results showed that only one of the three participants showed an increase in self-initiated greetings following the viewing of videos edited to show each participant self-modeling a greeting when entering his or her classroom. Due to the differences in initial skill sets between the three children, this finding supports anecdotally observed student prerequisite abilities mentioned in previous studies that may be required to effectively utilize video based teaching methods.

Transforming a large-class lecture course to a smaller-group interactive course.

PubMed

Persky, Adam M; Pollack, Gary M

2010-11-10

To transition a large pharmacokinetics course that was delivered using a traditional lecture format into a smaller-group course with a discussion format. An e-book and Web-based multimedia learning modules were utilized to facilitate students' independent learning which allowed the number of classes they were required to attend to be reduced from 3 to 1 per week. Students were assigned randomly to 1 of 3 weekly class sessions. The majority of lecture time was replaced with active-learning activities including discussion, problem solving, and case studies to encourage higher-order learning. Changes in course delivery were assessed over a 4-year period by comparing students' grades and satisfaction ratings on course evaluations. Although student satisfaction with the course did not improve significantly, students preferred the smaller-group setting to a large lecture-based class. The resources and activities designed to shift responsibility for learning to the students did not affect examination grades even though a larger portion of examination questions focused on higher orders of learning (eg, application) in the smaller-group format. Transitioning to a smaller-group discussion format is possible in a pharmacokinetics course by increasing student accountability for acquiring factual content outside of the classroom. Students favored the smaller-class format over a large lecture-based class.

Online Lecture Recordings and Lecture Attendance: Investigating Student Preferences in a Large First Year Psychology Course

ERIC Educational Resources Information Center

Yeung, Alexandra; Raju, Sadhana; Sharma, Manjula D.

2016-01-01

While blended learning has been around for some time, the interplay between lecture recordings, lecture attendance and grades needs further examination particularly for large cohorts of over 1,000 students in 500 seat lecture theatres. This paper reports on such an investigation with a cohort of 1,450 first year psychology students' who indicated…

The Use of Recorded Lectures in Education and the Impact on Lecture Attendance and Exam Performance

ERIC Educational Resources Information Center

Bos, Nynke; Groeneveld, Caspar; van Bruggen, Jan; Brand-Gruwel, Saskia

2016-01-01

Universities increasingly record lectures and make them available online for students. Though the technology to record these lectures is now solidly implemented and embedded in many institutions, the impact of the usage of recorded lectures on exam performance is not clear. The purpose of the current study is to address the use of recorded…

Explicit constructivism: a missing link in ineffective lectures?

PubMed

Prakash, E S

2010-06-01

This study tested the possibility that interactive lectures explicitly based on activating learners' prior knowledge and driven by a series of logical questions might enhance the effectiveness of lectures. A class of 54 students doing the respiratory system course in the second year of the Bachelor of Medicine and Bachelor of Surgery program in my university was randomized to two groups to receive one of two types of lectures, "typical" lectures (n = 28, 18 women and 10 men) or "constructivist" lectures (n = 26, 19 women and 7 men), on the same topic: the regulation of respiration. Student pretest scores in the two groups were comparable (P > 0.1). Students that received the constructivist lectures did much better in the posttest conducted immediately after the lectures (6.8 +/- 3.4 for constructivist lectures vs. 4.2 +/- 2.3 for typical lectures, means +/- SD, P = 0.004). Although both types of lectures were well received, students that received the constructivist lectures appeared to have been more satisfied with their learning experience. However, on a posttest conducted 4 mo later, scores obtained by students in the two groups were not any different (6.9 +/- 3 for constructivist lectures vs. 6.9 +/- 3.7 for typical lectures, P = 0.94). This study adds to the increasing body of evidence that there is a case for the use of interactive lectures that make the construction of knowledge and understanding explicit, easy, and enjoyable to learners.

[Development of Web-based multimedia content for a physical examination and health assessment course].

PubMed

Oh, Pok-Ja; Kim, Il-Ok; Shin, Sung-Rae; Jung, Hoe-Kyung

2004-10-01

This study was to develop Web-based multimedia content for Physical Examination and Health Assessment. The multimedia content was developed based on Jung's teaching and learning structure plan model, using the following 5 processes : 1) Analysis Stage, 2) Planning Stage, 3) Storyboard Framing and Production Stage, 4) Program Operation Stage, and 5) Final Evaluation Stage. The web based multimedia content consisted of an intro movie, main page and sub pages. On the main page, there were 6 menu bars that consisted of Announcement center, Information of professors, Lecture guide, Cyber lecture, Q&A, and Data centers, and a site map which introduced 15 week lectures. In the operation of web based multimedia content, HTML, JavaScript, Flash, and multimedia technology (Audio and Video) were utilized and the content consisted of text content, interactive content, animation, and audio & video. Consultation with the experts in context, computer engineering, and educational technology was utilized in the development of these processes. Web-based multimedia content is expected to offer individualized and tailored learning opportunities to maximize and facilitate the effectiveness of the teaching and learning process. Therefore, multimedia content should be utilized concurrently with the lecture in the Physical Examination and Health Assessment classes as a vital teaching aid to make up for the weakness of the face-to- face teaching-learning method.

Improving Lecture Quality through Training in Public Speaking

ERIC Educational Resources Information Center

Mowbray, Robert; Perry, Laura B.

2015-01-01

Lecturing is a common instructional format but poor lecturing skills can detract from students' learning experiences and outcomes. As lecturing is essentially a form of public communication, training in public speaking may improve lecture quality. Twelve university lecturers in Malaysia participated in a six-week public speaking skills training…

Diamond Anniversary Lecture Series.

ERIC Educational Resources Information Center

Adams, Dewey A.; And Others

This document contains the texts of four lectures that were presented as part of a series commemorating the 75th anniversary of Ohio State University's Department of Agricultural Education. The first lecture, "The Conceptualization Process and Vocational Education Management," (Dewey A. Adams) discusses a five-step management behavior approach for…

Paramedic student performance: comparison of online with on-campus lecture delivery methods.

PubMed

Hubble, Michael W; Richards, Michael E

2006-01-01

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. 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. 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. 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

Web-Based Interactive Video Vignettes Create a Personalized Active Learning Classroom for Introducing Big Ideas in Introductory Biology

ERIC Educational Resources Information Center

Wright, L. Kate; Newman, Dina L.; Cardinale, Jean A.; Teese, Robert

2016-01-01

The typical "flipped classroom" delivers lecture material in video format to students outside of class in order to make space for active learning in class. But why give students passive material at all? We are developing a set of high-quality online educational materials that promote active, hands-on science learning to aid in teaching…

Using "Making Sense of Climate Science Denial" MOOC videos in a college course

NASA Astrophysics Data System (ADS)

Schuenemann, K. C.; Cook, J.

2015-12-01

The Massive Open Online Course (MOOC) "Denial101x: Making Sense of Climate Science Denial" teaches students to make sense of the science and respond to climate change denial. The course is made up of a series of short, myth-debunking lecture videos that can be strategically used in college courses. The videos and the visuals within have proven a great resource for an introductory college level climate change course. Methods for using the videos in both online and in-classroom courses will be presented, as well as student reactions and learning from the videos. The videos introduce and explain a climate science topic, then paraphrase a common climate change myth, explain why the myth is wrong by identifying the characteristic of climate denial used, and concludes by reinforcing the correct science. By focusing on common myths, the MOOC has made an archive of videos that can be used by anyone in need of a 5-minute response to debunk a myth. By also highlighting five characteristics of climate denial: fake experts, logical fallacies, impossible expectations, cherry picking, and conspiracy theories (FLICC), the videos also teach the viewer the skills they need to critically examine myths they may encounter in the real world on a variety of topics. The videos also include a series of expert scientist interviews that can be used to drive home points, as well as put some faces to the science. These videos are freely available outside of the MOOC and can be found under the relevant "Most used climate myths" section on the skepticalscience.com webpage, as well as directly on YouTube. Discover ideas for using videos in future courses, regardless of discipline.

Technical and economic feasibility of integrated video service by satellite

NASA Technical Reports Server (NTRS)

Price, K. M.; Kwan, R. K.; White, L. W.; Garlow, R. K.; Henderson, T. R.

1992-01-01

A feasibility study is presented of utilizing modern satellite technology, or more advanced technology, to create a cost-effective, user-friendly, integrated video service, which can provide videophone, video conference, or other equivalent wideband service on demand. A system is described that permits a user to select a desired audience and establish the required links similar to arranging a teleconference by phone. Attention is given to video standards, video traffic scenarios, satellite system architecture, and user costs.

"Espanol para ti": A Video Program That Works.

ERIC Educational Resources Information Center

Steele, Elena; Johnson, Holly

2000-01-01

Describes the development of "Espanol para ti," a video program for teaching Spanish at the elementary school level. The program was designed for use in Clark County, Nevada elementary schools and is taught by a certified Spanish teacher via video twice a week, utilizing comprehensible input through visuals, games, and songs that are conducive to…

Electronic voting to encourage interactive lectures: a randomised trial

PubMed Central

2007-01-01

Background Electronic Voting Systems have been used for education in a variety of disciplines. Outcomes from these studies have been mixed. Because results from these studies have been mixed, we examined whether an EVS system could enhance a lecture's effect on educational outcomes. Methods A cohort of 127 Year 5 medical students at the University of Adelaide was stratified by gender, residency status and academic record then randomised into 2 groups of 64 and 63 students. Each group received consecutive 40-minute lectures on two clinical topics. One group received the EVS for both topics. The other group received traditional teaching only. Evaluation was undertaken with two, 15-question multiple-choice questionnaires (MCQ) assessing knowledge and problem solving and undertaken as a written paper immediately before and after the lectures and repeated online 8–12 weeks later. Standardised institutional student questionnaires were completed for each lecture and independent observers assessed student behaviour during the lectures. Lecturer's opinions were assessed by a questionnaire developed for this study. Results Two-thirds of students randomised to EVS and 59% of students randomised to traditional lectures attended. One-half of the students in the EVS group and 41% in the traditional group completed all questionnaires. There was no difference in MCQ scores between EVS and traditional lectures (p = 0.785). The cervical cancer lectures showed higher student ranking in favour of EVS in all parameters. The breast cancer lectures showed higher ranking in favour of traditional lectures in 5 of 7 parameters (p < 0.001). The observed higher-order lecturer-students interactions were increased in the EVS lecture for one lecturer and reduced for the other. Both lecturers felt that the EVS lectures were difficult to prepare, that they were able to keep to time in the traditional lectures, that the educational value of both lecture styles was similar, and that they were

Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

PubMed Central

Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

2016-01-01

Objectives The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. Methods A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Results Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome.  Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. Conclusions By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize ‘student passivity’ as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes. PMID:26897012

A study on evacuation time from lecture halls in Faculty of Engineering, Universiti Putra Malaysia

NASA Astrophysics Data System (ADS)

Othman, W. N. A. W.; Tohir, M. Z. M.

2018-04-01

An evacuation situation in any building involves many risks. The geometry of building and high potential of occupant load may affect the efficiency of evacuation process. Although fire safety rules and regulations exist, they remain insufficient to guarantee the safety of all building occupants and do not prevent the dramatic events to be repeated. The main objective of this project is to investigate the relationship between the movement time, travel speed and occupant density during a series of evacuation drills specifically for lecture halls. Generally, this study emphasizes on the movement of crowd within a limited space and includes the aspects of human behaviour. A series of trial evacuations were conducted in selected lecture halls at Faculty of Engineering, Universiti Putra Malaysia with the aim of collecting actual data for numerical analysis. The numerical data obtained during trial evacuations were used to determine the evacuation time, crowd movement and behaviour during evacuation process particularly for lecture halls. The evacuation time and number of occupants exiting from each exit were recorded. Video camera was used to record and observe the movement behaviour of occupants during evacuations. EvacuatioNZ was used to simulate the trials evacuations of DK 5 and the results predicted were compared with experimental data. EvacuatioNZ was also used to predict the evacuation time and the flow of occupants exiting from each door for DK 4 and DK 8.

Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

PubMed

Lochner, Lukas; Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

2016-02-21

The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome. Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize 'student passivity' as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes.

Development of the cardiovascular system: an interactive video computer program.

PubMed Central

Smolen, A. J.; Zeiset, G. E.; Beaston-Wimmer, P.

1992-01-01

The major aim of this project is to provide interactive video computer based courseware that can be used by the medical student and others to supplement his or her learning of this very important aspect of basic biomedical education. Embryology is a science that depends on the ability of the student to visualize dynamic changes in structure which occur in four dimensions--X, Y, Z, and time. Traditional didactic methods, including lectures employing photographic slides and laboratories employing histological sections, are limited to two dimensions--X and Y. The third spatial dimension and the dimension of time cannot be readily illustrated using these methods. Computer based learning, particularly when used in conjunction with interactive video, can be used effectively to illustrate developmental processes in all four dimensions. This methodology can also be used to foster the critical skills of independent learning and problem solving. PMID:1483013

An unsupervised method for summarizing egocentric sport videos

NASA Astrophysics Data System (ADS)

Habibi Aghdam, Hamed; Jahani Heravi, Elnaz; Puig, Domenec

2015-12-01

People are getting more interested to record their sport activities using head-worn or hand-held cameras. This type of videos which is called egocentric sport videos has different motion and appearance patterns compared with life-logging videos. While a life-logging video can be defined in terms of well-defined human-object interactions, notwithstanding, it is not trivial to describe egocentric sport videos using well-defined activities. For this reason, summarizing egocentric sport videos based on human-object interaction might fail to produce meaningful results. In this paper, we propose an unsupervised method for summarizing egocentric videos by identifying the key-frames of the video. Our method utilizes both appearance and motion information and it automatically finds the number of the key-frames. Our blind user study on the new dataset collected from YouTube shows that in 93:5% cases, the users choose the proposed method as their first video summary choice. In addition, our method is within the top 2 choices of the users in 99% of studies.

Virtual Lecture Hall for In-Class and Online Sections: A Comparison of Utilization, Perceptions, and Benefits

ERIC Educational Resources Information Center

Cramer, Kenneth M.; Collins, Kandice R.; Snider, Don; Fawcett, Graham

2006-01-01

We further evaluated the Virtual Lecture Hall (VLH) (Cramer, Collins, Snider, & Fawcett, in press), an instructional computer-based platform to deliver PowerPoint slides threaded with audio clips for later review. Students from either an in-class or online section (ns = 810 and 74 respectively) of introductory psychology had access to live…

Privacy-protecting video surveillance

NASA Astrophysics Data System (ADS)

Wickramasuriya, Jehan; Alhazzazi, Mohanned; Datt, Mahesh; Mehrotra, Sharad; Venkatasubramanian, Nalini

2005-02-01

Forms of surveillance are very quickly becoming an integral part of crime control policy, crisis management, social control theory and community consciousness. In turn, it has been used as a simple and effective solution to many of these problems. However, privacy-related concerns have been expressed over the development and deployment of this technology. Used properly, video cameras help expose wrongdoing but typically come at the cost of privacy to those not involved in any maleficent activity. This work describes the design and implementation of a real-time, privacy-protecting video surveillance infrastructure that fuses additional sensor information (e.g. Radio-frequency Identification) with video streams and an access control framework in order to make decisions about how and when to display the individuals under surveillance. This video surveillance system is a particular instance of a more general paradigm of privacy-protecting data collection. In this paper we describe in detail the video processing techniques used in order to achieve real-time tracking of users in pervasive spaces while utilizing the additional sensor data provided by various instrumented sensors. In particular, we discuss background modeling techniques, object tracking and implementation techniques that pertain to the overall development of this system.

Use of Case-Based or Hands-On Laboratory Exercises with Physiology Lectures Improves Knowledge Retention, but Veterinary Medicine Students Prefer Case-Based Activities

ERIC Educational Resources Information Center

McFee, Renee M.; Cupp, Andrea S.; Wood, Jennifer R.

2018-01-01

Didactic lectures are prevalent in physiology courses within veterinary medicine programs, but more active learning methods have also been utilized. Our goal was to identify the most appropriate learning method to augment the lecture component of our physiology course. We hypothesized that case-based learning would be well received by students and…

Video diaries on social media: Creating online communities for geoscience research and education

NASA Astrophysics Data System (ADS)

Tong, V.

2013-12-01

Making video clips is an engaging way to learn and teach geoscience. As smartphones become increasingly common, it is relatively straightforward for students to produce ';video diaries' by recording their research and learning experience over the course of a science module. Instead of keeping the video diaries for themselves, students may use the social media such as Facebook for sharing their experience and thoughts. There are some potential benefits to link video diaries and social media in pedagogical contexts. For example, online comments on video clips offer useful feedback and learning materials to the students. Students also have the opportunity to engage in geoscience outreach by producing authentic scientific contents at the same time. A video diary project was conducted to test the pedagogical potential of using video diaries on social media in the context of geoscience outreach, undergraduate research and teaching. This project formed part of a problem-based learning module in field geophysics at an archaeological site in the UK. The project involved i) the students posting video clips about their research and problem-based learning in the field on a daily basis; and ii) the lecturer building an online outreach community with partner institutions. In this contribution, I will discuss the implementation of the project and critically evaluate the pedagogical potential of video diaries on social media. My discussion will focus on the following: 1) Effectiveness of video diaries on social media; 2) Student-centered approach of producing geoscience video diaries as part of their research and problem-based learning; 3) Learning, teaching and assessment based on video clips and related commentaries posted on Facebook; and 4) Challenges in creating and promoting online communities for geoscience outreach through the use of video diaries. I will compare the outcomes from this study with those from other pedagogical projects with video clips on geoscience, and

Telecommunication Support System Using Keywords and Their Relevant Information in Videoconferencing — Presentation Method for Keeping Audience's Concentration at Distance Lectures

NASA Astrophysics Data System (ADS)

Asai, Kikuo; Kondo, Kimio; Kobayashi, Hideaki; Saito, Fumihiko

We developed a prototype system to support telecommunication by using keywords selected by the speaker in a videoconference. In the traditional presentation style, a speaker talks and uses audiovisual materials, and the audience at remote sites looks at these materials. Unfortunately, the audience often loses concentration and attention during the talk. To overcome this problem, we investigate a keyword presentation style, in which the speaker holds keyword cards that enable the audience to see additional information. Although keyword captions were originally intended for use in video materials for learning foreign languages, they can also be used to improve the quality of distance lectures in videoconferences. Our prototype system recognizes printed keywords in a video image at a server, and transfers the data to clients as multimedia functions such as language translation, three-dimensional (3D) model visualization, and audio reproduction. The additional information is collocated to the keyword cards in the display window, thus forming a spatial relationship between them. We conducted an experiment to investigate the properties of the keyword presentation style for an audience. The results suggest the potential of the keyword presentation style for improving the audience's concentration and attention in distance lectures by providing an environment that facilitates eye contact during videoconferencing.

