Roman portraits re-carved: “now you see him/her, now you don't” - ERIC R. VARNER, MUTILATION AND TRANSFORMATION. DAMNATIO MEMORIAE AND ROMAN IMPERIAL PORTRAITURE (Monumenta Graeca et Romana vol. X; E. J Brill, Leiden 2004). Pp. 340, ills. 215. ISSN 0169-8850; ISBN 90-04-13577-4. Eur. 199. - MARINA PRUSAC, FRA ANSIKT TIL ANSIKT: GJENBRUK AV ROMERSK SKULPTUR MED HOVEDVEKT PA OMARBEIDELSE AV PORTRETTER I SENANTIKKEN (Universitetet Oslo 2002). Pp. 259, ills. 474, plus CD-ROM [translated by the author as From face to face: reuse of Roman sculpture with an emphasis on re-carving of portraits in late antiquity].

2005 ◽  
Vol 18 ◽  
pp. 631-634
Author(s):  
Richard Brilliant
Keyword(s):  
Late Antiquity ◽  
Cd Rom ◽  
Face To Face ◽  
Imperial Portraiture

scholarly journals Using HortBase in Education

1998 ◽  
Vol 8 (3) ◽  
pp. 301-306 ◽  
Author(s):  
Roger Kjelgren ◽  
Larry Rupp
Keyword(s):  
Computer Technology ◽  
Cd Rom ◽  
Course Content ◽  
Face To Face ◽  
Video Footage ◽  
Computer Based ◽  
Slide Show ◽  
Face To Face Instruction ◽  
Based Instruction ◽  
Clear Idea

Computer technology allows horticultural educators to convey information more flexibly and visually to a greater audience. However, accessing and making use of technological teaching tools is as much a hurdle as it is an opportunity. HortBase provides the framework for educators in horticulture to easily access and contribute to quality chunks of horticultural educational by computer. Engaging computer-based instruction such as HortBase in distance or on-campus teaching is a three-step process. First, before assembling the teaching material, the educator must decide on who the target audience is and what information to convey. Audiences on campus often have higher expectations of how they want to learn, being accustomed to face-to-face instruction and guidance, but may not have a clear idea of what they want to learn. Off-campus audiences may have lower expectations but generally are more focused on the information they want. Second, the educator then must decide on how much of the information to bring into digital form oneself and what to draw from elsewhere. Chunks of digitized information can be created by scanning existing images into the computer or created on computer with drawing programs. Once digitized, images can be manipulated to achieve a desired look. This is laborious, so much effort can be saved by taking created chunks from HortBase. Finally, choose a medium for dissemination. Course content can be presented with slide-show software that incorporates digitized slides, drawing, animations, and video footage with text. Lectures can then be output to videotape or broadcast via an analog network. Alternatively, the digitized information can be incorporated into interactive packages for CD-ROM or the World Wide Web.

Trends of Blended Learning in K-12 Schools

2018 ◽  
pp. 43-61
Author(s):  
Alex Kumi-Yeboah ◽  
Patriann Smith
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
International Association ◽  
Natural Extension ◽  
Future Research ◽  
Cd Rom ◽  
Face To Face ◽  
School Year ◽  
Training Film ◽  
K 12

Blended learning is a well-known and successful instructional model used in higher education and K-12 schools (International Association for K-12 Online Learning, 2012; Watson, 2012). It is estimated that about 37 percent of school districts in the United States had students enrolled in technology-supported distance education courses during the 2004/2005 school year (Zandberg & Lewis, 2008). An increased student population, coupled with the need to reduce educational costs, has led to a high demand for virtual instruction (Watson, 2010). Blended learning is a hybrid of traditional face-to-face and online learning in which instruction occurs through both classroom and online formats, with the online component being a natural extension of traditional classroom learning (Colis & Moonen, 2001). As such, the process may involve a combination of instructional technology formats (e.g., videotape, CD-ROM, Web-based training, film) and face-to-face instructor-led instruction (Driscoll, 2002). Despite its hybrid nature and the potential it holds for transforming classroom instruction, to date, little research exists that examines trends in blended learning and the challenges and possibilities of utilizing this method of instructional delivery at the K-12 level. Further, even less is known about best practices in K-12 blended learning and instruction (Ferdig et al., 2009). Given these considerations, in this chapter, the authors first explore trends in blended learning in K-12 schools. Subsequently, they examine the benefits and challenges of K-12 blended learning. In the final phases of the chapter, the authors highlight possible solutions to the challenges, discuss recommendation, and identify directions for future research.

