Nieuw Amerikaans onderzoek laat zien dat in de Verenigde Staten voor het eerst meer streaming video is uitgezonden via krantensites dan via websites van televisiezenders.
DOCUMENT
© 2014 Springer Science+Business Media New York Video is increasingly used as an instructional tool. It is therefore becoming more important to improve learning of students from video. We investigated whether student learning effects are influenced through an instruction about other viewing behaviours, and whether these learning effects depend on their prior knowledge. In a controlled environment, 115 students watched a number of instructional videos about the technical equipment needed in a course on digital photography. Every second student was instructed about other possible viewing behaviours. A pre-post-retention test was carried out to calculate learning effects. The differences with respect to the learning effects of students who received an awareness instruction on an alternative viewing strategy were not significantly different. The differences as observed in our earlier experiment however could not be reproduced. Students with a broad viewing repertoire showed higher learning effects than students with a narrow repertoire. Furthermore, students with a strategic viewing approach also showed higher learning effects. Certain conditions have to be met: the technical and didactical quality of the video must be good, the integration in a learning task must be apparent, students must be aware of their viewing behaviour, and teachers must be aware of their students’ viewing behaviour in order to enrich the viewing repertoire of students when they have at least some basic knowledge e.g. after several lessons on the topics at hand. In future research, this study should be replicated using more complex video episodes than the instruction videos we used in our experiments that were only on the factual knowledge level of the taxonomy of Bloom. Moreover, replication of this study with a larger sample size could yield a significant improvement in learning effects. This is plausible because students need an amount of prior knowledge beyond a certain threshold value in order to be able to expand their knowledge network in their long term memory. Finally, additional media player functionality, facilitating effective student learning from video, can be described based on the results of this study.
LINK
How do global audiences use streaming platforms like YouTube, Netflix and iPlayer? How does the experience of digital video change according to location? What strategies do people use to access out-of-region content? What are the commercial and governmental motivations behind geoblocking?Geoblocking and Global Video Culture explores the cultural implications of access control and circumvention in an age of VPNs. Featuring seventeen chapters from diverse critical positions and locations – including China, Iran, Malaysia, Turkey, Cuba, Brazil, USA, Sweden and Australia.
MULTIFILE
On a four-year bachelor course at Inholland University of Applied Sciences in the Netherlands, additional modern language was offered to first-year students studying at three locations. Since each location only had a few students and there was only one language teacher available, across the three locations, lessons were given by the teacher in a ‘hybrid’ classrooms. The teacher was at one location with some students while students from the other two locations would join via live video link. The focus was to develop speaking and listening skills through in-classroom discussion that took place via the video link. Short video news segments in the language were watched live in class. This lead to discussion and practicing the language. Learning support materials were available in the form of a grammar book with an online self-test learning environment. The research group conducted research on this original and creative solution to teaching smaller groups since much could be learned from a practical, didactic and organisational perspective. Several organisational issues influenced the course. And from a pedagogical perspective, this case supported findings from the literature that it is complicated to engage with students live in a classroom while also communicating with students at other locations via a video screen.
DOCUMENT
The qualities and availability of different video formats offer many opportunities within the context of Higher Education (Hansch et al., 2015; Johnson et al., 2016; van Huystee, 2016). There is a shift within Higher Education to transition from the traditional face to face approach, to a more ‘blended’ approach in which face to face and online delivery of content are blended (Bates, 2015). More delivery of content is now provided online in video format, viewed before the class, as part of a flipped classroom (Bishop & Verleger, 2013; Yousef, Chatti, & Schroeder, 2014) and this is impacting the traditional role of the lecturer from ‘sage on the stage’, to ‘guide on the side’ (Tapscott, 2009). When creating video, a lecturer needs to have an understanding of the particular pedagogic affordances of the different types of video (Koumi, 2014; Thomson, Bridgstock, & Willems, 2014) and to know how to implement and embed these effectively into the teaching environment as part of a blended approach (Dankbaar, Haring, Moes, & van Hees, 2016; Fransen, 2006; Woolfitt, 2015). There needs to be awareness of how to embed the video from a didactic perspective to create meaningful learning (Karppinen, 2005) and an understanding of some of the financial and technical issues which include the relationship between cost of video production and the user experience (Hansch et al., 2015) and creating the correct combination of multimedia visual and audio elements (Colvin Clark & Mayer, 2011). As the role of the lecturer changes, there are a number of challenges when navigating through this changing educational environment. Massive Open Online Courses (MOOCs) provide lots of data for analysis and research shows that students in this environment stop watching videos after about six minutes (Guo, Kim, & Rubin, 2014) and that the most common video style used in MOOCs was the talking head with Power Point (Reutemann, 2016). Further research needs to be conducted regarding student preferences of video styles and correlation between video styles and course drop-out rates. As part of its research, the Inholland research group ‘Teaching, Learning and Technology’ (TLT) examines the use of ICT and video to support teaching and learning within Inholland. In 2015-2016, several pioneers (Fransen, 2013) working at Inholland explored different approaches to using video to support the teaching and learning process within a number of educational environments. TLT supported the pioneers in establishing their role within their faculty, creating a framework within which the pioneer can design the video intervention, collecting data and reflecting on what was learned through this process. With some of the projects, a more formal research process was followed and a full research report could be compiled. In other cases, the pioneer took a more exploratory and experimental approach. In these cases, the pioneer may not have conducted the video intervention under a formal research framework. However, during this process the pioneer may have uncovered interesting and valuable practical examples that can inspire and be shared with other educators. This current report falls under the category Research Type 3 as defined by TLT. It describes and assesses an ICT application (in this case, video) in order to share the original approach that could have high potential to be implemented in a broader educational context.