Pre-service teachers' knowledge of phonemic awareness: relationship to perceived knowledge, self-efficacy beliefs, and exposure to a multimedia-enhanced lecture.

PubMed

Martinussen, Rhonda; Ferrari, Julia; Aitken, Madison; Willows, Dale

2015-10-01

This study examined the relations among perceived and actual knowledge of phonemic awareness (PA), exposure to PA instruction during practicum, and self-efficacy for teaching PA in a sample of 54 teacher candidates (TCs) enrolled in a 1-year Bachelor of Education program in a Canadian university. It also assessed the effects of a brief multimedia-enhanced lecture on TCs' actual knowledge of PA and efficacy ratings. Prior to the lecture, teacher candidates' scores on the PA assessment were relatively low with a mean percentage correct of 56.3%. Actual knowledge was not significantly correlated with perceived knowledge or self-efficacy ratings. Perceived knowledge was significantly and positively correlated with efficacy ratings and students' rating of their exposure to PA instruction during their practicum experience. A path analysis revealed that the relationship between exposure to PA instruction and self-efficacy beliefs was mediated by perceived knowledge controlling for actual knowledge and general prior experience working with young children. Analyses also revealed that TCs made significant gains in self-efficacy as well as actual knowledge when re-assessed after the lecture with a mean post-lecture score of 71.4%. Written feedback from the TCs indicated that the digital video clips included in the lecture provided clarity regarding the type of instructional practices that teachers could use to support phonemic awareness development in children. Implications for practice and future research on teacher preparation are discussed.

A Survey of First-Year Biology Student Opinions Regarding Live Lectures and Recorded Lectures as Learning Tools

ERIC Educational Resources Information Center

Simcock, D. C.; Chua, W. H.; Hekman, M.; Levin, M. T.; Brown, S.

2017-01-01

A cohort of first-year biology students was surveyed regarding their opinions and viewing habits for live and recorded lectures. Most respondents (87%) attended live lectures as a rule (attenders), with 66% attending more than two-thirds of the lectures. In contrast, only 52% accessed recordings and only 13% viewed more than two-thirds of the…

An Economic Evaluation of a Video- and Text-Based Computer-Tailored Intervention for Smoking Cessation: A Cost-Effectiveness and Cost-Utility Analysis of a Randomized Controlled Trial

PubMed Central

Stanczyk, Nicola E.; Smit, Eline S.; Schulz, Daniela N.; de Vries, Hein; Bolman, Catherine; Muris, Jean W. M.; Evers, Silvia M. A. A.

2014-01-01

Background Although evidence exists for the effectiveness of web-based smoking cessation interventions, information about the cost-effectiveness of these interventions is limited. Objective The study investigated the cost-effectiveness and cost-utility of two web-based computer-tailored (CT) smoking cessation interventions (video- vs. text-based CT) compared to a control condition that received general text-based advice. Methods In a randomized controlled trial, respondents were allocated to the video-based condition (N = 670), the text-based condition (N = 708) or the control condition (N = 721). Societal costs, smoking status, and quality-adjusted life years (QALYs; EQ-5D-3L) were assessed at baseline, six-and twelve-month follow-up. The incremental costs per abstinent respondent and per QALYs gained were calculated. To account for uncertainty, bootstrapping techniques and sensitivity analyses were carried out. Results No significant differences were found in the three conditions regarding demographics, baseline values of outcomes and societal costs over the three months prior to baseline. Analyses using prolonged abstinence as outcome measure indicated that from a willingness to pay of €1,500, the video-based intervention was likely to be the most cost-effective treatment, whereas from a willingness to pay of €50,400, the text-based intervention was likely to be the most cost-effective. With regard to cost-utilities, when quality of life was used as outcome measure, the control condition had the highest probability of being the most preferable treatment. Sensitivity analyses yielded comparable results. Conclusion The video-based CT smoking cessation intervention was the most cost-effective treatment for smoking abstinence after twelve months, varying the willingness to pay per abstinent respondent from €0 up to €80,000. With regard to cost-utility, the control condition seemed to be the most preferable treatment. Probably, more time will be

Lecture-Recording Technology in Higher Education: Exploring Lecturer and Student Views across the Disciplines

ERIC Educational Resources Information Center

Dona, Kulari Lokuge; Gregory, Janet; Pechenkina, Ekaterina

2017-01-01

This paper presents findings of an institutional case study investigating how students and lecturers experienced a new opt-out, fully integrated lecture-recording system which enabled audio and presentation screen capture. The study's focus is on how "traditional" students (generally characterised as young, enrolled full-time and…

Creation of a Web-Based Lecture Series for Psychiatry Clerkship Students: Initial Findings

ERIC Educational Resources Information Center

Martin, Vicki L.; Bennett, David S.

2004-01-01

Objective: In recent years, the trend in medical education has been to utilize clerkship settings outside the medical school. Subsequently, students rotate at distant sites from the main campus and have lectures of varying quantity and quality. The objective of the present study was to standardize the core didactic experience for students in the…

MO-DE-BRA-01: Flipped Physics Courses Within a Radiologic Technologist Program: Video Production and Long Term Outcomes

DOE Office of Scientific and Technical Information (OSTI.GOV)

Oshiro, T; Donaghy, M; Slechta, A

Purpose: To determine if the flipped class format has an effect on examination results for a radiologic technologist (RT) program and discuss benefits from creating video resources. Methods: From 2001–2015, students had taken both a radiological physics and quality control (QC) class as a part of their didactic training. In 2005/2006, the creation of videos of didactic lectures and QC test demonstrations allowed for a flip where content was studied at home while exercises and reviews were done in-class. Final examinations were retrospectively reviewed from this timeframe. 12 multiple choice physics questions (MCP) and 5 short answer QC questions (SAQC)more » were common to pre and post flip exams. The RT program’s ARRT exam scores were also obtained and compared to national averages. Results: In total, 36 lecture videos and 65 quality control videos were created for the flipped content. Data was ∼2.4GB and distributed to students via USB or CD media. For MCP questions, scores improved by 7.9% with the flipped format and significance (Student’s t-test, p<0.05) was found for 3 of the 12 questions. SAQC questions showed improvement by 14.6% and significance was found for 2 of the 5 questions. Student enrollment increased from ∼14 (2001–2004) to ∼23 students (2005–15). Content was continuously added post-flip due to the efficiency of delivery. The QC class in 2003 covered 45 test setups in-class while 65 were covered with video segments in 2014. Flipped materials are currently being repurposed. In 2015, this video content was restructured into an ARRT exam review guide and in 2016, the content was reorganized for fluoroscopy training for physicians. Conclusion: We believe that flipped classes can improve efficiency of content delivery and improve student performance even with an increase in class size. This format allows for flexibility in learning as well as re-use in multiple applications.« less

Lecturer on tour!

NASA Astrophysics Data System (ADS)

1998-11-01

Readers may recall the interview with Professor Peter Kalmus which appeared in the July issue of Physics Education and which indicated his latest role of lecturer for the 1998-9 Institute of Physics Schools and Colleges Lecture series. This year's lecture is entitled `Particles and the universe' and the tour was due to begin in St Andrews, Scotland, late in September. Professor Kalmus will be looking at various aspects of particle physics, quantum physics and relativity, and discussing how they reveal the secrets of the beginning of our universe. His own experience of working at CERN, the European centre for particle physics in Switzerland, as well as at other international research facilities will provide a unique insight into activity in one of the most exciting areas of physics. The talks are aimed at the 16-19 age group but members of the public are also welcome to attend. They will act as an opportunity to gain a sneak preview of the dynamic new topics that will soon feature in the A-level syllabus arising from the Institute's 16-19 project. Further details of attendance are available from the local organizers, a list of whom may be obtained from Catherine Wilson in the Education Department at the Institute of Physics, 76 Portland Place, London W1N 3DH (tel: 0171 470 4800, fax: 0171 470 4848). The published schedule (as of September) for the lecture series consists of the following: Dates

Layer-based buffer aware rate adaptation design for SHVC video streaming

NASA Astrophysics Data System (ADS)

Gudumasu, Srinivas; Hamza, Ahmed; Asbun, Eduardo; He, Yong; Ye, Yan

2016-09-01

This paper proposes a layer based buffer aware rate adaptation design which is able to avoid abrupt video quality fluctuation, reduce re-buffering latency and improve bandwidth utilization when compared to a conventional simulcast based adaptive streaming system. The proposed adaptation design schedules DASH segment requests based on the estimated bandwidth, dependencies among video layers and layer buffer fullness. Scalable HEVC video coding is the latest state-of-art video coding technique that can alleviate various issues caused by simulcast based adaptive video streaming. With scalable coded video streams, the video is encoded once into a number of layers representing different qualities and/or resolutions: a base layer (BL) and one or more enhancement layers (EL), each incrementally enhancing the quality of the lower layers. Such layer based coding structure allows fine granularity rate adaptation for the video streaming applications. Two video streaming use cases are presented in this paper. The first use case is to stream HD SHVC video over a wireless network where available bandwidth varies, and the performance comparison between proposed layer-based streaming approach and conventional simulcast streaming approach is provided. The second use case is to stream 4K/UHD SHVC video over a hybrid access network that consists of a 5G millimeter wave high-speed wireless link and a conventional wired or WiFi network. The simulation results verify that the proposed layer based rate adaptation approach is able to utilize the bandwidth more efficiently. As a result, a more consistent viewing experience with higher quality video content and minimal video quality fluctuations can be presented to the user.

Video: useful tool for delivering family planning messages.

PubMed

Sumarsono, S K

1985-10-01

In 1969, the Government of Indonesia declared that the population explosion was a national problem. The National Family Planning Program was consequently launched to encourage adoption of the ideal of a small, happy and prosperous family norm. Micro-approach messages are composed of the following: physiology of menstruation; reproductive process; healthy pregnancy; rational family planning; rational application of contraceptives; infant and child care; nutrition improvement; increase in breastfeeding; increase in family income; education in family life; family health; and deferred marriage age. Macro-approach messages include: the population problem and its impact on socioeconomic aspects; efforts to cope with the population problem; and improvement of women's lot. In utilizing the media and communication channels, the program encourages the implementation of units and working units of IEC to produce IEC materials; utilizes all possible existing media and IEC channels; maintains the consistent linkage between the activity of mass media and the IEC activities in the field; and encourages the private sector to participate in the production of IEC media and materials. A media production center was set up and carries out the following activities: producing video cassettes for tv broadcasts of family planning drama, family planning news, and tv spots; producing duplicates of the video cassettes for distribution to provinces in support of the video network; producing teaching materials for family planning workers; and transfering family planning films into video cassettes. A video network was developed and includes video monitors in family planning service points such as hospitals, family planning clinics and public places like bus stations. In 1985, the program will be expanded by 50 mobile information units equipped with video monitors. Video has potentials to increase the productivity and effectiveness of the family planning program. The video production process is

Evaluation of a university general education health and wellness course delivered by lecture or online.

PubMed

Hager, Ronald; George, James D; LeCheminant, James D; Bailey, Bruce W; Vincent, William J

2012-01-01

To assess a single-semester university general education (GE) health and wellness course influence on physical activity (PA) and dietary habits among university students and to compare the course delivered through lecture or online for these outcomes. A 15-week intervention with pre-post one-group design, allowing for comparative assessments in dietary and PA habits across time by delivery method (classroom lecture vs. online). A large Western university. Participants (n = 1638, female; n = 1333, male) were 82% university freshman or sophomores. Participants were required to take a GE health and wellness course either by classroom lecture or online. The lecture and online curriculum content were similar. Participation in the study was entirely voluntary and was not connected to course grade. PA and dietary outcomes were determined from questions used in the Behavioral Risk Factor Surveillance System survey and were assessed pre- and post-intervention. Other validated questions were used to assess fitness. The general linear model was utilized to determine group x period interactions when comparing the classroom lecture vs. online course. Students improved overall level of PA by 12%, daily minutes of moderate-intensity PA by 8%, and fitness level by 2%. Students improved fruit/vegetable consumption by 4%, bran/whole grain cereal consumption by 8%, and brown rice/whole wheat bread consumption by 11%. All improvements were statistically significant (p < .001) with percent values indicating the size of the effect. The classroom lecture course yielded stronger improvements in several PA and dietary outcomes than the online course. A single-semester university wellness course may positively influence multiple PA and dietary behaviors; however, classroom lecture may be superior to online delivery.

Repurposing traditional instructor-led lectures for continuing education: rewarding instructors as authors and maximizing return on investment.

PubMed

Rushinek, Avi; Rushinek, Sara; Lippincott, Christine; Ambrosia, Todd

2014-04-01

The aim of this article is to describe the repurposing of classroom video surveillance and on-screen archives (RCVSOSA) model, which is an innovative, technology-enabled approach to continuing education in nursing. The RCVSOSA model leverages network Internet-protocol, high-definition surveillance cameras to record videos of classroom lectures that can be automatically uploaded to the Internet or converted to DVD, either in their entirety or as content-specific modules, with the production work embedded in the technology. The proposed model supports health care continuing education through the use of online assessments for focused education modules, access to archived online recordings and DVD training courses, voice-to-text transcripts, and possibly continuing education modules that may be translated into multiple languages. Potential benefits of this model include increased access to educational modules for students, instant authorship, and financial compensation for instructors and their respective organizations.

The Use of Video-Taped Lectures and Web-Based Communications in Teaching: A Distance-Teaching and Cross-Atlantic Collaboration Experiment.

ERIC Educational Resources Information Center

Herder, P. M.; Subrahmanian, E.; Talukdar, S.; Turk, A. L.; Westerberg, A. W.

2002-01-01

Explains distance education approach applied to the 'Engineering Design Problem Formulation' course simultaneously at the Delft University of Technology (the Netherlands) and at Carnegie Mellon University (CMU, Pittsburgh, USA). Uses video taped lessons, video conferencing, electronic mails and web-accessible document management system LIRE in the…

Stylistic Variations in Science Lectures: Teaching Vocabulary.

ERIC Educational Resources Information Center

Jackson, Jane; Bilton, Linda

1994-01-01

Twenty lectures by native speaker geology lecturers to nonnative speaker students were transcribed, and 921 instances of vocabulary elaboration were coded into a computer database according to 20 linguistic features. Analysis revealed noticeable variation among lecturers in language range/technicality, vocabulary elaboration, signalling, and use…

Lecturing with a Virtual Whiteboard

NASA Astrophysics Data System (ADS)

Milanovic, Zoran

2006-09-01

Recent advances in computer technology, word processing software, and projection systems have made traditional whiteboard lecturing obsolete. Tablet personal computers connected to display projectors and running handwriting software have replaced the marker-on-whiteboard method of delivering a lecture. Since the notes can be saved into an electronic file, they can be uploaded to a class website to be perused by the students later. This paper will describe the author's experiences in using this new technology to deliver physics lectures at an engineering school. The benefits and problems discovered will be reviewed and results from a survey of student opinions will be discussed.

Utilizing Twitter for Concept Learning

ERIC Educational Resources Information Center

Buzzelli, Armand; Holdan, E. Gregory; Rota, Daniel; McCarthy, John

2016-01-01

Despite the perception that face-to-face classrooms provide speaking opportunities, studies by Fassinger (1995), Nunn (1996), and Weimer (2013) have conveyed that there is limited interaction in a traditional college lecture setting. Social media networks such as Twitter provide an opportunity for instructors to utilize popular mobile technology…

Automatic Association of Chats and Video Tracks for Activity Learning and Recognition in Aerial Video Surveillance

PubMed Central

Hammoud, Riad I.; Sahin, Cem S.; Blasch, Erik P.; Rhodes, Bradley J.; Wang, Tao

2014-01-01

We describe two advanced video analysis techniques, including video-indexed by voice annotations (VIVA) and multi-media indexing and explorer (MINER). VIVA utilizes analyst call-outs (ACOs) in the form of chat messages (voice-to-text) to associate labels with video target tracks, to designate spatial-temporal activity boundaries and to augment video tracking in challenging scenarios. Challenging scenarios include low-resolution sensors, moving targets and target trajectories obscured by natural and man-made clutter. MINER includes: (1) a fusion of graphical track and text data using probabilistic methods; (2) an activity pattern learning framework to support querying an index of activities of interest (AOIs) and targets of interest (TOIs) by movement type and geolocation; and (3) a user interface to support streaming multi-intelligence data processing. We also present an activity pattern learning framework that uses the multi-source associated data as training to index a large archive of full-motion videos (FMV). VIVA and MINER examples are demonstrated for wide aerial/overhead imagery over common data sets affording an improvement in tracking from video data alone, leading to 84% detection with modest misdetection/false alarm results due to the complexity of the scenario. The novel use of ACOs and chat messages in video tracking paves the way for user interaction, correction and preparation of situation awareness reports. PMID:25340453

Automatic association of chats and video tracks for activity learning and recognition in aerial video surveillance.

PubMed

Hammoud, Riad I; Sahin, Cem S; Blasch, Erik P; Rhodes, Bradley J; Wang, Tao

2014-10-22

We describe two advanced video analysis techniques, including video-indexed by voice annotations (VIVA) and multi-media indexing and explorer (MINER). VIVA utilizes analyst call-outs (ACOs) in the form of chat messages (voice-to-text) to associate labels with video target tracks, to designate spatial-temporal activity boundaries and to augment video tracking in challenging scenarios. Challenging scenarios include low-resolution sensors, moving targets and target trajectories obscured by natural and man-made clutter. MINER includes: (1) a fusion of graphical track and text data using probabilistic methods; (2) an activity pattern learning framework to support querying an index of activities of interest (AOIs) and targets of interest (TOIs) by movement type and geolocation; and (3) a user interface to support streaming multi-intelligence data processing. We also present an activity pattern learning framework that uses the multi-source associated data as training to index a large archive of full-motion videos (FMV). VIVA and MINER examples are demonstrated for wide aerial/overhead imagery over common data sets affording an improvement in tracking from video data alone, leading to 84% detection with modest misdetection/false alarm results due to the complexity of the scenario. The novel use of ACOs and chat Sensors 2014, 14 19844 messages in video tracking paves the way for user interaction, correction and preparation of situation awareness reports.

An Innovative Streaming Video System With a Point-of-View Head Camera Transmission of Surgeries to Smartphones and Tablets: An Educational Utility.

