De Festival Atlas: Filmfestivals 2017, geeft een overzicht en analyse van het landschap van filmfestivals in Nederland in 2017. Informatie over hoeveel festivals er waren, hoeveel filmprijzen er werden uitgereikt, welke social media werd ingezet en de verschillen tussen provincies is hierin terug te lezen
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Cultural festivals can attract cultural tourists, extend the tourist season and add vibrancy to the cultural scene. However, there is relatively little research on how festivals affect tourist experience of the destination or outcomes such as satisfaction or repeat visitation. This study used the Event Experience Scale to measure tourist experiences at three cultural festivals in Hong Kong – the Lantern Festival, Dragon Boat Festival and the Cheung Chau Bun Festival. The findings show that tourist experiences of these festivals are distinct, and they positively affect destination image and behavioural outcomes. Relative to permanent attractions and tours, festival experiences elicit stronger affective, conative and novelty responses. Festivals also convey a stronger impression of Hong Kong as a destination exhibiting Chinese and traditional culture, but less as a global city. The festival experience is associated with positive outcomes, namely greater satisfaction, intention to recommend and intention to return.
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Video was used in a variety of formats during a third year elective Inholland course ‘Levensbeschouwing’ at the Faculty Onderwijs en Innovatie (education and innovation) in Amstelveen. From April to June (2017), 30 part-time and full-time students on the Tweedegraads Leraren Opleiding chose to follow the course for the ten week study period. Students used a variety of video formats to support and enhance their learning process. This research evaluates how the didactic embedding of video supported the teaching and learning on the course. The objective of the research was to gain insight into the ways in which video supports the learning and teaching process in the course and into the perceived practicality and effectiveness of this video support. The research examined how video was integrated into the course structure, how students and lecturers perceived the practicality of the use of video, and whether they considered it effective. The conversational framework of Laurillard (2002), was used as a framework in which to examine the interaction between students and teachers at the conceptual and application level. An overview was made of the different forms of videos used during the course (both teacher and student generated), how they were viewed and the value of them to the students. A survey was collected on the last day of the course in which students could share feedback on the ways in which video had contributed to their learning process. At the end of the course, a group interview was held with six student representatives (one from each group) and with the lecturers on the course to collect additional qualitative feedback on how video contributed to the learning process.
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