VR 101

1998 ◽  
Author(s):  
Michael Heim
Keyword(s):  
Virtual Reality ◽  
Electronic Mail ◽  
Three Dimensional ◽  
Weak Sense ◽  
Strong Sense ◽  
Strict Sense ◽  
Contemporary Culture ◽  
Cd Rom ◽  
Face To Face ◽  
The Face

Today we call many things “virtual.” Virtual corporations connect teams of workers located across the country. In leisure time, people form clubs based on shared interests in politics or music, without ever meeting face-to-face. Even virtual romances flourish through electronic mail. All sorts of hybrid social realities have sprung up on fax machines and computers, cellular telephones and communication satellites. Yet most of these “virtual realities” are not, in the strict sense of the term, virtual reality. They are pale ghosts of virtual reality, invoking “virtual” to mean anything based on computers. A strong meaning of virtual reality, however, ties together these looser meanings. A certain kind of technology—“VR” for short—has become the model for a pervasive way of seeing things. Contemporary culture increasingly depends on information systems, so that we find virtual reality in the weak sense popping up everywhere, while virtual reality in the strong sense stands behind the scenes as a paradigm or special model for many things. The first step in virtual realism is to become clear about the meaning of virtual reality in the strong sense of the term. We need to be clear about using virtual reality as a model because the loose or weak sense of virtual reality grows increasingly fuzzy as the face value of the term wears down in the marketplace, where virtual reality sells automobiles and soap. Car manufacturers use virtual reality in television commercials: “Climb out of that virtual reality and test drive the real road car that stimulates all five senses!” Newspaper cartoons and entertainment parks pump the popularity of virtual reality. Products on CD-ROM bill their 3-D (three dimensional) graphics as “true virtual reality.” AT&T welcomes you into its “virtual world.” The term now belongs to the universal vocabulary. But movies and seasonal television shows should not stretch VR to a thin vapor. Because virtual reality belongs to an important part of the future, we need to understand it not only as an undercurrent affecting cultural developments but also as a powerful technology in its own right.

A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment

ReCALL ◽  
2007 ◽  
Vol 19 (1) ◽  
pp. 57-78 ◽  
Author(s):  
ELKE STRACKE
Keyword(s):  
Language Learning ◽  
Drop Out ◽  
Computer Assisted ◽  
Successful Implementation ◽  
Computer Assisted Language Learning ◽  
Cd Rom ◽  
Decision To Leave ◽  
Learning And Teaching ◽  
Face To Face ◽  
Self Study

This paper addresses the views of students of blended language learning (BLL) – a particular learning and teaching environment, that combines face-to-face (f2f) and computer-assisted language learning (CALL). In this instance, the ‘blend’ consisted of learners’ independent self-study phases at a computer, with a CD-ROM, and traditional f2f classroom learning. This paper explores this BLL environment from the participants’ perspective and focuses on three learners who left the class. The aim of the study was to understand the reasons behind those students’ decision to leave, so that ideas might be developed for the successful implementation of BLL environments in the future that would appeal to all learners. The analysis showed that students left the class for three reasons: a perceived lack of support and connection/complementarity between the f2f and computer-assisted components of the ‘blend’; a perceived lack of usage of the paper medium for reading and writing; and the rejection of the computer as a medium of language learning. The paper concludes by pointing out implications for the possible future of BLL.

Exploring the open English teaching mode based on the combination of autonomous learning and face-to-face teaching of multimedia CD-ROM

2021 ◽  
pp. 002072092110052
Author(s):  
Xiangnan Xu ◽  
Long Ye
Keyword(s):  
Teaching Experiment ◽  
Colleges And Universities ◽  
Learning System ◽  
Autonomous Learning ◽  
Teaching Model ◽  
Full Time ◽  
Teaching Mode ◽  
Cd Rom ◽  
English Teaching ◽  
Face To Face

The emergence of multimedia has created a new teaching vitality for the development of English teaching, and at the same time stimulated students’ interest in learning and made the whole classroom more diverse and interesting. It is a new way for people to use modern technology to assist teaching. This article proposes CD-ROM self-learning and face-to-face teaching to guide and inspire multimedia teaching. Studying the type, construction and function of interactive English teaching mode in multimedia environment is of great significance to the reform of English teaching in colleges and universities. Therefore, it is necessary for teachers engaged in open English teaching to explore suitable combination of human-machine and English-based teaching modes based on network multimedia independent learning and face-to-face teaching. The novelty of this article is based on the experience of full-time colleges and universities, and considering the particularity of college English teaching, a teaching model based on open English multimedia CD-ROM and face-to-face teaching was constructed. Based on language input theory, this research fully considers the central role of students, uses a set of multimedia CD-ROM autonomous learning system while teaching face-to-face, integrates tests and questionnaires, carries out a year-long teaching experiment. The experimental results show that it is an effective open English teaching model.

scholarly journals al-Wasâil al-Ta’lîmiyah fî Ta’lîm Mahârah al-Istimâ’

2020 ◽  
Vol 1 (1) ◽  
pp. 49
Author(s):  
Muhammad Rifqi Halim
Keyword(s):  
Research Data ◽  
Learning Objectives ◽  
Listening Skills ◽  
Cellular Radio ◽  
Cd Rom ◽  
Literature Research ◽  
Face To Face ◽  
Descriptive Research ◽  
Qualitative Descriptive

Media in a learning is among the very important elements in addition to other learning elements such as material, methods and objectives. Media has an important role in realizing learning objectives, with the use of learning media can be efficient and effective. In this paper, the researcher tries to explain about learning media specifically that can be applied in teaching listening skills. Many of the learning media can be used to carry out and streamline learning in listening skills. This type of research is included in qualitative descriptive research or literature research, the research data is the result of studies or information from books and other written works. The learning media that can be applied in teaching listening skills are video media, loudspeakers (with cable and cellular), radio, CD-ROM, acting, face-to-face conversation, educational TV, audio cassettes and language labs.