PubMed

Chaves, Rafael Oliveira; de Oliveira, Pedro Armando Valente; Rocha, Luciano Chaves; David, Joacy Pedro Franco; Ferreira, Sanmari Costa; Santos, Alex de Assis Santos Dos; Melo, Rômulo Müller Dos Santos; Yasojima, Edson Yuzur; Brito, Marcus Vinicius Henriques

2017-10-01

In order to engage medical students and residents from public health centers to utilize the telemedicine features of surgery on their own smartphones and tablets as an educational tool, an innovative streaming system was developed with the purpose of streaming live footage from open surgeries to smartphones and tablets, allowing the visualization of the surgical field from the surgeon's perspective. The current study aims to describe the results of an evaluation on level 1 of Kirkpatrick's Model for Evaluation of the streaming system usage during gynecological surgeries, based on the perception of medical students and gynecology residents. Consisted of a live video streaming (from the surgeon's point of view) of gynecological surgeries for smartphones and tablets, one for each volunteer. The volunteers were able to connect to the local wireless network, created by the streaming system, through an access password and watch the video transmission on a web browser on their smartphones. Then, they answered a Likert-type questionnaire containing 14 items about the educational applicability of the streaming system, as well as comparing it to watching an in loco procedure. This study is formally approved by the local ethics commission (Certificate No. 53175915.7.0000.5171/2016). Twenty-one volunteers participated, totalizing 294 items answered, in which 94.2% were in agreement with the items affirmative, 4.1% were neutral, and only 1.7% answers corresponded to negative impressions. Cronbach's α was .82, which represents a good reliability level. Spearman's coefficients were highly significant in 4 comparisons and moderately significant in the other 20 comparisons. This study presents a local streaming video system of live surgeries to smartphones and tablets and shows its educational utility, low cost, and simple usage, which offers convenience and satisfactory image resolution, thus being potentially applicable in surgical teaching.

Optical stereo video signal processor

NASA Technical Reports Server (NTRS)

Craig, G. D. (Inventor)

1985-01-01

An otpical video signal processor is described which produces a two-dimensional cross-correlation in real time of images received by a stereo camera system. The optical image of each camera is projected on respective liquid crystal light valves. The images on the liquid crystal valves modulate light produced by an extended light source. This modulated light output becomes the two-dimensional cross-correlation when focused onto a video detector and is a function of the range of a target with respect to the stereo camera. Alternate embodiments utilize the two-dimensional cross-correlation to determine target movement and target identification.

Content-Aware Video Adaptation under Low-Bitrate Constraint

NASA Astrophysics Data System (ADS)

Hsiao, Ming-Ho; Chen, Yi-Wen; Chen, Hua-Tsung; Chou, Kuan-Hung; Lee, Suh-Yin

2007-12-01

With the development of wireless network and the improvement of mobile device capability, video streaming is more and more widespread in such an environment. Under the condition of limited resource and inherent constraints, appropriate video adaptations have become one of the most important and challenging issues in wireless multimedia applications. In this paper, we propose a novel content-aware video adaptation in order to effectively utilize resource and improve visual perceptual quality. First, the attention model is derived from analyzing the characteristics of brightness, location, motion vector, and energy features in compressed domain to reduce computation complexity. Then, through the integration of attention model, capability of client device and correlational statistic model, attractive regions of video scenes are derived. The information object- (IOB-) weighted rate distortion model is used for adjusting the bit allocation. Finally, the video adaptation scheme dynamically adjusts video bitstream in frame level and object level. Experimental results validate that the proposed scheme achieves better visual quality effectively and efficiently.

Comparison of Student Performance in Video Game Format vs. Traditional Approach in Introductory Astronomy Classes

NASA Astrophysics Data System (ADS)

Barringer, Daniel; Kregenow, Julia M.; Palma, Christopher; Plummer, Julia

2015-01-01

In Spring of 2014, Penn State debuted an online Introductory Astronomy (AST 001) section that was designed as a video game. Previous studies have shown that well-designed games help learners to build accurate understanding of embedded concepts and processes and aid learner motivation, which strongly contributes to a student's willingness to learn. We start by presenting the learning gains as measured with the Test of Astronomy Standards (TOAST) from this new course design. We further compare the learning gains from the video game section with learning gains measured from more traditional online formats and in-person lecture sections of AST 001 taught at Penn State over the last five years to evaluate the extent to which this new medium for online Astronomy education supports student learning.

Activity-based exploitation of Full Motion Video (FMV)

NASA Astrophysics Data System (ADS)

Kant, Shashi

2012-06-01

Video has been a game-changer in how US forces are able to find, track and defeat its adversaries. With millions of minutes of video being generated from an increasing number of sensor platforms, the DOD has stated that the rapid increase in video is overwhelming their analysts. The manpower required to view and garner useable information from the flood of video is unaffordable, especially in light of current fiscal restraints. "Search" within full-motion video has traditionally relied on human tagging of content, and video metadata, to provision filtering and locate segments of interest, in the context of analyst query. Our approach utilizes a novel machine-vision based approach to index FMV, using object recognition & tracking, events and activities detection. This approach enables FMV exploitation in real-time, as well as a forensic look-back within archives. This approach can help get the most information out of video sensor collection, help focus the attention of overburdened analysts form connections in activity over time and conserve national fiscal resources in exploiting FMV.

How We Think and Learn. Lecture Series.

ERIC Educational Resources Information Center

National Learning Center, Washington, DC.

A lecture series was conducted in 1989 to present information on learning theories by learning theorists. This document contains short texts of the lectures; full texts are available on request. In lecture 1, Robert Chase discusses educational reform and Bonnie Guiton examines educational goals from the perspective of White House policy. In…

Clickers and Formative Feedback at University Lectures

ERIC Educational Resources Information Center

Egelandsdal, Kjetil; Krumsvik, Rune Johan

2017-01-01

Lecturing is often criticized for being a monological and student passive way of teaching. However, digital technology such as Student Response Systems (SRS) can be used to reconstruct the traditional lecturing format. During a series of five two-hour lectures in "qualitative methods" for first year psychology students, we used SRS to…

Students' Summaries of Mathematical Lectures: Comparing the Discourse of Students with the Discourse of Lectures

ERIC Educational Resources Information Center

Österholm, Magnus

2012-01-01

This study focuses on a distinction between process- and object-oriented discourses when characterising the discourse of university students' summaries of lectures and examining connections between students' discourse and the discourse of lectures. Results show that students' discourse in general tends to be process-oriented, by their use of…

Packet-aware transport for video distribution [Invited

NASA Astrophysics Data System (ADS)

Aguirre-Torres, Luis; Rosenfeld, Gady; Bruckman, Leon; O'Connor, Mannix

2006-05-01

We describe a solution based on resilient packet rings (RPR) for the distribution of broadcast video and video-on-demand (VoD) content over a packet-aware transport network. The proposed solution is based on our experience in the design and deployment of nationwide Triple Play networks and relies on technologies such as RPR, multiprotocol label switching (MPLS), and virtual private LAN service (VPLS) to provide the most efficient solution in terms of utilization, scalability, and availability.

Improving the Identification of Neonatal Encephalopathy: Utility of a Web-Based Video Tool.

PubMed

Ivy, Autumn S; Clark, Catherine L; Bahm, Sarah M; Meurs, Krisa P Van; Wusthoff, Courtney J

2017-04-01

Objective  This study tested the effectiveness of a video teaching tool in improving identification and classification of encephalopathy in infants. Study Design  We developed an innovative video teaching tool to help clinicians improve their skills in interpreting the neonatal neurological examination for grading encephalopathy. Pediatric residents were shown 1-minute video clips demonstrating exam findings in normal neonates and neonates with various degrees of encephalopathy. Findings from five domains were demonstrated: spontaneous activity, level of alertness, posture/tone, reflexes, and autonomic responses. After each clip, subjects were asked to identify whether the exam finding was normal or consistent with mild, moderate, or severe abnormality. Subjects were then directed to a web-based teaching toolkit, containing a compilation of videos demonstrating normal and abnormal findings on the neonatal neurological examination. Immediately after training, subjects underwent posttesting, again identifying exam findings as normal, mild, moderate, or severe abnormality. Results  Residents improved in their overall ability to identify and classify neonatal encephalopathy after viewing the teaching tool. In particular, the identification of abnormal spontaneous activity, reflexes, and autonomic responses were most improved. Conclusion  This pretest/posttest evaluation of an educational tool demonstrates that after viewing our toolkit, pediatric residents were able to improve their overall ability to detect neonatal encephalopathy. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Musculoskeletal education in physical medicine and rehabilitation residency programs.

PubMed

Smith, Jay; Krabak, Brian J; Malanga, Gerard A; Moutvic, Margaret A

2004-10-01

To characterize current musculoskeletal (MSK) education experiences in physical medicine and rehabilitation residency programs and to identify perceived barriers to providing more extensive MSK education experiences. In addition, to establish utilization patterns for the PASSOR Physical Examination Core Competencies List. Between March and November 2003, all 81 physical medicine and rehabilitation residency program directors were asked to complete an MSK education survey developed by the authors. A total of 69 of 81 program directors (86%) responded after multiple contacts. The most frequently utilized MSK education formats were MSK lecture series, MSK departmental conferences, and physical examination workshops. Potential barriers to expanded MSK education included money, time, and staff number. Given unlimited resources, most residency programs would greatly increase utilization of visiting lecturers, CD-ROMs/DVDs, objective structured clinical examinations, and physical examination videos. Of the 30 program directors who recalled receiving the Core Competencies List, only 40% (12 of 30) have formally integrated the list into their residency training. Barriers to implementation included logistical challenges and lack of direction regarding implementation. Residency program directors indicate a strong interest in expanding resident MSK education through the use of CD-ROMs/DVDs, physical examination videos, objective structured clinical examinations, and visiting lecturer programs. CD-ROMs/DVDs and videos represent particularly attractive educational formats for supplementing resident MSK education due to the advantages of central production, nominal costs, widespread distribution, multimedia capabilities, and accessibility. These educational formats should be considered for targeted educational initiatives to enhance resident MSK education, regardless of residency program size or resources.

Secure transport and adaptation of MC-EZBC video utilizing H.264-based transport protocols☆

PubMed Central

Hellwagner, Hermann; Hofbauer, Heinz; Kuschnig, Robert; Stütz, Thomas; Uhl, Andreas

2012-01-01

Universal Multimedia Access (UMA) calls for solutions where content is created once and subsequently adapted to given requirements. With regard to UMA and scalability, which is required often due to a wide variety of end clients, the best suited codecs are wavelet based (like the MC-EZBC) due to their inherent high number of scaling options. However, most transport technologies for delivering videos to end clients are targeted toward the H.264/AVC standard or, if scalability is required, the H.264/SVC. In this paper we will introduce a mapping of the MC-EZBC bitstream to existing H.264/SVC based streaming and scaling protocols. This enables the use of highly scalable wavelet based codecs on the one hand and the utilization of already existing network technologies without accruing high implementation costs on the other hand. Furthermore, we will evaluate different scaling options in order to choose the best option for given requirements. Additionally, we will evaluate different encryption options based on transport and bitstream encryption for use cases where digital rights management is required. PMID:26869746

Metaphor Use in Three UK University Lectures

ERIC Educational Resources Information Center

Low, Graham; Littlemore, Jeannette; Koester, Almut

2008-01-01

It has been claimed in recent years that, on the one hand, metaphor occurs in UK university lectures in ways that are likely to confuse ESL learners (Littlemore 2001, 2003) and on the other hand that US lecturers use it in highly structured ways, particularly involving linked clusters, to help organize the lecture and indicate the opinions of the…

Lecture Alternatives in Teaching English.

ERIC Educational Resources Information Center

Judy, Stephen, Ed.

The five sections of the document are: General Discussion; Classroom Experiences; Evaluation and Non-Lecture Teaching; A Closing Note; and Appendix. The ten papers presented are as follows: "Lecture Alternatives and the English Class" by Stephen Judy; "Let's See How it Goes: A View of the Teacher as Manager of Student-Initiated Activities" by…

Learning in Lectures: Multiple Representations

ERIC Educational Resources Information Center

Wood, Leigh N.; Joyce, Sadhbh; Petocz, Peter; Rodd, Melissa

2007-01-01

Lectures remain the lynchpin of mathematics teaching at university even with advances in information technology and access to the internet. This paper examines the requirements for learning mathematics and shows how important it is for lecturers to be aware of the different modes of presentation they are using. Ways to assist students to make the…

Utilization of Presentation Software for Information Dissemination

DOT National Transportation Integrated Search

1999-01-01

The abundance of information that needs to be disseminated to students about events in space exploration and the theories and technology utilized maybe overwhelming to the beginning teacher or lecturer. No matter the age of the learner, one must cons...

Application of robust face recognition in video surveillance systems

NASA Astrophysics Data System (ADS)

Zhang, De-xin; An, Peng; Zhang, Hao-xiang

2018-03-01

In this paper, we propose a video searching system that utilizes face recognition as searching indexing feature. As the applications of video cameras have great increase in recent years, face recognition makes a perfect fit for searching targeted individuals within the vast amount of video data. However, the performance of such searching depends on the quality of face images recorded in the video signals. Since the surveillance video cameras record videos without fixed postures for the object, face occlusion is very common in everyday video. The proposed system builds a model for occluded faces using fuzzy principal component analysis (FPCA), and reconstructs the human faces with the available information. Experimental results show that the system has very high efficiency in processing the real life videos, and it is very robust to various kinds of face occlusions. Hence it can relieve people reviewers from the front of the monitors and greatly enhances the efficiency as well. The proposed system has been installed and applied in various environments and has already demonstrated its power by helping solving real cases.

The Effect of Communication Skills Training by Video Feedback Method on Clinical Skills of Interns of Isfahan University of Medical Sciences Compared to Didactic Methods

ERIC Educational Resources Information Center

Managheb, S. E.; Zamani, A.; Shams, B.; Farajzadegan, Z.

2012-01-01

Background: Effective communication is essential to the practice of high-quality medicine. There are methodological challenges in communication skills training. This study was performed in order to assess the educational benefits of communication skills training by video feedback method versus traditional formats such as lectures on clinical…

Evaluation of video detection systems, volume 3 : effects of windy conditions in the performance of video detection systems.

DOT National Transportation Integrated Search

2008-05-01

The performance of three Video Detection Systems (VDS), namely Autoscope, Iteris, and Peek, was evaluated : at stop bar and advance locations, at an instrumented signalized intersection located in Rantoul, Illinois, utilizing : a side-by-side install...

Impact of abbreviated lecture with interactive mini-cases vs traditional lecture on student performance in the large classroom.

PubMed

Marshall, Leisa L; Nykamp, Diane L; Momary, Kathryn M

2014-12-15

To compare the impact of 2 different teaching and learning methods on student mastery of learning objectives in a pharmacotherapy module in the large classroom setting. Two teaching and learning methods were implemented and compared in a required pharmacotherapy module for 2 years. The first year, multiple interactive mini-cases with inclass individual assessment and an abbreviated lecture were used to teach osteoarthritis; a traditional lecture with 1 inclass case discussion was used to teach gout. In the second year, the same topics were used but the methods were flipped. Student performance on pre/post individual readiness assessment tests (iRATs), case questions, and subsequent examinations were compared each year by the teaching and learning method and then between years by topic for each method. Students also voluntarily completed a 20-item evaluation of the teaching and learning methods. Postpresentation iRATs were significantly higher than prepresentation iRATs for each topic each year with the interactive mini-cases; there was no significant difference in iRATs before and after traditional lecture. For osteoarthritis, postpresentation iRATs after interactive mini-cases in year 1 were significantly higher than postpresentation iRATs after traditional lecture in year 2; the difference in iRATs for gout per learning method was not significant. The difference between examination performance for osteoarthritis and gout was not significant when the teaching and learning methods were compared. On the student evaluations, 2 items were significant both years when answers were compared by teaching and learning method. Each year, students ranked their class participation higher with interactive cases than with traditional lecture, but both years they reported enjoying the traditional lecture format more. Multiple interactive mini-cases with an abbreviated lecture improved immediate mastery of learning objectives compared to a traditional lecture format, regardless of

The work of lecturing in high school chemistry

NASA Astrophysics Data System (ADS)

Hwang, SungWon; Roth, Wolff-Michael

2013-09-01

Lecturing is an important aspect of the culture of science education. Perhaps because of the negative associations constructivist educators make with lecturing, little research has been done concerning the generally invisible aspects of the (embodied, lived) work that is required. Traditional research on science lectures focuses on ideas and (mental) concepts that somehow are "gotten across"; and it is interested in identifying verbal content and visual representations science teachers provide. The purpose of this study is to explicitly describe and theorize the living work of lecturing that produces in a societal arena everything from which students can learn. We use two case studies from the chemistry lectures in a tenth-grade Singapore classroom to exemplify the central role of the performative aspects of lecturing. We articulate and exemplify assertions that (a) corporeal performances differentiate and coordinate the contents of lecturing with its pitch, rhythm, and speech volume, and thereby orient students to specific discourse features of chemistry; and (b) corporeal performances differentiate and coordinate layers of talk with prosody, gestures, and body orientation, and thereby make analogies available to students. We conclude that what is visible in lectures (e.g., scientific discourse, analogies) is always the outcome of the (generally unattended to) corporeal labor including gestures, body orientation, and prosodic features (e.g., shifts in pitch) and that this outcome | labor pair constitutes an appropriate unit of understanding lecturing as societal phenomenon.

Using Video from Mobile Phones to Improve Pediatric Phone Triage in an Underserved Population.

PubMed

Freeman, Brandi; Mayne, Stephanie; Localio, A Russell; Luberti, Anthony; Zorc, Joseph J; Fiks, Alexander G

2017-02-01

Video-capable mobile phones are widely available, but few studies have evaluated their use in telephone triage for pediatric patients. We assessed the feasibility, acceptability, and utility of videos sent via mobile phones to enhance pediatric telephone triage for an underserved population with asthma. We recruited children who presented to an urban pediatric emergency department with an asthma exacerbation along with their parent/guardian. Parents and the research team each obtained a video of the child's respiratory exam, and the research team conducted a concurrent in-person rating of respiratory status. We measured the acceptability of families sending videos as part of telephone triage (survey) and the feasibility of this approach (rates of successful video transmission by parents to the research team). To estimate the utility of the video in appropriately triaging children, four clinicians reviewed each video and rated whether they found the video reassuring, neutral, or raising concerns. Among 60 families (78% Medicaid, 85% Black), 80% of parents reported that sending a video would be helpful and 68% reported that a nurse's review of a video would increase their trust in the triage assessment. Most families (75%) successfully transmitted a video to the research team. All clinician raters found the video reassuring regarding the severity of the child's asthma exacerbation for 68% of children. Obtaining mobile phone videos for telephone triage is acceptable to families, feasible, and may help improve the quality of telephone triage in an urban, minority population.

Students distracted by electronic devices perform at the same level as those who are focused on the lecture.

