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2022 ◽  
Vol 59 (2) ◽  
pp. 102802
Hamid Hassani ◽  
Mohammad Javad Ershadi ◽  
Azadeh Mohebi

Christopher Rea

The Chinese Film Classics project, launched in 2020, is an online research and teaching initiative aimed at making early Chinese films and cinema history more accessible to the general public. Led by Christopher Rea at the University of British Columbia, the project is centered on the website and the companion YouTube channel Modern Chinese Cultural Studies. These two platforms together host new English translations of over two dozen Republican-era Chinese films, over two hundred film clips organized into thematic playlists, and a free online course of video lectures on Chinese film classics. This essay tells the story of how the Chinese Film Classics project grew from being a book project into a multiplatform translation, teaching, and publication project during the COVID-19 pandemic. Online teaching and social media publication involved multiple global storytellers: filmmakers, educators, translators, students, and the broader Internet public. How might moving things online change, or improve, the practice of cultural history? Rea highlights in particular the practical considerations facing the translator and gives examples of how, in a social media context, some of the stories are told not by creators and audiences but by data analytics.

Ye. A. Kosova ◽  
A. S. Gapon ◽  
K. I. Redkokosh

The purpose of the article is to assess the accessibility of electronic educational resources (EER) published in the university Moodle Learning Management System (LMS). The analysis involved 22 EERs in mathematical and information technology disciplines, located in the Moodle LMS of the V. I. Vernadsky Crimean Federal University. The examination algorithm included analysis using the Web Accessibility Evaluation Tool (WAVE) and expert analysis of web accessibility using visual, auditory and manual methods based on 89 checklist attributes. In the result of the analysis, multiple accessibility errors of the Moodle platform and the EERs hosted on it were found. The most serious platform problems include: lack of compatibility with text browsers; errors of reproduction by screen readers; errors of content reproduction on mobile devices. The list of accessibility errors made by the authors of EERs includes: incorrect design of hyperlinks (22.7 % of the EERs); lack of subtitles (13.6 %), transcripts (22.7 %), synopses of video lectures (27.3 %); lack of alternative descriptions for figures (68.2 %); time limit for tests (9.1 %); lack of special markup for mathematical notation (36.4 %) and program code (13.6 %), etc. Results of the survey show need in training of EERs’ authors in technologies for developing accessible educational web content. It is advisable to familiarize web developers deploying an LMS at universities with the basics of web accessibility, LMS accessibility functions and modules in order to select the most suitable platform, determine and install the required set of accessibility tools. Before launching all EERs should be subject to mandatory examination for compliance with the web accessibility guidelines.

2021 ◽  
pp. 115-124
Olga Victorovna Zhuykova ◽  
Yulia Vitalievna Krasavina ◽  
Ekaterina Petrovna Ponomarenko ◽  

When teaching graphics to deaf and hard-of-hearing students at Kalashnikov Izhevsk State Technical University, traditional methods are combined with e-learning through using an e-course on descriptive geometry, available on The introduction of new customized educational video lectures expands the prospects of using information and communication technologies and allows us to facilitate learning and self-study for hearing-impaired students. Materials and methods. The paper presents the preliminary results of a survey for hard-of-hearing students, whose training was organized through combining traditional methods with the elements of e-learning including methods based on the use of 3D models, and video lectures provided by a sign language translation and subtitles. The presented results are accumulated from tests, questionnaires and pedagogical observation. The results of the study. In order to analyze the effectiveness of the proposed methods, and their convenience and accessibility for students, a survey on students’ opinion about learning tools was conducted. Deaf and hard-of-hearing students demonstrated positive attitude toward provided video lectures with sign language interpreter and subtitles. Students noted that video lectures with the subtitles are easy to understand and can be compared with live explanation at the blackboard with the help of a sign language interpreter during in-class training. Introducing 3D models during the e-course helped students to conceive the shapes of surfaces, and provided visual clarity of the parts drawn. Conclusion. Modern methods of teaching graphic disciplines to hard-of-hearing students involve the use of visual materials, presented in the form of a workbook, presentations and three-dimensional models in the classroom, and materials of a distance course for students’ self-study outside the classroom. When developing video lectures for hard-of-hearing students, a thorough study of the material, both its content and methodological aspects of the organization of training and control is needed. It is also necessary to take into account special features of visual information perception by deaf and hard of hearing students, the speed and volume of information perception (the frequency of subtitles, the location of the screen with a sign language interpreter, etc.). Depending on the specific conditions and circumstances of training, one or another technique or their combination can be used.