DOCUMENT
Studenten die leren van video’s zijn gebaat bij mediaspelers die meer opties bieden bij het zoeken naar specifieke delen van een filmpje. Voor het leereffect is het belangrijk dat het eenvoudiger wordt om een bepaald fragment nog eens terug te kijken. Dat stelt Jelle de Boer, die promoveert op een onderzoek naar de kijkpatronen van studenten bij het bestuderen van video’s.De Boer onderzocht het kijkgedrag van studenten in verschillende experimenten. Studenten kregen daarbij onder meer een instructie over mogelijk alternatief kijkgedrag, om te onderzoeken in hoeverre die alternatieve strategie hun leereffecten zou verhogen. De Boer vond dat de leereffecten van kijkers met een smal kijkrepertoire lager waren dan de leereffecten van strategische kijkers en studenten met een breed kijkrepertoire.Studenten met enige basiskennis over de onderwerpen die aan bod kwamen in de video’s hadden het meeste voordeel van het gebruik van mogelijk alternatief kijkgedrag en studenten met weinig voorkennis hadden het minste voordeel. De leerwinst van studenten met weinig voorkennis verdween na een aantal weken; kennisverwerking lijkt slecht te gaan wanneer twee dingen tegelijk worden gedaan.
MULTIFILE
This study evaluates the maximum theoretical exposure to radiofrequency (RF) electromag- netic fields (EMFs) from a Fifth-generation (5G) New Radio (NR) base station (BS) while using four commonly used mobile applications: YouTube for video streaming, WhatsApp for voice calls, Instagram for posting pictures and videos, and running a Video game. Three factors that might affect exposure, i.e., distance of the measurement positions from the BS, measurement time, and induced traffic, were examined. Exposure was assessed through both instantaneous and time-averaged extrapolated field strengths using the Maximum Power Extrapolation (MPE) method. The former was calculated for every measured SS-RSRP (Secondary Synchronization Reference Signal Received Power) power sample obtained with a sampling resolution of 1 second, whereas the latter was obtained using a 1-min moving average applied on the applications’ instantaneous extrapolated field strengths datasets. Regarding distance, two measurement positions (MPs) were selected: MP1 at 56 meters and MP2 at 170 meters. Next, considering the measurement time, all mobile application tests were initially set to run for 30 minutes at both MPs, whereas the video streaming test (YouTube) was run for an additional 150 minutes to investigate the temporal evolution of field strengths. Considering the traffic, throughput data vs. both instantaneous and time-averaged extrapolated field strengths were observed for all four mobile applications. In addition, at MP1, a 30-minute test without a User Equipment (UE) device was conducted to analyze exposure levels in the absence of induced traffic. The findings indicated that the estimated field strengths for mobile applications varied. It was observed that distance and time had a more significant impact than the volume of data traffic generated (throughput). Notably, the exposure levels in all tests were considerably lower than the public exposure thresholds set by the ICNIRP guidelines.INDEX TERMS 5G NR, C-band, human exposure assessment, mobile applications, traffic data, maximum extrapolation method, RF-EMF.
MULTIFILE
The initial trigger of this research about learning from video was the availability of log files from users of video material. Video modality is seen as attractive as it is associated with the relaxed mood of watching TV. The experiments in this research have the goal to gain more insight in viewing patterns of students when viewing video. Students received an awareness instruction about the use of possible alternative viewing behaviors to see whether this would enhance their learning effects. We found that:- the learning effects of students with a narrow viewing repertoire were less than the learning effects of students with a broad viewing repertoire or strategic viewers.- students with some basic knowledge of the topics covered in the videos benefited most from the use of possible alternative viewing behaviors and students with low prior knowledge benefited the least.- the knowledge gain of students with low prior knowledge disappeared after a few weeks; knowledge construction seems worse when doing two things at the same time.- media players could offer more options to help students with their search for the content they want to view again.- there was no correlation between pervasive personality traits and viewing behavior of students.The right use of video in higher education will lead to students and teachers that are more aware of their learning and teaching behavior, to better videos, to enhanced media players, and, finally, to higher learning effects that let users improve their learning from video.
DOCUMENT