PubMed

Nalliah, Romesh P; Allareddy, Veerasathpurush

2014-01-01

Background. Little is known about the characteristics of internet distractions that students may engage in during lecture. The objective of this pilot study is to identify some of the internet-based distractions students engage in during in-person lectures. The findings will help identify what activities most commonly cause students to be distracted from the lecture and if these activities impact student learning. Methods. This study is a quasi-experimental pilot study of 26 students from a single institution. In the current study, one class of third-year students were surveyed after a lecture on special needs dentistry. The survey identified self-reported utilization patterns of "smart" devices during the lecture. Additionally, twelve quiz-type questions were given to assess the students' recall of important points in the lecture material that had just been covered. Results. The sample was comprised of 26 students. Of these, 17 were distracted in some form (either checking email, sending email, checking Facebook, or sending texts). The overall mean score on the test was 9.85 (9.53 for distracted students and 10.44 for non-distracted students). There were no significant differences in test scores between distracted and non-distracted students (p = 0.652). Gender and types of distractions were not significantly associated with test scores (p > 0.05). All students believed that they understood all the important points from the lecture. Conclusions. Every class member felt that they acquired the important learning points during the lecture. Those who were distracted by electronic devices during the lecture performed similarly to those who were not. However, results should be interpreted with caution as this study was a small quasi-experimental design and further research should examine the influence of different types of distraction on different types of learning.

Video Use in Teacher Education: A Survey of Teacher-Educators' Practices across Disciplines

ERIC Educational Resources Information Center

Arya, Poonam; Christ, Tanya; Chiu, Ming Ming

2016-01-01

Video methods utilize tenets of high quality teacher education and support education students' learning and application of learning to teaching practices. However, how frequently video is used in teacher education, and in what ways is unknown. Therefore, this study used survey data to identify the extent to which 94 teacher-educators used video in…

Practical strategies for effective lectures.

PubMed

Lenz, Peter H; McCallister, Jennifer W; Luks, Andrew M; Le, Tao T; Fessler, Henry E

2015-04-01

Lecturing is an essential teaching skill for scientists and health care professionals in pulmonary, critical care, and sleep medicine. However, few medical or scientific educators have received training in contemporary techniques or technology for large audience presentation. Interactive lecturing outperforms traditional, passive-style lecturing in educational outcomes, and is being increasingly incorporated into large group presentations. Evidence-based techniques range from the very simple, such as inserting pauses for audience discussion, to more technologically advanced approaches such as electronic audience response systems. Alternative software platforms such as Prezi can overcome some of the visual limits that the ubiquitous PowerPoint imposes on complex scientific narratives, and newer technology formats can help foster the interactive learning environment. Regardless of the technology, adherence to good principles of instructional design, multimedia learning, visualization of quantitative data, and informational public speaking can improve any lecture. The storyline must be clear, logical, and simplified compared with how it might be prepared for scientific publication. Succinct outline and summary slides can provide a roadmap for the audience. Changes of pace, and summaries or other cognitive breaks inserted every 15-20 minutes can renew attention. Graphics that emphasize clear, digestible data graphs or images over tables, and simple, focused tables over text slides, are more readily absorbed. Text slides should minimize words, using simple fonts in colors that contrast to a plain background. Adherence to these well-established principles and addition of some new approaches and technologies will yield an engaging lecture worth attending.

Potential digitization/compression techniques for Shuttle video

NASA Technical Reports Server (NTRS)

Habibi, A.; Batson, B. H.

1978-01-01

The Space Shuttle initially will be using a field-sequential color television system but it is possible that an NTSC color TV system may be used for future missions. In addition to downlink color TV transmission via analog FM links, the Shuttle will use a high resolution slow-scan monochrome system for uplink transmission of text and graphics information. This paper discusses the characteristics of the Shuttle video systems, and evaluates digitization and/or bandwidth compression techniques for the various links. The more attractive techniques for the downlink video are based on a two-dimensional DPCM encoder that utilizes temporal and spectral as well as the spatial correlation of the color TV imagery. An appropriate technique for distortion-free coding of the uplink system utilizes two-dimensional HCK codes.

[Assessment of learning activities using streaming video for laboratory practice education: aiming for development of E-learning system that promotes self-learning].

PubMed

Takeda, Naohito; Takeuchi, Isao; Haruna, Mitsumasa

2007-12-01

In order to develop an e-learning system that promotes self-learning, lectures and basic operations in laboratory practice of chemistry were recorded and edited on DVD media, consisting of 8 streaming videos as learning materials. Twenty-six students wanted to watch the DVD, and answered the following questions after they had watched it: "Do you think the video would serve to encourage you to study independently in the laboratory practice?" Almost all students (95%) approved of its usefulness, and more than 60% of them watched the videos repeatedly in order to acquire deeper knowledge and skill of the experimental operations. More than 60% answered that the demonstration-experiment should be continued in the laboratory practice, in spite of distribution of the DVD media.

Use of Video and Audio Texts in EFL Listening Test

ERIC Educational Resources Information Center

Basal, Ahmet; Gülözer, Kaine; Demir, Ibrahim

2015-01-01

The study aims to discover whether audio or video modality in a listening test is more beneficial to test takers. In this study, the posttest-only control group design was utilized and quantitative data were collected in order to measure participant performances concerning two types of modality (audio or video) in a listening test. The…

The Impact of Online Lecture Recordings on Student Performance

ERIC Educational Resources Information Center

Williams, Andrew; Birch, Elisa; Hancock, Phil

2012-01-01

The use of online lecture recordings as a supplement to physical lectures is an increasingly popular tool at many universities. This paper combines survey data with student record data for students in a "Microeconomics Principles" class to examine the relative effects of lecture attendance and online lecture recordings. The main finding…

Factors Shaping Mathematics Lecturers' Service Teaching in Different Departments

ERIC Educational Resources Information Center

Bingolbali, E.; Ozmantar, M. F.

2009-01-01

In this article we focus on university lecturers' approaches to the service teaching and factors that influence their approaches. We present data obtained from the interviews with 19 mathematics and three physics lecturers along with the observations of two mathematics lecturers' calculus courses. The findings show that lecturers' approaches to…

CMSC-130 Introductory Computer Science, Lecture Notes

DTIC Science & Technology

1993-07-01

Introductory Computer Science lecture notes are used in the classroom for teaching CMSC 130, an introductory computer science course , using the ...Unit Testing 2. The Syntax Of Subunits Will Be Studied In The Subsequent Course CMSC130 -5- Lecture 11 TOP-DOWN TESTING Data Processor Procedure...used in the preparation of these lecture notes: Reference Manual For The Ada Prosramming Language, ANSI/MIL-STD

The newly-found Rheticus lectures.

NASA Astrophysics Data System (ADS)

Kraai, J.

This article discusses a hitherto unknown set of lectures presumably given by Georg Joachim Rheticus, and taken down by several students in Wittenberg. These lectures offer considerable insight into Rheticus' teaching activities shortly before the publication of De Revolutionibus (1543). The most salient aspects of this newly-found text may be summarized as follows: a) Rheticus was known among the students in Wittenberg as Joachimus Heliopolitanus, i.e. Joachim of the City of the Sun - a clear reference to Rheticus' stay in Frauenburg with Copernicus, b) Rheticus returned from his stay with Copernicus to Wittenberg for a short period of time in 1540 to fulfill his professorial obligations, and c) we have 155 folio pages which document Rheticus' introductory lectures on astronomy.

Forum: The Lecture and Student Learning. The Lost Art of Lecturing: Cultivating Student Listening and Notetaking

ERIC Educational Resources Information Center

Meyer, Kevin R.; Hunt, Stephen K.

2017-01-01

As this forum's call for papers notes, lecture represents one of the more "controversial forms of instructional communication," yet remains a predominant instructional method in academia. Ironically, instructors face increasing pressure to abandon lecture at a time when these classes are popular and students readily enroll in lecture…

A randomized trial comparing digital and live lecture formats [ISRCTN40455708.

PubMed

Solomon, David J; Ferenchick, Gary S; Laird-Fick, Heather S; Kavanaugh, Kevin

2004-11-29

Medical education is increasingly being conducted in community-based teaching sites at diverse locations, making it difficult to provide a consistent curriculum. We conducted a randomized trial to assess whether students who viewed digital lectures would perform as well on a measure of cognitive knowledge as students who viewed live lectures. Students' perceptions of the digital lecture format and their opinion as whether a digital lecture format could serve as an adequate replacement for live lectures was also assessed. Students were randomized to either attend a lecture series at our main campus or view digital versions of the same lectures at community-based teaching sites. Both groups completed the same examination based on the lectures, and the group viewing the digital lectures completed a feedback form on the digital format. There were no differences in performance as measured by means or average rank. Despite technical problems, the students who viewed the digital lectures overwhelmingly felt the digital lectures could replace live lectures. This study provides preliminary evidence digital lectures can be a viable alternative to live lectures as a means of delivering didactic presentations in a community-based setting.

A randomized trial comparing digital and live lecture formats [ISRCTN40455708

PubMed Central

Solomon, David J; Ferenchick, Gary S; Laird-Fick, Heather S; Kavanaugh, Kevin

2004-01-01

Background Medical education is increasingly being conducted in community-based teaching sites at diverse locations, making it difficult to provide a consistent curriculum. We conducted a randomized trial to assess whether students who viewed digital lectures would perform as well on a measure of cognitive knowledge as students who viewed live lectures. Students' perceptions of the digital lecture format and their opinion as whether a digital lecture format could serve as an adequate replacement for live lectures was also assessed. Methods Students were randomized to either attend a lecture series at our main campus or view digital versions of the same lectures at community-based teaching sites. Both groups completed the same examination based on the lectures, and the group viewing the digital lectures completed a feedback form on the digital format. Results There were no differences in performance as measured by means or average rank. Despite technical problems, the students who viewed the digital lectures overwhelmingly felt the digital lectures could replace live lectures. Conclusions This study provides preliminary evidence digital lectures can be a viable alternative to live lectures as a means of delivering didactic presentations in a community-based setting. PMID:15569389

Design considerations for computationally constrained two-way real-time video communication

NASA Astrophysics Data System (ADS)

Bivolarski, Lazar M.; Saunders, Steven E.; Ralston, John D.

2009-08-01

Today's video codecs have evolved primarily to meet the requirements of the motion picture and broadcast industries, where high-complexity studio encoding can be utilized to create highly-compressed master copies that are then broadcast one-way for playback using less-expensive, lower-complexity consumer devices for decoding and playback. Related standards activities have largely ignored the computational complexity and bandwidth constraints of wireless or Internet based real-time video communications using devices such as cell phones or webcams. Telecommunications industry efforts to develop and standardize video codecs for applications such as video telephony and video conferencing have not yielded image size, quality, and frame-rate performance that match today's consumer expectations and market requirements for Internet and mobile video services. This paper reviews the constraints and the corresponding video codec requirements imposed by real-time, 2-way mobile video applications. Several promising elements of a new mobile video codec architecture are identified, and more comprehensive computational complexity metrics and video quality metrics are proposed in order to support the design, testing, and standardization of these new mobile video codecs.

Prevalence of video game use, cigarette smoking, and acceptability of a video game-based smoking cessation intervention among online adults.

PubMed

Raiff, Bethany R; Jarvis, Brantley P; Rapoza, Darion

2012-12-01

Video games may serve as an ideal platform for developing and implementing technology-based contingency management (CM) interventions for smoking cessation as they can be used to address a number of barriers to the utilization of CM (e.g., replacing monetary rewards with virtual game-based rewards). However, little is known about the relationship between video game playing and cigarette smoking. The current study determined the prevalence of video game use, video game practices, and the acceptability of a video game-based CM intervention for smoking cessation among adult smokers and nonsmokers, including health care professionals. In an online survey, participants (N = 499) answered questions regarding their cigarette smoking and video game playing practices. Participants also reported if they believed a video game-based CM intervention could motivate smokers to quit and if they would recommend such an intervention. Nearly half of the participants surveyed reported smoking cigarettes, and among smokers, 74.5% reported playing video games. Video game playing was more prevalent in smokers than nonsmokers, and smokers reported playing more recently, for longer durations each week, and were more likely to play social games than nonsmokers. Most participants (63.7%), including those who worked as health care professionals, believed that a video game-based CM intervention would motivate smokers to quit and would recommend such an intervention to someone trying to quit (67.9%). Our findings suggest that delivering technology-based smoking cessation interventions via video games has the potential to reach substantial numbers of smokers and that most smokers, nonsmokers, and health care professionals endorsed this approach.

The "Work" of Lecturing in High School Chemistry

ERIC Educational Resources Information Center

Hwang, SungWon; Roth, Wolff-Michael

2013-01-01

Lecturing is an important aspect of the culture of science education. Perhaps because of the negative associations constructivist educators make with lecturing, little research has been done concerning the generally invisible aspects of the (embodied, lived) "work" that is required. Traditional research on science lectures focuses on…

"I Forgot I Wasn't Saving the World": the Use of Formative and Summative Assessment in Instructional Video Games for Undergraduate Biology

NASA Astrophysics Data System (ADS)

Lookadoo, Kathryn L.; Bostwick, Eryn N.; Ralston, Ryan; Elizondo, Francisco Javier; Wilson, Scott; Shaw, Tarren J.; Jensen, Matthew L.

2017-12-01

This study examined the role of formative and summative assessment in instructional video games on student learning and engagement. A 2 (formative feedback: present vs absent) × 2 (summative feedback: present vs absent) factorial design with an offset control (recorded lecture) was conducted to explore the impacts of assessment in video games. A total of 172 undergraduates were randomly assigned to one of four instructional video game conditions or the control. Results found that knowledge significantly increased from the pretest for players in all game conditions. Participants in summative assessment conditions learned more than players without summative assessment. In terms of engagement outcomes, formative assessment conditions did not significantly produce better learning engagement outcomes than conditions without formative assessment. However, summative assessment conditions were associated with higher temporal disassociation than non-summative conditions. Implications for future instructional video game development and testing are discussed in the paper.

Impact of Video Feedback on Teachers' Eye-Contact Mannerisms in Microteaching.

ERIC Educational Resources Information Center

Karasar, Niyazi

To test the impact of video feedback on teachers' eye-contact mannerisms in microteaching in inservice vocational teacher education, the study utilized video recordings from the data bank generated by previous studies conducted at the Ohio State University's Center for Vocational and Technical Education. The tapes were assigned through a…

Indian dental students' preferences regarding lecture courses.

PubMed

Parolia, Abhishek; Mohan, Mandakini; Kundabala, M; Shenoy, Ramya

2012-03-01

Teaching and learning activities in the dental clinic or hospital are a challenging area for students as well as teachers. With various teaching methodologies being used in dental schools around the world, gaining greater understanding of students' attitudes toward these methodologies would be useful for dental educators. The objective of this study was to explore the preferences of dental students in India about various aspects of lecture courses. A structured survey consisting of ten closed-ended questions was developed, and 2,680 undergraduate students from forty-three dental schools in India were approached via e-mail with a follow-up postal mailing. Of these, 1,980 students responded, for a response rate of 73.8 percent. Most of the students reported preferring lectures with the aid of PowerPoint and chalkboard. They preferred morning lectures from 8 am to 10 am for a maximum of thirty to forty minutes for each lecture, and they preferred to receive information about the lecture topic in advance. The students said that delivery of clinical demonstrations was beneficial after the lectures, and they preferred learning-based rather than exam-oriented education. The respondents also said that attendance should be made compulsory and that numerical marking of examinations should not be replaced by a grading system.

Interactive lectures: Clickers or personal devices?

PubMed

Morrell, Lesley J; Joyce, Domino A

2015-01-01

Audience response systems ('clickers') are frequently used to promote participation in large lecture classes, and evidence suggests that they convey a number of benefits to students, including improved academic performance and student satisfaction. The limitations of these systems (such as limited access and cost) can be overcome using students' personal electronic devices, such as mobile phones, tablets and laptops together with text message, web- or app-based polling systems. Using questionnaires, we compare student perceptions of clicker and smartphone based polling systems. We find that students prefer interactive lectures generally, but those that used their own device preferred those lectures over lectures using clickers. However, device users were more likely to report using their devices for other purposes (checking email, social media etc.) when they were available to answer polling questions. These students did not feel that this distracted them from the lecture, instead, concerns over the use of smartphones centred around increased battery usage and inclusivity for students without access to suitable technology. Our results suggest that students generally preferred to use their own devices over clickers, and that this may be a sensible way to overcome some of the limitations associated with clickers, although issues surrounding levels of distraction and the implications for retention and recall of information need further investigation.

Open-source telemedicine platform for wireless medical video communication.

PubMed

Panayides, A; Eleftheriou, I; Pantziaris, M

2013-01-01

An m-health system for real-time wireless communication of medical video based on open-source software is presented. The objective is to deliver a low-cost telemedicine platform which will allow for reliable remote diagnosis m-health applications such as emergency incidents, mass population screening, and medical education purposes. The performance of the proposed system is demonstrated using five atherosclerotic plaque ultrasound videos. The videos are encoded at the clinically acquired resolution, in addition to lower, QCIF, and CIF resolutions, at different bitrates, and four different encoding structures. Commercially available wireless local area network (WLAN) and 3.5G high-speed packet access (HSPA) wireless channels are used to validate the developed platform. Objective video quality assessment is based on PSNR ratings, following calibration using the variable frame delay (VFD) algorithm that removes temporal mismatch between original and received videos. Clinical evaluation is based on atherosclerotic plaque ultrasound video assessment protocol. Experimental results show that adequate diagnostic quality wireless medical video communications are realized using the designed telemedicine platform. HSPA cellular networks provide for ultrasound video transmission at the acquired resolution, while VFD algorithm utilization bridges objective and subjective ratings.

Open-Source Telemedicine Platform for Wireless Medical Video Communication

PubMed Central

Panayides, A.; Eleftheriou, I.; Pantziaris, M.

2013-01-01

An m-health system for real-time wireless communication of medical video based on open-source software is presented. The objective is to deliver a low-cost telemedicine platform which will allow for reliable remote diagnosis m-health applications such as emergency incidents, mass population screening, and medical education purposes. The performance of the proposed system is demonstrated using five atherosclerotic plaque ultrasound videos. The videos are encoded at the clinically acquired resolution, in addition to lower, QCIF, and CIF resolutions, at different bitrates, and four different encoding structures. Commercially available wireless local area network (WLAN) and 3.5G high-speed packet access (HSPA) wireless channels are used to validate the developed platform. Objective video quality assessment is based on PSNR ratings, following calibration using the variable frame delay (VFD) algorithm that removes temporal mismatch between original and received videos. Clinical evaluation is based on atherosclerotic plaque ultrasound video assessment protocol. Experimental results show that adequate diagnostic quality wireless medical video communications are realized using the designed telemedicine platform. HSPA cellular networks provide for ultrasound video transmission at the acquired resolution, while VFD algorithm utilization bridges objective and subjective ratings. PMID:23573082

Online Lectures in Undergraduate Medical Education: Scoping Review.

PubMed

Tang, Brandon; Coret, Alon; Qureshi, Aatif; Barron, Henry; Ayala, Ana Patricia; Law, Marcus

2018-04-10

The adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools-including online lectures-before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. The aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. This scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education. In total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use. Integration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential. ©Brandon Tang, Alon Coret, Aatif Qureshi, Henry Barron, Ana Patricia Ayala, Marcus Law. Originally published in JMIR Medical Education (http://mededu.jmir.org), 10.04.2018.