Trends of Blended Learning in K-12 Schools

2014 ◽  
pp. 1-17 ◽  
Author(s):  
Alex Kumi-Yeboah ◽  
Patriann Smith
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
International Association ◽  
Natural Extension ◽  
Future Research ◽  
Cd Rom ◽  
Face To Face ◽  
School Year ◽  
Training Film ◽  
K 12

Blended learning is a well-known and successful instructional model used in higher education and K-12 schools (International Association for K-12 Online Learning, 2012; Watson, 2012). It is estimated that about 37 percent of school districts in the United States had students enrolled in technology-supported distance education courses during the 2004/2005 school year (Zandberg & Lewis, 2008). An increased student population, coupled with the need to reduce educational costs, has led to a high demand for virtual instruction (Watson, 2010). One strongly supported method is blended learning (Watson, 2010). Blended learning is a hybrid of traditional face-to-face and online learning in which instruction occurs through both classroom and online formats, with the online component being a natural extension of traditional classroom learning (Colis & Moonen, 2001). As such, the process may involve a combination of instructional technology formats (e.g., videotape, CD-ROM, Web-based training, film) and face-to-face instructor-led instruction (Driscoll, 2002). Despite its hybrid nature and the potential it holds for transforming classroom instruction, to date, little research exists that examines trends in blended learning and the challenges and possibilities of utilizing this method of instructional delivery at the K-12 level. Further, even less is known about best practices in K-12 blended learning and instruction (Ferdig, et al., 2009). Given these considerations, in this chapter, the authors first explore trends in blended learning in K-12 schools. Subsequently, they examine the benefits and challenges of K-12 blended learning. In the final phases of the chapter, the authors highlight possible solutions to the challenges, discuss recommendation, and identify directions for future research.

Exploiting the Web for language teaching: selected approaches

ReCALL ◽  
1999 ◽  
Vol 11 (1) ◽  
pp. 30-37 ◽  
Author(s):  
Uschi Felix
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Best Practice ◽  
Mixed Model ◽  
Language Teaching ◽  
Learning Skills ◽  
Cd Rom ◽  
Face To Face ◽  
Interactive Exercises ◽  
The Web

This paper discusses the findings of an extensive survey of approaches to language teaching and learning via the WWW. Its aim was to find exemplars of best practice in stand-alone courses, integrated mixed-model courses (Web/CD-ROM/face-to-face), and interactive exercises for the development of all four language learning skills. The findings suggest that, in some languages, resources are already so plentiful that it would be more economical to integrate the best of them into existing courses and to focus energies on global co-operation in the production of new high quality materials.

Trends of Blended Learning in K-12 Schools

2015 ◽  
pp. 1619-1635
Author(s):  
Alex Kumi-Yeboah ◽  
Patriann Smith
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
International Association ◽  
Natural Extension ◽  
Future Research ◽  
Cd Rom ◽  
Face To Face ◽  
School Year ◽  
Training Film ◽  
K 12

Blended learning is a well-known and successful instructional model used in higher education and K-12 schools (International Association for K-12 Online Learning, 2012; Watson, 2012). It is estimated that about 37 percent of school districts in the United States had students enrolled in technology-supported distance education courses during the 2004/2005 school year (Zandberg & Lewis, 2008). An increased student population, coupled with the need to reduce educational costs, has led to a high demand for virtual instruction (Watson, 2010). Blended learning is a hybrid of traditional face-to-face and online learning in which instruction occurs through both classroom and online formats, with the online component being a natural extension of traditional classroom learning (Colis & Moonen, 2001). As such, the process may involve a combination of instructional technology formats (e.g., videotape, CD-ROM, Web-based training, film) and face-to-face instructor-led instruction (Driscoll, 2002). Despite its hybrid nature and the potential it holds for transforming classroom instruction, to date, little research exists that examines trends in blended learning and the challenges and possibilities of utilizing this method of instructional delivery at the K-12 level. Further, even less is known about best practices in K-12 blended learning and instruction (Ferdig et al., 2009). Given these considerations, in this chapter, the authors first explore trends in blended learning in K-12 schools. Subsequently, they examine the benefits and challenges of K-12 blended learning. In the final phases of the chapter, the authors highlight possible solutions to the challenges, discuss recommendation, and identify directions for future research.

Learning Sport Management through Interaction with the Real World

2007 ◽  
pp. 150-160
Author(s):  
Alistair Inglis ◽  
Matthew Nicholson ◽  
Clare Hanlon
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Case Studies ◽  
Real World ◽  
Sport Management ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Sport Administration ◽  
Cd Rom ◽  
Face To Face

The development of a course in sport administration in which case studies form the basis of the learning activities is described. The case studies are based on a variety of documents and resources provided by eight sport organisations. The documents and resources are supplied to students on CD-ROM. Students interact online but also meet weekly face-to-face. As a result, these real-world examples have increased students’ motivation and improved student learning outcomes.

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