The Art of the Lecture Revisited.

ERIC Educational Resources Information Center

Journal of Chemical Education, 1983

1983-01-01

Lecturing hints, periodic table, mechanistic approach to predicting inorganic reaction products for substitution reactions, reaction rates, spectroscopy, and entropy role change in establishing position of equilibrium for vaporization of water and synthesis of ammonia were topics of lectures presented at the Seventh Biennial Conference on Chemical…

Mathematics lecturing in the digital age

NASA Astrophysics Data System (ADS)

Trenholm, Sven; Alcock, Lara; Robinson, Carol L.

2012-09-01

In this article, we consider the transformation of tertiary mathematics lecture practice. We undertake a focused examination of the related research with two goals in mind. First, we document this research, reviewing the findings of key studies and noting that reflective pieces on individual practice as well as surveys are more prevalent than empirical studies. Second, we investigate issues related to the transformation of lecture practice by the emergence of e-lectures. We discuss the latter in terms of claims about the efficiencies offered by new technologies and contrast these with possible disadvantages in terms of student engagement in a learning community. Overall findings indicate that while survey results appear to trumpet the value of e-lecture provision, empirical study results appear to call that value into question. Two explanatory theoretical frameworks are presented. Issues concerning the instructional context (e.g. the nature of mathematical thinking), inherent complexities and recommendations for implementation are discussed.

A systematic review of serious video games used for vaccination.

PubMed

Ohannessian, Robin; Yaghobian, Sarina; Verger, Pierre; Vanhems, Philippe

2016-08-31

Vaccination is an effective and proven method of preventing infectious diseases. However, uptake has not been optimal with available vaccines partly due to vaccination hesitancy. Various public health approaches have adressed vaccination hesitancy. Serious video games involving vaccination may represent an innovative public health approach. The aim of this study was to identify, describe, and review existing serious video games on vaccination. A systematic review was performed. Various databases were used to find data on vaccination-related serious video games published from January 1st 2000 to May 15th 2015. Data including featured medical and vaccination content, publication characteristics and games classification were collected for each identified serious game. Sixteen serious video games involved in vaccination were identified. All games were developed in high-income countries between 2003 and 2014. The majority of games were available online and were sponsored by educational/health institutions. All games were free of charge to users. Edugame was the most prevalent serious game subcategory. Twelve games were infectious disease-specific and the majority concerned influenza. The main objective of the games was disease control with a collective perspective. Utilization data was available for two games. Two games were formally evaluated. The use of serious video games for vaccination is an innovative tool for public health. Evaluation of vaccination related serious video games should be encouraged to demonstrate their efficacy and utility. Copyright © 2016 Elsevier Ltd. All rights reserved.

Video as a Metaphorical Eye: Images of Positionality, Pedagogy, and Practice

ERIC Educational Resources Information Center

Hamilton, Erica R.

2012-01-01

Considered by many to be cost-effective and user-friendly, video technology is utilized in a multitude of contexts, including the university classroom. One purpose, although not often used, involves recording oneself teaching. This autoethnographic study focuses on the author's use of video and reflective practice in order to capture and examine…

Automation of learning-set testing - The video-task paradigm

NASA Technical Reports Server (NTRS)

Washburn, David A.; Hopkins, William D.; Rumbaugh, Duane M.

1989-01-01

Researchers interested in studying discrimination learning in primates have typically utilized variations in the Wisconsin General Test Apparatus (WGTA). In the present experiment, a new testing apparatus for the study of primate learning is proposed. In the video-task paradigm, rhesus monkeys (Macaca mulatta) respond to computer-generated stimuli by manipulating a joystick. Using this apparatus, discrimination learning-set data for 2 monkeys were obtained. Performance on Trial 2 exceeded 80 percent within 200 discrimination learning problems. These data illustrate the utility of the video-task paradigm in comparative research. Additionally, the efficient learning and rich data that were characteristic of this study suggest several advantages of the present testing paradigm over traditional WGTA testing.

Real-time video compressing under DSP/BIOS

NASA Astrophysics Data System (ADS)

Chen, Qiu-ping; Li, Gui-ju

2009-10-01

This paper presents real-time MPEG-4 Simple Profile video compressing based on the DSP processor. The programming framework of video compressing is constructed using TMS320C6416 Microprocessor, TDS510 simulator and PC. It uses embedded real-time operating system DSP/BIOS and the API functions to build periodic function, tasks and interruptions etcs. Realize real-time video compressing. To the questions of data transferring among the system. Based on the architecture of the C64x DSP, utilized double buffer switched and EDMA data transfer controller to transit data from external memory to internal, and realize data transition and processing at the same time; the architecture level optimizations are used to improve software pipeline. The system used DSP/BIOS to realize multi-thread scheduling. The whole system realizes high speed transition of a great deal of data. Experimental results show the encoder can realize real-time encoding of 768*576, 25 frame/s video images.

Lecturing and Loving It: Applying the Information-Processing Model.

ERIC Educational Resources Information Center

Parker, Jonathan K.

1993-01-01

Discusses the benefits of lecturing, when done properly, in high schools. Describes the positive attributes of effective lecturers. Provides a human information-processing model applicable to the task of lecturing to students. (HB)

On performing concepts during science lectures

NASA Astrophysics Data System (ADS)

Pozzer-Ardenghi, Lilian; Roth, Wolff-Michael

2007-01-01

When lecturing, teachers make use of both verbal and nonverbal communication. What is called teaching, therefore, involves not only the words and sentences a teacher utters and writes on the board during a lesson, but also all the hands/arms gestures, body movements, and facial expressions a teacher performs in the classroom. All of these communicative modalities constitute resources that are made available to students for making sense of and learning from lectures. Yet in the literature on teaching science, these other means of communication are little investigated and understood - and, correspondingly, they are undertheorized. The purpose of this position paper is to argue for a different view of concepts in lectures: they are performed simultaneously drawing on and producing multiple resources that are different expressions of the same holistic meaning unit. To support our point, we provide examples from a database of 26 lectures in a 12th-grade biology class, where the human body was the main topic of study. We analyze how different types of resources - including verbal and nonverbal discourse and various material artifacts - interact during lectures. We provide evidence for the unified production of these various sense-making resources during teaching to constitute a meaning unit, and we emphasize particularly the use of gestures and body orientations inside this meaning unit. We suggest that proper analyses of meaning units need to take into account not only language and diagrams but also a lecturer's pointing and depicting gestures, body positions, and the relationships between these different modalities. Scientific knowledge (conceptions) exists in the concurrent display of all sense-making resources, which we, following Vygotsky, understand as forming a unit (identity) of nonidentical entities.

Who Goes to Lectures (and Does It Matter)?

ERIC Educational Resources Information Center

Birch, Elisa; Williams, Andrew

2015-01-01

Using a combination of survey and student record data from a first year university economics principles class, we look at the characteristics of students who are attending face-to-face lectures, versus those students who choose to view these same lectures via online lecture recordings. The survey includes the Biggs (2001) Revised Study Process…

Student Use of Mobile Devices in University Lectures

ERIC Educational Resources Information Center

Roberts, Neil; Rees, Michael

2014-01-01

Mobile devices are increasingly used by students in university lectures. This has resulted in controversy and the banning of mobile devices in some lectures. Although there has been some research into how students use laptop computers in lectures, there has been little investigation into the wider use of mobile devices. This study was designed to…

Multiple Sensor Camera for Enhanced Video Capturing

NASA Astrophysics Data System (ADS)

Nagahara, Hajime; Kanki, Yoshinori; Iwai, Yoshio; Yachida, Masahiko

A resolution of camera has been drastically improved under a current request for high-quality digital images. For example, digital still camera has several mega pixels. Although a video camera has the higher frame-rate, the resolution of a video camera is lower than that of still camera. Thus, the high-resolution is incompatible with the high frame rate of ordinary cameras in market. It is difficult to solve this problem by a single sensor, since it comes from physical limitation of the pixel transfer rate. In this paper, we propose a multi-sensor camera for capturing a resolution and frame-rate enhanced video. Common multi-CCDs camera, such as 3CCD color camera, has same CCD for capturing different spectral information. Our approach is to use different spatio-temporal resolution sensors in a single camera cabinet for capturing higher resolution and frame-rate information separately. We build a prototype camera which can capture high-resolution (2588×1958 pixels, 3.75 fps) and high frame-rate (500×500, 90 fps) videos. We also proposed the calibration method for the camera. As one of the application of the camera, we demonstrate an enhanced video (2128×1952 pixels, 90 fps) generated from the captured videos for showing the utility of the camera.

Reassessing the Value of University Lectures

ERIC Educational Resources Information Center

French, Sarah; Kennedy, Gregor

2017-01-01

This paper discusses the role of the lecture in contemporary higher education. Moving beyond the polarised perspectives that characterise recent debates on the subject, it considers both the potential problems and possible pedagogical, practical and social benefits of the lecture as a mode of teaching and learning. Through an examination of…

Evaluating Acquisition of Knowledge about Infertility Using a Whiteboard Video.

PubMed

Thomson, Ashley A; Brown, Meghan; Zhang, Shannon; Stern, Emily; Hahn, Philip M; Reid, Robert L

2016-07-01

Myths about fertility are commonplace in society. Few studies have investigated educational approaches to bridge gaps in knowledge among consumers. We evaluated the effectiveness of an animated, 15-minute whiteboard video to effect change in knowledge about infertility. We recruited medical students in their first or second year of training for participation. The students completed the study before their formal lectures on infertility issues. Participants completed questionnaires assessing infertility knowledge immediately before and one week after watching the educational video. Before and after scores (maximum = 50 points) were compared using paired t tests. The study cohort included 101 medical students; 69% (70/101) were female and 31% (31/101) were male. Overall, students increased their score by 4.0/50 (95% CI 3.2 to 4.8, P < 0.001) from 36.5/50 to 40.5/50. Female students improved slightly more in their responses than did male students (mean improvement 4.7/50 vs. 2.5/50). A whiteboard video presentation on infertility resulted in short-term improvement in medical students' knowledge of basic reproductive biology, infertility risk factors, treatments, and common myths associated with infertility. Copyright © 2016 The Society of Obstetricians and Gynaecologists of Canada/La Société des obstétriciens et gynécologues du Canada. Published by Elsevier Inc. All rights reserved.

Interactive lectures: Clickers or personal devices?

PubMed Central

Morrell, Lesley J.; Joyce, Domino A.

2015-01-01

Audience response systems (‘clickers’) are frequently used to promote participation in large lecture classes, and evidence suggests that they convey a number of benefits to students, including improved academic performance and student satisfaction. The limitations of these systems (such as limited access and cost) can be overcome using students’ personal electronic devices, such as mobile phones, tablets and laptops together with text message, web- or app-based polling systems. Using questionnaires, we compare student perceptions of clicker and smartphone based polling systems. We find that students prefer interactive lectures generally, but those that used their own device preferred those lectures over lectures using clickers. However, device users were more likely to report using their devices for other purposes (checking email, social media etc.) when they were available to answer polling questions. These students did not feel that this distracted them from the lecture, instead, concerns over the use of smartphones centred around increased battery usage and inclusivity for students without access to suitable technology. Our results suggest that students generally preferred to use their own devices over clickers, and that this may be a sensible way to overcome some of the limitations associated with clickers, although issues surrounding levels of distraction and the implications for retention and recall of information need further investigation. PMID:26594327

Video Skimming and Characterization through the Combination of Image and Language Understanding Techniques

NASA Technical Reports Server (NTRS)

Smith, Michael A.; Kanade, Takeo

1997-01-01

Digital video is rapidly becoming important for education, entertainment, and a host of multimedia applications. With the size of the video collections growing to thousands of hours, technology is needed to effectively browse segments in a short time without losing the content of the video. We propose a method to extract the significant audio and video information and create a "skim" video which represents a very short synopsis of the original. The goal of this work is to show the utility of integrating language and image understanding techniques for video skimming by extraction of significant information, such as specific objects, audio keywords and relevant video structure. The resulting skim video is much shorter, where compaction is as high as 20:1, and yet retains the essential content of the original segment.

Factors associated with the success of first-time African American freshmen taking introductory science lecture courses at a private HBCU

NASA Astrophysics Data System (ADS)

Smith, Kendra Leigh

This study had four purposes: (1) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and their accompanying laboratory courses, (2) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's gender, (3) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's major, and (4) to investigate the relationship between performance in introductory biology or introductory chemistry lecture courses and a student's ACT scores. The sample consisted of 195 first--time freshmen who enrolled in and completed an introductory biology or an introductory chemistry lecture and laboratory courses during the fall semesters of 2007-2012. Of the 195 students, 61 were enrolled in introductory chemistry and 134 were enrolled in introductory biology courses. Logistic regression, via the Statistical Package for the Social Sciences (SPSS), was utilized to analyze several variables as they related to success in the lecture courses. Data were extracted from the university's student information system (BANNER), and analyses were conducted on biology and chemistry separately. The dependent variable for this study was a dichotomous variable for success and nonsuccess in introductory biology or introductory chemistry lecture course. The independent variables analyzed were student's gender, major, final grade in an accompanying biology or chemistry laboratory course, and ACT test scores (composite, mathematics, and science). Results indicate that concurrent enrollment in a biology laboratory course increased the likelihood of success by 15.64 times in the lecture course. Gender was found to not be a significant predictor of success for either introductory biology or introductory chemistry lecture courses. STEM majors were 9.6 times more likely to be successful than non-STEM majors in

Experiences of using an interactive audience response system in lectures

PubMed Central

Uhari, Matti; Renko, Marjo; Soini, Hannu

2003-01-01

Background Lectures are good for presenting information and providing explanations, but because they lack active participation they have been neglected. Methods Students' experiences were evaluated after exposing them to the use of voting during lectures in their paediatrics course. Questions were delivered to the students taking paediatrics course. Thirty-six students out of the total of 40 (90%) attended the opening lecture, at which the first survey concerning previous experiences of lectures was performed. Thirty-nine students (98%) answered the second series of questions at the end of the paediatrics course. Results Most of the students felt that voting improved their activity during lectures, enhanced their learning, and that it was easier to make questions during lectures than earlier. Conclusions The students gained new, exciting insights much more often during the paediatrics course than before. We as teachers found that voting during lectures could easily overcome some of the obstacles of good lecturing. PMID:14678571

Learning neuroendoscopy with an exoscope system (video telescopic operating monitor): Early clinical results.

PubMed

Parihar, Vijay; Yadav, Y R; Kher, Yatin; Ratre, Shailendra; Sethi, Ashish; Sharma, Dhananjaya

2016-01-01

Steep learning curve is found initially in pure endoscopic procedures. Video telescopic operating monitor (VITOM) is an advance in rigid-lens telescope systems provides an alternative method for learning basics of neuroendoscopy with the help of the familiar principle of microneurosurgery. The aim was to evaluate the clinical utility of VITOM as a learning tool for neuroendoscopy. Video telescopic operating monitor was used 39 cranial and spinal procedures and its utility as a tool for minimally invasive neurosurgery and neuroendoscopy for initial learning curve was studied. Video telescopic operating monitor was used in 25 cranial and 14 spinal procedures. Image quality is comparable to endoscope and microscope. Surgeons comfort improved with VITOM. Frequent repositioning of scope holder and lack of stereopsis is initial limiting factor was compensated for with repeated procedures. Video telescopic operating monitor is found useful to reduce initial learning curve of neuroendoscopy.

Online Lectures in Undergraduate Medical Education: Scoping Review

PubMed Central

Tang, Brandon; Coret, Alon; Qureshi, Aatif; Barron, Henry; Ayala, Ana Patricia

2018-01-01

Background The adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools—including online lectures—before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. Objective The aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. Methods This scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education. Results In total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use. Conclusions Integration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential. PMID:29636322

Should Lecture Recordings Be Mandated in Dental Schools? Two Viewpoints: Viewpoint 1: Lecture Recordings Should Be Mandatory in U.S. Dental Schools and Viewpoint 2: Lecture Recordings Should Not Be Mandatory in U.S. Dental Schools.

PubMed

Zandona, Andrea Ferreira; Kinney, Janet; Seong, WookJin; Kumar, Vandana; Bendayan, Alexander; Hewlett, Edmond

2016-12-01

Transcription or recording of lectures has been in use for many years, and with the availability of high-fidelity recording, the practice is now ubiquitous in higher education. Since technology has permeated education and today's tech-savvy students have expectations for on-demand learning, dental schools are motivated to record lectures, albeit with positive and negative implications. This Point/Counterpoint article addresses the question of whether lecture recording should be mandatory in U.S. dental schools. Viewpoint 1 supports the statement that lecture recording should be mandatory. Proponents of this viewpoint argue that the benefits-notably, student satisfaction and potential for improvement in student performance-outweigh concerns. Viewpoint 2 takes the opposite position, arguing that lecture recording decreases students' classroom attendance and adversely affects the morale of educators. Additional arguments against mandatory lecture recordings involve the expense of incorporating technology that requires ongoing support.

Taxonomy of Lecture Note-Taking Skills and Subskills

ERIC Educational Resources Information Center

Al-Musalli, Alaa M.

2015-01-01

Note taking (NT) in lectures is as active a skill as listening, which stimulates it, and as challenging as writing, which is the end product. Literature on lecture NT misses an integration of the processes involved in listening with those in NT. In this article, a taxonomy is proposed of lecture NT skills and subskills based on a similar list…

Using lecture capture: a qualitative study of nursing faculty's experience.

PubMed

Freed, Patricia E; Bertram, Julie E; McLaughlin, Dorcas E

2014-04-01

As lecture capture technology becomes widely available in schools of nursing, faculty will need to master new technological skills and make decisions about recording their classroom lectures or other activities. This study sought to understand faculty's experience of using a new lecture capture system. This qualitative study used Kruger's systematic approach to explore undergraduate nursing faculty's first-time experience using a lecture capture system purchased by the university. Four focus groups were conducted with a total of fourteen undergraduate faculty using lecture capture for the first-time. The interviews were recorded and transcribed and then analyzed by the researchers. Four themes were identified from the faculty interviews. Two of the themes expressed faculty's concerns about the teaching role, and two themes expressed the faculty's concerns about student learning. Participants experienced stress when learning to use the new lecture capture technology and struggled to resolve it with their own beliefs and teaching values. The impact of lecture capture on student learning, impact on class attendance, and the promotion of a culture of lecturing were revealed as important issues to consider when lecture capture becomes available. © 2013.

Vitalizing the Lecture

ERIC Educational Resources Information Center

Harpp, David N.; Snyder, James P.

1977-01-01

Describes a lecture teaching technique called lap-dissolve projection in which two slide projectors are operated alternately so that one visual image fades away while the next appears on the same screen area. (MLH)

VIDEO BLOGGING AND ENGLISH PRESENTATION PERFORMANCE: A PILOT STUDY.

PubMed

Alan Hung, Shao-Ting; Danny Huang, Heng-Tsung

2015-10-01

This study investigated the utility of video blogs in improving EFL students' performance in giving oral presentations and, further, examined the students' perceptions toward video blogging. Thirty-six English-major juniors participated in a semester-long video blog project for which they uploaded their 3-min. virtual presentation clips over 18 weeks. Their virtual presentation clips were rated by three raters using a scale for speaking performance that contained 14 presentation skills. Data sources included presentation clips, reflections, and interviews. The results indicated that the students' overall presentation performance improved significantly. In particular, among the 14 presentation skills projection, intonation, posture, introduction, conclusion, and purpose saw the most substantial improvement. Finally, the qualitative data revealed that learners perceived that the video blog project facilitated learning but increased anxiety.

Texture-adaptive hyperspectral video acquisition system with a spatial light modulator

NASA Astrophysics Data System (ADS)

Fang, Xiaojing; Feng, Jiao; Wang, Yongjin

2014-10-01

We present a new hybrid camera system based on spatial light modulator (SLM) to capture texture-adaptive high-resolution hyperspectral video. The hybrid camera system records a hyperspectral video with low spatial resolution using a gray camera and a high-spatial resolution video using a RGB camera. The hyperspectral video is subsampled by the SLM. The subsampled points can be adaptively selected according to the texture characteristic of the scene by combining with digital imaging analysis and computational processing. In this paper, we propose an adaptive sampling method utilizing texture segmentation and wavelet transform (WT). We also demonstrate the effectiveness of the sampled pattern on the SLM with the proposed method.

Lecture Capture: What Can Be Automated?

ERIC Educational Resources Information Center

Burdet, Benoit; Bontron, Cedric; Burgi, Pierre-Yves

2007-01-01

Online education encompasses a variety of technologies, one of which is lecture capture--a long-standing practice at the University of Geneva. The faculty of arts has recorded most of its lectures on audiotapes since the 1970s, well before the World Wide Web existed. Modernization of the recording technologies, however, which until recently…

Lecture-Capture Software and the Teaching of Soils

NASA Astrophysics Data System (ADS)

Brevik, Eric C.

2014-05-01

Several companies now offer software that can record academic lectures and place them on password-protected course websites for future review by students. Using lecture-capture software offers several advantages for the instructor and the students, including: 1) The ability for students who miss class for legitimate reasons (e.g., participation in school-sanctioned extra-curricular activities, illness or family emergencies) to get lecture materials by logging into the class website. This provides these students with a more complete exposure to the material than simply copying a classmate's notes. 2) The instructor is able to direct students who miss class for legitimate reasons to the recorded lecture rather than needing to spend time going over the material with those students and that recap does not end up being rushed. 3) The ability to address course conflicts for graduating seniors by allowing them to take the lecture portion of the class via recorded lecture. 4) Students who desire more in-depth learning are able to go back to selected portions of previous lectures to review and reconsider a topic of discussion or to fill in vague sections of their notes. There are also potential disadvantages to the use of lecture-capture software, including: 1) decreased student attendance in class because they feel they can watch class later at a time of their own choosing, 2) additional time spent by the instructor dealing with the technology, and 3) problems with hardware or software during class time that prevents recording a given day's lecture. These problems can often be addressed or justified relatively easily. If problem 1 is of concern to an instructor it can be addressed by blocking online access to individual students who have a poor record of class attendance. In the case of problem 2, the extra time spent with the technology is often offset by a reduction in time answering questions from students who have missed class. Problem 3 does happen, but in the author

The STEM Lecture Hall: A Study of Effective Instructional Practices for Diverse Learners

NASA Astrophysics Data System (ADS)

Reimer, Lynn Christine

First-generation, low-income, underrepresented minority (URM) and female undergraduates are matriculating into science, technology, engineering, and math (STEM) majors at unprecedented levels. However, a disproportionate number of these students end up graduating in non-STEM disciplines. Attrition rates have been observed to spike in conjunction with introductory STEM courses in chemistry, biology, and physics. These "gateway" courses tend to be housed in large, impersonal lecture halls. First-generation and URM students struggle in this environment, possibly because of instructors' reliance on lecture-based content delivery and rote memorization. Recent social psychological studies suggest the problem may be related to cultural mismatch, or misalignment between independent learning norms typical of American universities and interdependent learning expectancies for first-generation and URM students. Value-affirming and utility-value interventions yield impressive academic achievement gains for these students. These findings overlap with a second body of literature on culturally responsive instruction. Active gateway learning practices that emphasize interactive instruction, frequent assessment, and epistemological instruction can be successful because of their propensity to incorporate values affirming and utility-value techniques. The present study observed instruction for gateway STEM courses over a three-year period at the University of California, Irvine (N = 13,856 undergraduates in 168 courses). Exploratory polychoric factor analysis was used to identify latent variables for observational data on gateway STEM instructional practices. Variables were regressed on institutional student data. Practices implemented in large lecture halls fall into three general categories: Faculty-Student Interaction, Epistemological Instruction, and Peer Interaction . The present study found that Faculty-Student Interaction was negatively associated with student outcomes for

Student perceptions of gamified audience response system interactions in large group lectures and via lecture capture technology.

PubMed

Pettit, Robin K; McCoy, Lise; Kinney, Marjorie; Schwartz, Frederic N

2015-05-22

Higher education students have positive attitudes about the use of audience response systems (ARS), but even technology-enhanced lessons can become tiresome if the pedagogical approach is exactly the same with each implementation. Gamification is the notion that gaming mechanics can be applied to routine activities. In this study, TurningPoint (TP) ARS interactions were gamified and implemented in 22 large group medical microbiology lectures throughout an integrated year 1 osteopathic medical school curriculum. A 32-item questionnaire was used to measure students' perceptions of the gamified TP interactions at the end of their first year. The survey instrument generated both Likert scale and open-ended response data that addressed game design and variety, engagement and learning features, use of TP questions after class, and any value of lecture capture technology for reviewing these interactive presentations. The Chi Square Test was used to analyze grouped responses to Likert scale questions. Responses to open-ended prompts were categorized using open-coding. Ninety-one students out of 106 (86 %) responded to the survey. A significant majority of the respondents agreed or strongly agreed that the games were engaging, and an effective learning tool. The questionnaire investigated the degree to which specific features of these interactions were engaging (nine items) and promoted learning (seven items). The most highly ranked engagement aspects were peer competition and focus on the activity (tied for highest ranking), and the most highly ranked learning aspect was applying theoretical knowledge to clinical scenarios. Another notable item was the variety of interactions, which ranked in the top three in both the engagement and learning categories. Open-ended comments shed light on how students use TP questions for exam preparation, and revealed engaging and non-engaging attributes of these interactive sessions for students who review them via lecture capture

Making Your Blackboard Courses Talk!

ERIC Educational Resources Information Center

Burcham, Tim M.

This presentation shows how to deliver audio/video (AV) lectures to online students using relatively inexpensive AV software (i.e., Camtasia Studio) and the standard Blackboard interface. The first section describes two types of production programs: presentation media converters and screen capture utilities. The second section covers making an AV…

Professionalism of Lecturers at Faculty of Education

NASA Astrophysics Data System (ADS)

Tangkere, T. F. S.; Langitan, F. W.; Maukar, S. M. D.; Roring, R. F.

2018-02-01

The main objective of this research was to get the picture pertaining to the professionalization of Lecturers at Faculty of Education in Manado State University, Indonesia. The research method was naturalistic inquiry with qualitative approach. The research techniques were: deep interview, participative observation and document study. The data were analyzed by: data reduction, data display and conclusions, while the validation of data was done by four criteria, namely: credibility, transferability, dependability and conformability. The collecting procedure and data recording were done through observation and interviews. From the findings and conclusions, it can be identified that professionalization of Lecturers at Faculty of Education in Manado State University has been well processed. This can be proved by fulfillment of the minimum academic standard Ninety-one out of the total l12 lecturers has been certified. Based on conclusions, the researcher recommends that the teacher always develop their capability through increasing their academic qualification, self-development through attending educational trainings, conducting more research and publishing those researches through accredited journals. Dean of every Faculty and also execute supporting activities which will support self-development of the lectures and increase the budget for research of the lecturers.

Forum: The Lecture and Student Learning. Sound Decision Making about the Lecture's Role in the College Classroom

ERIC Educational Resources Information Center

Waldeck, Jennifer H.; Weimer, Maryellen

2017-01-01

College instructors use lecture and its current counterpoint--active learning--widely and often rely on both strategies, but the question of which best promotes student learning has become a debate that ignores the fact that learning can result from both. Students still listen to and learn from lectures. They pass exams, obtain degrees, and…

The utility of live video capture to enhance debriefing following transcatheter aortic valve replacement.

PubMed

Seamans, David P; Louka, Boshra F; Fortuin, F David; Patel, Bhavesh M; Sweeney, John P; Lanza, Louis A; DeValeria, Patrick A; Ezrre, Kim M; Ramakrishna, Harish

2016-10-01

The surgical and procedural specialties are continually evolving their methods to include more complex and technically difficult cases. These cases can be longer and incorporate multiple teams in a different model of operating room synergy. Patients are frequently older, with comorbidities adding to the complexity of these cases. Recording of this environment has become more feasible recently with advancement in video and audio capture systems often used in the simulation realm. We began using live capture to record a new procedure shortly after starting these cases in our institution. This has provided continued assessment and evaluation of live procedures. The goal of this was to improve human factors and situational challenges by review and debriefing. B-Line Medical's LiveCapture video system was used to record successive transcatheter aortic valve replacement (TAVR) procedures in our cardiac catheterization/laboratory. An illustrative case is used to discuss analysis and debriefing of the case using this system. An illustrative case is presented that resulted in long-term changes to our approach of these cases. The video capture documented rare events during one of our TAVR procedures. Analysis and debriefing led to definitive changes in our practice. While there are hurdles to the use of this technology in every institution, the role for the ongoing use of video capture, analysis, and debriefing may play an important role in the future of patient safety and human factors analysis in the operating environment.

The utility of live video capture to enhance debriefing following transcatheter aortic valve replacement

PubMed Central

Seamans, David P.; Louka, Boshra F.; Fortuin, F. David; Patel, Bhavesh M.; Sweeney, John P.; Lanza, Louis A.; DeValeria, Patrick A.; Ezrre, Kim M.; Ramakrishna, Harish

2016-01-01

Background: The surgical and procedural specialties are continually evolving their methods to include more complex and technically difficult cases. These cases can be longer and incorporate multiple teams in a different model of operating room synergy. Patients are frequently older, with comorbidities adding to the complexity of these cases. Recording of this environment has become more feasible recently with advancement in video and audio capture systems often used in the simulation realm. Aims: We began using live capture to record a new procedure shortly after starting these cases in our institution. This has provided continued assessment and evaluation of live procedures. The goal of this was to improve human factors and situational challenges by review and debriefing. Setting and Design: B-Line Medical's LiveCapture video system was used to record successive transcatheter aortic valve replacement (TAVR) procedures in our cardiac catheterization/laboratory. An illustrative case is used to discuss analysis and debriefing of the case using this system. Results and Conclusions: An illustrative case is presented that resulted in long-term changes to our approach of these cases. The video capture documented rare events during one of our TAVR procedures. Analysis and debriefing led to definitive changes in our practice. While there are hurdles to the use of this technology in every institution, the role for the ongoing use of video capture, analysis, and debriefing may play an important role in the future of patient safety and human factors analysis in the operating environment. PMID:27762242

A comparison of interteaching and lecture in the college classroom.

PubMed

Saville, Bryan K; Zinn, Tracy E; Neef, Nancy A; Van Norman, Renee; Ferreri, Summer J

2006-01-01

Interteaching is a new method of classroom instruction that is based on behavioral principles but offers more flexibility than other behaviorally based methods. We examined the effectiveness of interteaching relative to a traditional form of classroom instruction-the lecture. In Study 1, participants in a graduate course in special education took short quizzes after alternating conditions of interteaching and lecture. Quiz scores following interteaching were higher than quiz scores following lecture, although both methods improved performance relative to pretest measures. In Study 2, we also alternated interteaching and lecture but counterbalanced the conditions across two sections of an undergraduate research methods class. After each unit of information, participants from both sections took the same test. Again, test scores following interteaching were higher than test scores following lecture. In addition, students correctly answered more interteaching-based questions than lecture-based questions on a cumulative final test. In both studies, the majority of students reported a preference for interteaching relative to traditional lecture. In sum, the results suggest that interteaching may be an effective alternative to traditional lecture-based methods of instruction.

No-reference video quality measurement: added value of machine learning

NASA Astrophysics Data System (ADS)

Mocanu, Decebal Constantin; Pokhrel, Jeevan; Garella, Juan Pablo; Seppänen, Janne; Liotou, Eirini; Narwaria, Manish

2015-11-01

Video quality measurement is an important component in the end-to-end video delivery chain. Video quality is, however, subjective, and thus, there will always be interobserver differences in the subjective opinion about the visual quality of the same video. Despite this, most existing works on objective quality measurement typically focus only on predicting a single score and evaluate their prediction accuracies based on how close it is to the mean opinion scores (or similar average based ratings). Clearly, such an approach ignores the underlying diversities in the subjective scoring process and, as a result, does not allow further analysis on how reliable the objective prediction is in terms of subjective variability. Consequently, the aim of this paper is to analyze this issue and present a machine-learning based solution to address it. We demonstrate the utility of our ideas by considering the practical scenario of video broadcast transmissions with focus on digital terrestrial television (DTT) and proposing a no-reference objective video quality estimator for such application. We conducted meaningful verification studies on different video content (including video clips recorded from real DTT broadcast transmissions) in order to verify the performance of the proposed solution.

Undergraduate mathematics students' reasons for attending live lectures when recordings are available

NASA Astrophysics Data System (ADS)

Yoon, Caroline; Oates, Greg; Sneddon, Jamie

2014-02-01

With the proliferation of new affordable recording technologies, many universities have begun offering students recordings of live lectures as a part of the course resources. We conducted a survey to investigate why some students choose to attend lectures in person rather than simply watching the recordings online, and how students view the two types of lectures. Students attending live lectures in five large undergraduate mathematics lecture streams were invited to respond to the survey. A significant number of respondents viewed recorded lecture as superfluous to their needs which were met upon attending live lecture. Surprisingly, however, an equally large number of students described compelling reasons for watching both live and recorded lectures. A number of factors were identified as determining students' perceptions of live and recorded lectures as competing or complementary: personal learning styles, study habits, esteem for the lecturer, and the possibility of interaction in the lecture.

B.Gregory Lecture

ScienceCinema

None

2018-05-18

Third series of "Gregory lectures" on the memory of B. Gregory (1919-1977), DG from 1965 to 1970. The first conference B. Gregory is presented by Professor V. Weisskopf, his predecessor. Chriss Greeg from Berkeley also speaks.

Classical Electrodynamics: Lecture notes

NASA Astrophysics Data System (ADS)

Likharev, Konstantin K.

2018-06-01

Essential Advanced Physics is a series comprising four parts: Classical Mechanics, Classical Electrodynamics, Quantum Mechanics and Statistical Mechanics. Each part consists of two volumes, Lecture notes and Problems with solutions, further supplemented by an additional collection of test problems and solutions available to qualifying university instructors. This volume, Classical Electrodynamics: Lecture notes is intended to be the basis for a two-semester graduate-level course on electricity and magnetism, including not only the interaction and dynamics charged point particles, but also properties of dielectric, conducting, and magnetic media. The course also covers special relativity, including its kinematics and particle-dynamics aspects, and electromagnetic radiation by relativistic particles.

Legends Lecture Series II

NASA Image and Video Library

2011-04-05

Current and former leaders discuss the growth of NASA's John C. Stennis Space Center during a Legends Lecture Series onsite on April 5. Stennis launched the Legends Lecture Series last November as part of a yearlong celebration of its 50th anniversary. The April 5 session focused on growth of Stennis into a unique federal city during the 1970s and the establishment of NASA's Earth Resources Laboratory at the site. Presenters at the April 5 event included (l to r): George Schloegel, mayor of Gulfport; Jack Rogers, former director of NASA Center Operations at Stennis; and Wayne Mooneyhan, former director of NASA's Earth Resources Laboratory at Stennis.

Lecture on Female Masturbation Harassed Him, Male Student Says.

ERIC Educational Resources Information Center

Wilson, Robin

1995-01-01

A male student in a California State University-Sacramento psychology lecture on female masturbation has filed a sexual harassment complaint, claiming the lecture violated institutional policy by creating an intimidating, hostile, and offensive learning environment. He felt the lecture was inappropriately graphic and political in intent. (MSE)

ImmuneQuest: Assessment of a Video Game as a Supplement to an Undergraduate Immunology Course.

PubMed

Raimondi, Stacey L

2016-05-01

The study of immunology, particularly in this day and age, is an integral aspect of the training of future biologists, especially health professionals. Unfortunately, many students lose interest in or lack true comprehension of immunology due to the jargon of the field, preventing them from gaining a true conceptual understanding that is essential to all biological learning. To that end, a new video game, ImmuneQuest, has been developed that allows undergraduate students to "be" cells in the immune system, finding and attacking pathogens, while answering questions to earn additional abilities. The ultimate goal of ImmuneQuest is to allow students to understand how the major cells in the immune system work together to fight disease, rather than focusing on them as separate entities as is more commonly done in lecture material. This work provides the first assessment of ImmuneQuest in an upper-level immunology course. Students had significant gains in learning of information presented in ImmuneQuest compared with information discussed in lecture only. Furthermore, while students found the game "frustrating" at times, they agreed that the game aided their learning and recommended it for future courses. Taken together, these results suggest that ImmuneQuest appears to be a useful tool to supplement lecture material and increase student learning and comprehension.

Video2vec Embeddings Recognize Events When Examples Are Scarce.

PubMed

Habibian, Amirhossein; Mensink, Thomas; Snoek, Cees G M

2017-10-01

This paper aims for event recognition when video examples are scarce or even completely absent. The key in such a challenging setting is a semantic video representation. Rather than building the representation from individual attribute detectors and their annotations, we propose to learn the entire representation from freely available web videos and their descriptions using an embedding between video features and term vectors. In our proposed embedding, which we call Video2vec, the correlations between the words are utilized to learn a more effective representation by optimizing a joint objective balancing descriptiveness and predictability. We show how learning the Video2vec embedding using a multimodal predictability loss, including appearance, motion and audio features, results in a better predictable representation. We also propose an event specific variant of Video2vec to learn a more accurate representation for the words, which are indicative of the event, by introducing a term sensitive descriptiveness loss. Our experiments on three challenging collections of web videos from the NIST TRECVID Multimedia Event Detection and Columbia Consumer Videos datasets demonstrate: i) the advantages of Video2vec over representations using attributes or alternative embeddings, ii) the benefit of fusing video modalities by an embedding over common strategies, iii) the complementarity of term sensitive descriptiveness and multimodal predictability for event recognition. By its ability to improve predictability of present day audio-visual video features, while at the same time maximizing their semantic descriptiveness, Video2vec leads to state-of-the-art accuracy for both few- and zero-example recognition of events in video.

User interface using a 3D model for video surveillance

NASA Astrophysics Data System (ADS)

Hata, Toshihiko; Boh, Satoru; Tsukada, Akihiro; Ozaki, Minoru

1998-02-01

These days fewer people, who must carry out their tasks quickly and precisely, are required in industrial surveillance and monitoring applications such as plant control or building security. Utilizing multimedia technology is a good approach to meet this need, and we previously developed Media Controller, which is designed for the applications and provides realtime recording and retrieval of digital video data in a distributed environment. In this paper, we propose a user interface for such a distributed video surveillance system in which 3D models of buildings and facilities are connected to the surveillance video. A novel method of synchronizing camera field data with each frame of a video stream is considered. This method records and reads the camera field data similarity to the video data and transmits it synchronously with the video stream. This enables the user interface to have such useful functions as comprehending the camera field immediately and providing clues when visibility is poor, for not only live video but also playback video. We have also implemented and evaluated the display function which makes surveillance video and 3D model work together using Media Controller with Java and Virtual Reality Modeling Language employed for multi-purpose and intranet use of 3D model.

MPEG-7 based video annotation and browsing

NASA Astrophysics Data System (ADS)

Hoeynck, Michael; Auweiler, Thorsten; Wellhausen, Jens

2003-11-01

The huge amount of multimedia data produced worldwide requires annotation in order to enable universal content access and to provide content-based search-and-retrieval functionalities. Since manual video annotation can be time consuming, automatic annotation systems are required. We review recent approaches to content-based indexing and annotation of videos for different kind of sports and describe our approach to automatic annotation of equestrian sports videos. We especially concentrate on MPEG-7 based feature extraction and content description, where we apply different visual descriptors for cut detection. Further, we extract the temporal positions of single obstacles on the course by analyzing MPEG-7 edge information. Having determined single shot positions as well as the visual highlights, the information is jointly stored with meta-textual information in an MPEG-7 description scheme. Based on this information, we generate content summaries which can be utilized in a user-interface in order to provide content-based access to the video stream, but further for media browsing on a streaming server.

45 CFR 73.735-706 - Teaching, lecturing, and speechmaking.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 1 2010-10-01 2010-10-01 false Teaching, lecturing, and speechmaking. 73.735-706... OF CONDUCT Outside Activities § 73.735-706 Teaching, lecturing, and speechmaking. (a) Employees are encouraged to engage in teaching and lecturing activities which are not part of their official duties when...

Anesthesia machine checkout and room setup: a randomized, single-blind, comparison of two teaching modalities.

PubMed

Spofford, Christina M; Bayman, Emine O; Szeluga, Debra J; From, Robert P

2012-01-01

Novel methods for teaching are needed to enhance the efficiency of academic anesthesia departments as well as provide approaches to learning that are aligned with current trends and advances in technology. A video was produced that taught the key elements of anesthesia machine checkout and room set up. Novice learners were randomly assigned to receive either the new video format or traditional lecture-based format for this topic during their regularly scheduled lecture series. Primary outcome was the difference in written examination score before and after teaching between the two groups. Secondary outcome was the satisfaction score of the trainees in the two groups. Forty-two students assigned to the video group and 36 students assigned to the lecture group completed the study. Students in each group similar interest in anesthesia, pre-test scores, post-test scores, and final exam scores. The median posttest to pretest difference was greater in the video groups (3.5 (3.0-5.0) vs 2.5 (2.0-3.0), for video and lecture groups respectively, p 0.002). Despite improved test scores, students reported higher satisfaction the traditional, lecture-based format (22.0 (18.0-24.0) vs 24.0 (20.0-28.0), for video and lecture groups respectively, p <0.004). Higher pre-test to post-test improvements were observed among students in the video-based teaching group, however students rated traditional, live lectures higher than newer video-based teaching.

Blended versus lecture learning: outcomes for staff development.

PubMed

Sherman, Heidi; Comer, Linda; Putnam, Lorene; Freeman, Helen

2012-07-01

Critical care pharmacology education is crucial to safe patient care for nurses orienting to specialized areas. Although traditionally taught as a classroom lecture, it is important to consider effectiveness of alternative methods for education. This study provided experimentally derived evidence regarding effectiveness of blended versus traditional lecture for critical care pharmacology education. Regardless of learner demographics, the findings determined no significant differences in cognitive learning outcomes or learner satisfaction between blended versus lecture formats.

Breaking News: Utilizing Video Simulations to Improve Educational Leaders' Public Speaking Skills

ERIC Educational Resources Information Center

Friend, Jennifer; Adams, April; Curry, George

2011-01-01

This article examines specific uses of video simulations in one educational leadership preparation program to advance future school and district leaders' skills related to public speaking and participation in televised news interviews. One faculty member and two advanced educational leadership candidates share their perspectives of several…

Didactic Lecture Versus Interactive Workshop for Continuing Pharmacy Education on Reproductive Health: A Randomized Controlled Trial.

PubMed

Javadi, Mohammadreza; Kargar, Alireza; Gholami, Kheirollah; Hadjibabaie, Molouk; Rashidian, Arash; Torkamandi, Hassan; Sarayani, Amir

2015-09-01

Pharmacists are routinely providing reproductive health counseling in community pharmacies, but studies have revealed significant deficits in their competencies. Therefore, continuing pharmacy education (CPE) could be utilized as a valuable modality to upgrade pharmacists' capabilities. A randomized controlled trial was designed to compare the efficacy of CPE meetings (lecture based vs. workshop based) on contraception and male sexual dysfunctions. Sixty pharmacists were recruited for each CPE meeting. Small group training using simulated patients was employed in the workshop-based CPE. Study outcomes were declarative/procedural knowledge, attitudes, and satisfaction of the participants. Data were collected pre-CPE, post-CPE, and 2 months afterward and were analyzed using repeated measure analysis of variance and Mann-Whitney U test. Results showed that lecture-based CPE was more successful in improving pharmacists' knowledge post-CPE (p < .001). In contrast, a significant decrease was observed in the lecture-based group at follow-up (p = .002), whereas the workshop-based group maintained their knowledge over time (p = 1.00). Knowledge scores of both groups were significantly higher at follow-up in comparison with pre-CPE (p < .01). No significant differences were observed regarding satisfaction and attitudes scores between groups. In conclusion, an interactive workshop might not be superior to lecture-based training for improving pharmacists' knowledge and attitudes in a 1-day CPE meeting. © The Author(s) 2013.

University Lecturer Publication Output: Qualifications, Time and Confidence Count

ERIC Educational Resources Information Center

Hemmings, Brian; Kay, Russell

2010-01-01

An investigation of factors which differentiate between university lecturers in relation to publication output is reported. The study drew on data from lecturers working full-time at two large Australian universities. Measures of research publication output were used to select two groups of lecturers (N[subscript 1] = 119; N[subscript 2] = 119);…

Mathematics Lectures as Narratives: Insights from Network Graph Methodology

ERIC Educational Resources Information Center

Weinberg, Aaron; Wiesner, Emilie; Fukawa-Connelly, Tim

2016-01-01

Although lecture is the traditional method of university mathematics instruction, there has been little empirical research that describes the general structure of lectures. In this paper, we adapt ideas from narrative analysis and apply them to an upper-level mathematics lecture. We develop a framework that enables us to conceptualize the lecture…

Demonstrating Distributed Resource Communications at NREL - Video Text

Science.gov Websites

video. Kevin Lynn, DOE Director of Grid Modernization: This is a whole new way of thinking about the way orchestration and coordination is more of what's coming and utilities are thinking more and more about what

2012 AGU section and focus group awardees and named lecturers

NASA Astrophysics Data System (ADS)

Williams, Danica

2012-11-01

Each year, more than 20 awards are presented by AGU sections and focus groups to recipients at various stages in their careers. In addition, nearly 25 individuals are selected annually to present lectures under the Bowie Lecture Series and the Section and Focus Group Named Lecture Series. The Bowie Lecture Series was inaugurated in 1989 to commemorate the fiftieth presentation of the William Bowie Medal, which is AGU's highest honor and is named for AGU's first president. Named lectures are designated by sections and focus groups to honor and memorialize distinguished scientists in their respective fields of science.

"But They Won't Come to Lectures..." The Impact of Audio Recorded Lectures on Student Experience and Attendance

ERIC Educational Resources Information Center

Larkin, Helen E.

2010-01-01

The move to increasingly flexible platforms for student learning and experience through provision of online lecture recordings is often interpreted by educators as students viewing attendance at lectures as optional. The trend toward the use of this technology is often met with resistance from some academic staff who argue that student attendance…

Increasing Students' Attendance at Lecture and Preparation for Lecture by Allowing Students to Use Their Notes during Tests

ERIC Educational Resources Information Center

Messling, Paul A., III; Dermer, Marshall L.

2009-01-01

In an upper-division, college course with a lecture component and two laboratory sections, we experimentally evaluated a treatment package that included this contingency: "only if students attended lecture and submitted notes for each day's reading assignment could they use their notes during a later test," and instructions about the contingency.…

Students' Perception of Live Lectures' Inherent Disadvantages

ERIC Educational Resources Information Center

Petrovic, Juraj; Pale, Predrag

2015-01-01

This paper aims to provide insight into various properties of live lectures from the perspective of sophomore engineering students. In an anonymous online survey conducted at the Faculty of Electrical Engineering and Computing, University of Zagreb, we investigated students' opinions regarding lecture attendance, inherent disadvantages of live…

Students' Preferences for Lecturers' Personalities

ERIC Educational Resources Information Center

Tan, Sarah; Mansi, Angela; Furnham, Adrian

2018-01-01

The present study set out to examine students' preferences for lecturers' personality as a function of their classroom behaviour, core self-evaluations and self-rated character strengths. Various hypotheses were tested: first, students' Big Five traits would significantly predict corresponding personality preferences for lecturers (the matching…

Cosmology at the Beach Lecture: Wayne Hu

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wayne Hu

2009-03-02

Wayne Hu lectures on Secondary Anisotropy in the CMB. The lecture is the first in a series of 3 he delivered as part of the "Cosmology at the Beach" winter school organized by Berkeley Lab's George Smoot in Los Cabos, Mexico from Jan. 12-16, 2009.

Cosmology at the Beach Lecture: Wayne Hu

ScienceCinema

Wayne Hu

2017-12-09

Wayne Hu lectures on Secondary Anisotropy in the CMB. The lecture is the first in a series of 3 he delivered as part of the "Cosmology at the Beach" winter school organized by Berkeley Lab's George Smoot in Los Cabos, Mexico from Jan. 12-16, 2009.

Podcasting Lectures

ERIC Educational Resources Information Center

Brittain, Sarah; Glowacki, Pietrek; Van Ittersum, Jared; Johnson, Lynn

2006-01-01

At some point in their educations, students must learn copious amounts of information. To do this, they use a variety of well-known strategies such as study groups, note-taking services, and videotapes of lectures. In fall 2004, a group of first-year dental students at the University of Michigan (U-M) School of Dentistry asked to have all dental…

Genetic Algorithms to Optimizatize Lecturer Assessment's Criteria

NASA Astrophysics Data System (ADS)

Jollyta, Deny; Johan; Hajjah, Alyauma

2017-12-01

The lecturer assessment criteria is used as a measurement of the lecturer's performance in a college environment. To determine the value for a criteriais complicated and often leads to doubt. The absence of a standard valuefor each assessment criteria will affect the final results of the assessment and become less presentational data for the leader of college in taking various policies relate to reward and punishment. The Genetic Algorithm comes as an algorithm capable of solving non-linear problems. Using chromosomes in the random initial population, one of the presentations is binary, evaluates the fitness function and uses crossover genetic operator and mutation to obtain the desired crossbreed. It aims to obtain the most optimum criteria values in terms of the fitness function of each chromosome. The training results show that Genetic Algorithm able to produce the optimal values of lecturer assessment criteria so that can be usedby the college as a standard value for lecturer assessment criteria.

Engagement of Students with Lectures in Biochemistry and Pharmacology

ERIC Educational Resources Information Center

Davis, Elizabeth Ann; Hodgson, Yvonne; Macaulay, Janet Olwyn

2012-01-01

Academic staff at universities have become concerned about the decrease in student attendance at lectures and the implication of this on student achievement and learning. Few studies have measured actual lecture attendance in a coherent or comprehensive way. The aim of this study was to measure actual lecture attendance of students over two year…

Adaptive format conversion for scalable video coding

NASA Astrophysics Data System (ADS)

Wan, Wade K.; Lim, Jae S.

2001-12-01

The enhancement layer in many scalable coding algorithms is composed of residual coding information. There is another type of information that can be transmitted instead of (or in addition to) residual coding. Since the encoder has access to the original sequence, it can utilize adaptive format conversion (AFC) to generate the enhancement layer and transmit the different format conversion methods as enhancement data. This paper investigates the use of adaptive format conversion information as enhancement data in scalable video coding. Experimental results are shown for a wide range of base layer qualities and enhancement bitrates to determine when AFC can improve video scalability. Since the parameters needed for AFC are small compared to residual coding, AFC can provide video scalability at low enhancement layer bitrates that are not possible with residual coding. In addition, AFC can also be used in addition to residual coding to improve video scalability at higher enhancement layer bitrates. Adaptive format conversion has not been studied in detail, but many scalable applications may benefit from it. An example of an application that AFC is well-suited for is the migration path for digital television where AFC can provide immediate video scalability as well as assist future migrations.

Assessment of Lecture Strategy with Different Teaching Aids

PubMed Central

Kumar, Manoj; Kumar, Jayballabh; Kumar, Gaurav; Kapoor, Sangeeta

2015-01-01

Background and Objectives: Medical/dental colleges in Northern India cater to students with diverse backgrounds, mother tongues, levels of comprehending English, and intelligence levels. This study was conducted to identify lecture strategy and teaching aid best suited for North Indian dental and medical students. It was conducted in two parts – 1. Survey of teachers’ and students’ opinion to obtain their preferences in teaching-learning practices followed in a conventional lecture, and 2. Comparison of students’ performances after a single trial lecture with different groups of students, using different teaching aids (TAs). Materials and Methods: Opinions of 33 faculty teaching first year dental/ medical students and 506 volunteer students (320 female) were compiled. Students were divided into four groups. A single trial lecture was held with each group (on the same topic, using identical lesson plan, by the same teacher) using a different teaching aid with each group. Lecture strategy was designed according to students’ preferences (as obtained from opinion survey) regarding language of instruction and the number of mental breaks. TAs used with different groups were chalk and board (C&B), PowerPoint (PPT), overhead projector (OHP), and a combination of C&B and PPT. Pre- and post-tests using multiple choice questions were conducted with each group. Results of post-test questionnaire and feedback from faculty attending the lecture were assessed for students’ satisfaction and attentiveness in all four groups. Results: Survey results indicated that although 97.6% students believed they had good/fair proficiency in English, 83.6% preferred being taught in a combination of English and Hindi; 44.3% students preferred C&B, 40.1% preferred PPT and 15.6% preferred the use of OHP as TA. After conducting a trial lecture with different TAs with each group, more than 90% students expressed satisfaction with the TA used for that group. Significantly better

Assessment of lecture strategy with different teaching AIDS.

PubMed

Kumar, Manoj; Saxena, Indu; Kumar, Jayballabh; Kumar, Gaurav; Kapoor, Sangeeta

2015-01-01

Medical/dental colleges in Northern India cater to students with diverse backgrounds, mother tongues, levels of comprehending English, and intelligence levels. This study was conducted to identify lecture strategy and teaching aid best suited for North Indian dental and medical students. It was conducted in two parts - 1. Survey of teachers' and students' opinion to obtain their preferences in teaching-learning practices followed in a conventional lecture, and 2. Comparison of students' performances after a single trial lecture with different groups of students, using different teaching aids (TAs). Opinions of 33 faculty teaching first year dental/ medical students and 506 volunteer students (320 female) were compiled. Students were divided into four groups. A single trial lecture was held with each group (on the same topic, using identical lesson plan, by the same teacher) using a different teaching aid with each group. Lecture strategy was designed according to students' preferences (as obtained from opinion survey) regarding language of instruction and the number of mental breaks. TAs used with different groups were chalk and board (C&B), PowerPoint (PPT), overhead projector (OHP), and a combination of C&B and PPT. Pre- and post-tests using multiple choice questions were conducted with each group. RESULTS of post-test questionnaire and feedback from faculty attending the lecture were assessed for students' satisfaction and attentiveness in all four groups. Survey results indicated that although 97.6% students believed they had good/fair proficiency in English, 83.6% preferred being taught in a combination of English and Hindi; 44.3% students preferred C&B, 40.1% preferred PPT and 15.6% preferred the use of OHP as TA. After conducting a trial lecture with different TAs with each group, more than 90% students expressed satisfaction with the TA used for that group. Significantly better performance was observed in the post-lecture test when C&B was used. The needs

Web Video Event Recognition by Semantic Analysis From Ubiquitous Documents.

PubMed

Yu, Litao; Yang, Yang; Huang, Zi; Wang, Peng; Song, Jingkuan; Shen, Heng Tao

2016-12-01

In recent years, the task of event recognition from videos has attracted increasing interest in multimedia area. While most of the existing research was mainly focused on exploring visual cues to handle relatively small-granular events, it is difficult to directly analyze video content without any prior knowledge. Therefore, synthesizing both the visual and semantic analysis is a natural way for video event understanding. In this paper, we study the problem of Web video event recognition, where Web videos often describe large-granular events and carry limited textual information. Key challenges include how to accurately represent event semantics from incomplete textual information and how to effectively explore the correlation between visual and textual cues for video event understanding. We propose a novel framework to perform complex event recognition from Web videos. In order to compensate the insufficient expressive power of visual cues, we construct an event knowledge base by deeply mining semantic information from ubiquitous Web documents. This event knowledge base is capable of describing each event with comprehensive semantics. By utilizing this base, the textual cues for a video can be significantly enriched. Furthermore, we introduce a two-view adaptive regression model, which explores the intrinsic correlation between the visual and textual cues of the videos to learn reliable classifiers. Extensive experiments on two real-world video data sets show the effectiveness of our proposed framework and prove that the event knowledge base indeed helps improve the performance of Web video event recognition.

TASI Lectures on Flavor Physics

NASA Astrophysics Data System (ADS)

Ligeti, Zoltan

These notes overlap with lectures given at the TASI summer schools in 2014 and 2011, as well as at the European School of High Energy Physics in 2013. This is primarily an attempt at transcribing my handwritten notes, with emphasis on topics and ideas discussed in the lectures. It is not a comprehensive introduction or review of the field, nor does it include a complete list of references. I hope, however, that some may find it useful to better understand the reasons for excitement about recent progress and future opportunities in flavor physics.

Advanced High-Definition Video Cameras

NASA Technical Reports Server (NTRS)

Glenn, William

2007-01-01

A product line of high-definition color video cameras, now under development, offers a superior combination of desirable characteristics, including high frame rates, high resolutions, low power consumption, and compactness. Several of the cameras feature a 3,840 2,160-pixel format with progressive scanning at 30 frames per second. The power consumption of one of these cameras is about 25 W. The size of the camera, excluding the lens assembly, is 2 by 5 by 7 in. (about 5.1 by 12.7 by 17.8 cm). The aforementioned desirable characteristics are attained at relatively low cost, largely by utilizing digital processing in advanced field-programmable gate arrays (FPGAs) to perform all of the many functions (for example, color balance and contrast adjustments) of a professional color video camera. The processing is programmed in VHDL so that application-specific integrated circuits (ASICs) can be fabricated directly from the program. ["VHDL" signifies VHSIC Hardware Description Language C, a computing language used by the United States Department of Defense for describing, designing, and simulating very-high-speed integrated circuits (VHSICs).] The image-sensor and FPGA clock frequencies in these cameras have generally been much higher than those used in video cameras designed and manufactured elsewhere. Frequently, the outputs of these cameras are converted to other video-camera formats by use of pre- and post-filters.

The Role of Lecturers and Inclusive Education

ERIC Educational Resources Information Center

Molina, Víctor M.; Perera Rodríguez, Víctor Hugo; Melero Aguilar, Noelia; Cotán Fernández, Almudena; Moriña, Anabel

2016-01-01

This paper presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project employing a non-usual research methodology in higher education research and students with disabilities: the biographical-narrative methodology. The…

Comparison of student confidence and perceptions of biochemistry concepts using a team-based learning versus traditional lecture-based format.

PubMed

Gryka, Rebecca; Kiersma, Mary E; Frame, Tracy R; Cailor, Stephanie M; Chen, Aleda M H

To evaluate differences in student confidence and perceptions of biochemistry concepts using a team-based learning (TBL) format versus a traditional lecture-based format at two universities. Two pedagogies (TBL vs lecture-based) were utilized to deliver biochemistry concepts at two universities in a first-professional year, semester-long biochemistry course. A 21-item instrument was created and administered pre-post semester to assess changes in confidence in learning biochemistry concepts using Bandura's Social Cognitive Theory (eight items, 5-point, Likert-type) and changes in student perceptions of biochemistry utilizing the theory of planned behavior (TPB) domains (13 items, 7- point, Likert-type). Wilcoxon signed-rank tests were used to evaluate pre-post changes, and Mann Whitney U tests for differences between universities. All students (N=111) had more confidence in biochemistry concepts post-semester, but TBL students (N=53) were significantly more confident. TBL students also had greater agreement that they are expected to actively engage in science courses post-semester, according to the perceptions of biochemistry subscale. No other differences between lecture and TBL were observed post-semester. Students in a TBL course had greater gains in confidence. Since students often engage in tasks where they feel confident, TBL can be a useful pedagogy to promote student learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Common and Innovative Visuals: A sparsity modeling framework for video.

PubMed

Abdolhosseini Moghadam, Abdolreza; Kumar, Mrityunjay; Radha, Hayder

2014-05-02

Efficient video representation models are critical for many video analysis and processing tasks. In this paper, we present a framework based on the concept of finding the sparsest solution to model video frames. To model the spatio-temporal information, frames from one scene are decomposed into two components: (i) a common frame, which describes the visual information common to all the frames in the scene/segment, and (ii) a set of innovative frames, which depicts the dynamic behaviour of the scene. The proposed approach exploits and builds on recent results in the field of compressed sensing to jointly estimate the common frame and the innovative frames for each video segment. We refer to the proposed modeling framework by CIV (Common and Innovative Visuals). We show how the proposed model can be utilized to find scene change boundaries and extend CIV to videos from multiple scenes. Furthermore, the proposed model is robust to noise and can be used for various video processing applications without relying on motion estimation and detection or image segmentation. Results for object tracking, video editing (object removal, inpainting) and scene change detection are presented to demonstrate the efficiency and the performance of the proposed model.

Students' understanding and perceptions of the content of a lecture

NASA Astrophysics Data System (ADS)

Hrepic, Zdeslav; Zollman, Dean; Rebello, Sanjay

2004-09-01

In spite of advances in physics pedagogy, the lecture is by far the most widely used instructional format. We investigated students' understanding and perceptions of the content delivered during a physics lecture. Students participating in our study responded to a written conceptual survey on sound propagation. Next, they looked for answers to the survey questions in a videotaped lecture by a nationally known teacher. As they viewed the lecture, they indicated instances, if any, in which the survey questions were answered during the lecture. A group of experts (physics instructors) also participated in our study. We discuss students' and experts' responses to the survey questions.

Lecture classes in human anatomy: the students' perceptions.

PubMed

Kar, Maitreyee; Roy, Hironmoy; Ghosh, Anasuya; Tapadar, Arunabha; Chowdhury, Subhramoy; Mukherjee, Pranab; Jana, Tapan Kumar

2013-06-01

The human anatomy, or in brief, the body structure has fascinated man for ages. Due to the information explosion and the increase in specializations, this knowledge is available in a very sketchy manner in high school biology courses. The first comprehensive course on the human anatomy is taught to the first year medical students in medical colleges. This is in keeping with the regulations of the Medical Council of India. The anatomy lecture classes occupy a considerable time of the course, to provide the students with an effective knowledge of the gross anatomy, histology, embryology and the clinical anatomy. On the other hand, the students' feedback regarding the lecture methods and the teaching environment is crucial in judging the efficacy of the present curriculum. To obtain the students' feedback about the environment of the lecture classes, as regards the venue, the teaching and learning aids which are used, the lecture class schedule of the university (the number of classes per week, the durations of the lecture classes, etc.) and the existing departmental practices (display of the class routine in advance, synchronization between the lecture and the practical classes), so that their suggestions could help the faculty in planning the most effective teaching procedures. A semi structured questionnaire was supplied to the students to get their feedback. Most of the students found the air conditioned seminar room's environment to be more comfortable and they supported the existing durations of the lecture hours with the combined use of chalk and a board and overhead projectors (OHPs). The perceptions of the learners helped in modifying the departmental practice in the desired way.

Organic Lecture Demonstrations.

ERIC Educational Resources Information Center

Silversmith, Ernest F.

1988-01-01

Provides a listing of 35 demonstrations designed to generate interest in organic chemistry and help put points across. Topics include opening lecture; molecular structure and properties; halogenation; nucleophilic substitution, alkenes and dienes, stereochemistry, spectroscopy, alcohols and phenols, aldehydes and ketones; carboxylic acids, amines,…

Lecture 11: Some More Suggestions and Remarks

ERIC Educational Resources Information Center

Montessori, Maria

2016-01-01

This lecture discusses how the careful preparation of the observer, control of conditions, and precise use of materials will allow the child to "be free to manifest the phenomena which we wish to observe." This lecture was delivered at the International Training Course, London, 1921. [Reprinted from "AMI Communications" (2008).

Florence Tan Maniac Lecture, April 13, 2016

NASA Image and Video Library

2016-04-13

Florence Tan Maniac Lecture, April 13, 2016 NASA Engineer Florence Tan presented a Maniac Lecture entitled, "From Malaysia to Mars." Florence talked about her journey from Malaysia to NASA Goddard Space Flight Center, where she has been working on planetary mass spectrometers, which is characterized by challenges, frustration, excitement, and rewards.

Progress in video immersion using Panospheric imaging

NASA Astrophysics Data System (ADS)

Bogner, Stephen L.; Southwell, David T.; Penzes, Steven G.; Brosinsky, Chris A.; Anderson, Ron; Hanna, Doug M.

1998-09-01

Having demonstrated significant technical and marketplace advantages over other modalities for video immersion, PanosphericTM Imaging (PI) continues to evolve rapidly. This paper reports on progress achieved since AeroSense 97. The first practical field deployment of the technology occurred in June-August 1997 during the NASA-CMU 'Atacama Desert Trek' activity, where the Nomad mobile robot was teleoperated via immersive PanosphericTM imagery from a distance of several thousand kilometers. Research using teleoperated vehicles at DRES has also verified the exceptional utility of the PI technology for achieving high levels of situational awareness, operator confidence, and mission effectiveness. Important performance enhancements have been achieved with the completion of the 4th Generation PI DSP-based array processor system. The system is now able to provide dynamic full video-rate generation of spatial and computational transformations, resulting in a programmable and fully interactive immersive video telepresence. A new multi- CCD camera architecture has been created to exploit the bandwidth of this processor, yielding a well-matched PI system with greatly improved resolution. While the initial commercial application for this technology is expected to be video tele- conferencing, it also appears to have excellent potential for application in the 'Immersive Cockpit' concept. Additional progress is reported in the areas of Long Wave Infrared PI Imaging, Stereo PI concepts, PI based Video-Servoing concepts, PI based Video Navigation concepts, and Foveation concepts (to merge localized high-resolution views with immersive views).

A new look at deep-sea video

USGS Publications Warehouse

Chezar, H.; Lee, J.

1985-01-01

A deep-towed photographic system with completely self-contained recording instrumentation and power can obtain color-video and still-photographic transects along rough terrane without need for a long electrically conducting cable. Both the video- and still-camera systems utilize relatively inexpensive and proven off-the-shelf hardware adapted for deep-water environments. The small instrument frame makes the towed sled an ideal photographic tool for use on ship or small-boat operations. The system includes a temperature probe and altimeter that relay data acoustically from the sled to the surface ship. This relay enables the operator to monitor simultaneously water temperature and the precise height off the bottom. ?? 1985.

What Predicts Skill in Lecture Note Taking?

ERIC Educational Resources Information Center

Peverly, Stephen T.; Ramaswamy, Vivek; Brown, Cindy; Sumowski, James; Alidoost, Moona; Garner, Joanna

2007-01-01

Despite the importance of good lecture notes to test performance, very little is known about the cognitive processes that underlie effective lecture note taking. The primary purpose of the 2 studies reported (a pilot study and Study 1) was to investigate 3 processes hypothesized to be significantly related to quality of notes: transcription…

How to Present It? On the Rhetoric of an Outstanding Lecturer

ERIC Educational Resources Information Center

Movshovitz-Hadar, Nitsa; Hazzan, Orit

2004-01-01

This paper analyses a lecture by an excellent teaching award winner professor of mathematics, given to high school mathematics teachers. The analysis is based upon two sources: (i) the lecture plan, as expressed in a series of 29 transparencies, prepared by the lecturer in advance; (ii) the actual implementation of the lecture, as transcribed from…

Does Tagging Improve the Navigation of Online Recorded Lectures by Students?

ERIC Educational Resources Information Center

Gorissen, Pierre; van Bruggen, Jan; Jochems, Wim

2015-01-01

Students more and more have access to online recordings of the lectures they attend at universities. The volume and length of these recorded lectures however make them difficult to navigate. Research shows that students primarily watch the recorded lectures while preparing for their exams. They do watch the full recorded lectures, but review only…

Flip or flop? Students' perspectives of a flipped lecture in mathematics

NASA Astrophysics Data System (ADS)

Novak, Julia; Kensington-Miller, Barbara; Evans, Tanya

2017-07-01

This paper describes students' perspectives of a one-off flipped lecture in a large undergraduate mathematics service course. The focus was on calculating matrix determinants and was designed specifically to introduce debate and argumentation into a mathematics lecture. The intention was to promote a deeper learning and understanding through engagement with the added hope of instilling some passion for the subject. During the lecture, students were asked to vote with their feet, literally moving around the lecture theatre to form groups according to their shared favourite technique for calculating matrix determinants. Group discussions were then followed by a whole class debate facilitated by the lecturers, before they wrapped up the lecture by resolving the professional disagreements that had come to light during the debate. Following the lecture, data on student perspectives was gathered using both surveys and focus groups. Within this paper, we share the data and reveal the interesting results that emerged from our analysis. Despite remaining unconvinced as to whether flipped lectures are better for learning, students reported greater engagement and increased understanding of the material covered.

Participatory Lecture Demonstrations.

ERIC Educational Resources Information Center

Battino, Rubin

1979-01-01

The use of participatory lecture demonstrations in the classroom is described. Examples are given for the following topics: chromatography, chemical kinetics, balancing equations, the gas laws, kinetic molecular theory, Henry's law of gas solubility, electronic energy levels in atoms, and translational, vibrational, and rotational energies of…

Lecture Evaluations by Medical Students: Concepts That Correlate With Scores.

PubMed

Jen, Aaron; Webb, Emily M; Ahearn, Bren; Naeger, David M

2016-01-01

The didactic lecture remains one of the most popular teaching formats in medical education; yet, factors that most influence lecturing success in radiology education are unknown. The purpose of this study is to identify patterns of narrative student feedback that are associated with relatively higher and lower evaluation scores. All student evaluations from our core radiology elective during 1 year were compiled. All evaluation comments were tagged, to identify discrete descriptive concepts. Correlation coefficients were calculated, for each tag with mean evaluation scores. Tags that were the most strongly associated with the highest- versus lowest-rated (> or < 1 SD) lectures were identified. A total of 3,262 comments, on 273 lectures, rated by 77 senior medical students, were analyzed. The mean lecture score was 8.96 ± 0.62. Three tags were significantly positively correlated with lecture score: "interactive"; "fun/engaging"; and "practical/important content" (r = 0.39, r = 0.34, and r = 0.32, respectively; all P < .001). More tags (n = 12) were significantly negatively correlated with score; the three tags with the strongest such correlation were: "not interactive"; "poorly structured or unevenly paced"; and "content too detailed or abundant" (r = -0.44, r = -0.39, and r = -0.36, respectively; all P < .001). Analysis of only the highest- and lowest-rated lectures yielded similar results. Several factors were identified that were strongly associated with lecture score. Among the actionable characteristics, interactive lectures with appropriately targeted content (ie, practical/useful) were the most highly rated. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Snapshots of Student Thinking: An Exploration of Video Cases for Extending Prospective Teachers' Knowledge

ERIC Educational Resources Information Center

Pitts Bannister, Vanessa R.; Mariano, Gina J.

2013-01-01

The purpose of this article is to explore the relationships between prospective teachers' content knowledge, student understanding, and pedagogy using video cases. The emphasis was on the extent to which the participants utilized constructs of Technology Pedagogy And Content Knowledge. Ten prospective teachers viewed video cases of students…

More Ammunition for the Note-Taking Feud: The "Spaced Lecture."

ERIC Educational Resources Information Center

Bentley, Donna Anderson

1981-01-01

An experiment is discussed that tested a 1975 hypothesis of Aiken, Thomas, and Shennum that a "spaced lecture" might help solve the problem of the negative of concurrently listening and writing. Results indicated that the "spaced lecture" was no better than the traditional lecture. (MLW)

Confchem Conference on Flipped Classroom: Student Engagement with Flipped Chemistry Lectures

ERIC Educational Resources Information Center

Seery, Michael K.

2015-01-01

This project introduces the idea of "flipped lecturing" to a group of second-year undergraduate students. The aim of flipped lecturing is to provide much of the "content delivery" of the lecture in advance, so that the lecture hour can be devoted to more in-depth discussion, problem solving, and so on. As well as development of…

Lectures on Dispersion Theory

DOE R&D Accomplishments Database

Salam, A.

1956-04-01

Lectures with mathematical analysis are given on Dispersion Theory and Causality and Dispersion Relations for Pion-nucleon Scattering. The appendix includes the S-matrix in terms of Heisenberg Operators. (F. S.)

Contact-free heart rate measurement using multiple video data

NASA Astrophysics Data System (ADS)

Hung, Pang-Chan; Lee, Kual-Zheng; Tsai, Luo-Wei

2013-10-01

In this paper, we propose a contact-free heart rate measurement method by analyzing sequential images of multiple video data. In the proposed method, skin-like pixels are firstly detected from multiple video data for extracting the color features. These color features are synchronized and analyzed by independent component analysis. A representative component is finally selected among these independent component candidates to measure the HR, which achieves under 2% deviation on average compared with a pulse oximeter in the controllable environment. The advantages of the proposed method include: 1) it uses low cost and high accessibility camera device; 2) it eases users' discomfort by utilizing contact-free measurement; and 3) it achieves the low error rate and the high stability by integrating multiple video data.

Interactive computer-assisted instruction vs. lecture format in dental education.

PubMed

Howerton, W Bruce; Enrique, Platin R T; Ludlow, John B; Tyndall, Donald A

2004-01-01

The purpose of this study was to compare computer-assisted instruction (CAI) with lecture format using recent hardware and software advances. A pre- and post-test was used to determine student performance and instructional preference. In addition, a post-instruction survey was used to determine student learning preferences. Seventy-five first-year University of North Carolina (UNC) dental students who were registered for the introductory radiology course were asked to participate. All agreed and were randomly placed in one of three groups: interactive CD only, interactive CD and lecture, and lecture only. The content of the multimedia instruction focused on intraoral radiography. A pre- and post-test was administered to determine if there was a significant difference between interactive CD and lecture formats, and an evaluation instrument was used to determine if there was a student learning preference between CAI and lecture format. Analysis of covariance and the sign test were used to determine significance (p<.05). There was no significant difference between pre- and post-test outcomes, indicating that similar learning took place using the interactive CD and/or lecture format. However, students preferred CAI to lecture format.

Video document

NASA Astrophysics Data System (ADS)

Davies, Bob; Lienhart, Rainer W.; Yeo, Boon-Lock

1999-08-01

The metaphor of film and TV permeates the design of software to support video on the PC. Simply transplanting the non- interactive, sequential experience of film to the PC fails to exploit the virtues of the new context. Video ont eh PC should be interactive and non-sequential. This paper experiments with a variety of tools for using video on the PC that exploits the new content of the PC. Some feature are more successful than others. Applications that use these tools are explored, including primarily the home video archive but also streaming video servers on the Internet. The ability to browse, edit, abstract and index large volumes of video content such as home video and corporate video is a problem without appropriate solution in today's market. The current tools available are complex, unfriendly video editors, requiring hours of work to prepare a short home video, far more work that a typical home user can be expected to provide. Our proposed solution treats video like a text document, providing functionality similar to a text editor. Users can browse, interact, edit and compose one or more video sequences with the same ease and convenience as handling text documents. With this level of text-like composition, we call what is normally a sequential medium a 'video document'. An important component of the proposed solution is shot detection, the ability to detect when a short started or stopped. When combined with a spreadsheet of key frames, the host become a grid of pictures that can be manipulated and viewed in the same way that a spreadsheet can be edited. Multiple video documents may be viewed, joined, manipulated, and seamlessly played back. Abstracts of unedited video content can be produce automatically to create novel video content for export to other venues. Edited and raw video content can be published to the net or burned to a CD-ROM with a self-installing viewer for Windows 98 and Windows NT 4.0.