2021 ◽  
Vol 12 ◽  
Yang Liu ◽  
Weifeng Ma ◽  
Xiang Guo ◽  
Xuefen Lin ◽  
Chennan Wu ◽  

In the present study, we tested the effectiveness of color coding on the programming learning of students who were learning from video lectures. Effectiveness was measured using multimodal physiological measures, combining eye tracking and electroencephalography (EEG). Using a between-subjects design, 42 university students were randomly assigned to two video lecture conditions (color-coded vs. grayscale). The participants’ eye tracking and EEG signals were recorded while watching the assigned video, and their learning performance was subsequently assessed. The results showed that the color-coded design was more beneficial than the grayscale design, as indicated by smaller pupil diameter, shorter fixation duration, higher EEG theta and alpha band power, lower EEG cognitive load, and better learning performance. The present findings have practical implications for designing slide-based programming learning video lectures; slides should highlight the format of the program code using color coding.

Mika Koponen ◽  
Anni Sydänmaanlakka ◽  
Erika Löfström

Verkko-oppimisympäristöjen suosio kasvaa kiihtyvällä tahdilla maailman laajuisesti ja samaan aikaan tarve uusille lähestymistavoille verkko-oppimisen ja -opetuksen kehittämisessä ja tutkimuksessa on kasvanut. Vaikka lokitiedot mahdollistavat verkkokäyttäytymisen tutkimisen, on tätä mahdollisuutta hyödynnetty verkko-oppimisen ja -opetuksen tutkimuskontekstissa verrattain vähän. Tutkimuksessa hyödynnettiin lokitietoja verkkokurssin arvioinnissa ja kehittämisessä MOOC-ympäristössä. Tässä artikkelissa kuvataan oppimisprosessia lokitietojen avulla sekä pohditaan sitä, minkälaista ymmärrystä oppimisesta lokitiedot voivat tuottaa ja miten tällaisen tiedon voisi tulevaisuudessa valjastaa oppimisen tueksi. Tutkimusaineisto koostui matematiikan opettajien (N=58) täydennyskoulutusverkkokurssin lokitiedoista. Tutkimustulokset osoittavat, että syvällisemmät tai enemmän aikaa vaativat aktiviteetit keskeyttävät yhtenäisen opiskelun herkemmin kuin esimerkiksi videoluennot. Lyhytkestoiset videot ja nopeasti vastattavat kyselyt sen sijaan sitouttavat osallistujia yhtenäiseen opiskeluun. Vaikka suoristustavoissa on yksilöllisiä eroja, verkkokurssin kehittämistarvetta on mahdollista arvioida lokitietojen avulla. Esitämme artikkelissa vision siitä, kuinka tulevaisuudessa lokitiedot voisivat automaattisesti analysoitua, järjestelmä tunnistaisi oppimisprofiileja ja verkko-oppimisympäristö muokkautuisi automaattisesti tunnistettujen opiskelutaipumusten mukaan. Kun prosessiin yhdistetään tekoäly myös profilointialgoritmi kehittyisi automaattisesti käyttäjädatan kasvun myötä. In English Web-based learning enviroments have become increasingly popular world-wide. At the same time, the need for new approaches to both supporting and investigating teaching and learning have emerged. Although log information enables research of online behavior, this opportunity is not used to its full potential in the context of web-based teaching and learning. This research utilized log information in the assessment of a MOOC course and its development. This article describes the learning process with the help of log information. It also envisions what kind of understanding of the learning process log information can provide and how this understanding may be harnessed to support learning in the future. The data consisted of the log information of mathematic teachers (N=58) participating in an online continuing training course. The results show that in-depth time-consuming activities interrupt studying more easily than video lectures for example. Short videos and quick queries engage the participant in more coherent study. Although there are individual differences in the studying, less well-functioning teaching content and tasks can be recognized through log information. We present a vision of how log information can be automatically analyzed; the system would recognize learning profiles and the online environment would automatically modify itself according to the profile. When AI (artificial intelligence) is utilized the profiling algorithm would develop automatically as user data accumulates. Fulltext in Finnish.

2021 ◽  
Vol 4 (3) ◽  
pp. 409
Russel T. Soltura

This study generally aims to design context-based video instruction in accordance to TPACK framework in order to enhance the conceptual understanding of the students with regards to cell biology. The current study assessed the level of conceptual understanding of 73 Grade 11 student-respondents of Quezon Science High School in cell biology prior to the utilization of context-based video instruction. It sought to test the significant difference between the pretest and posttest scores in the said discipline. This study identified the level of acceptability of the context-based video instruction as perceived by the student-respondents in terms of learning objectives, accuracy, appeal, clarity, and usability. The respondents are enrolled in STEM strand of Senior High School, S.Y. 2020 – 2021. Questionnaires and the context-video instruction were developed and validated to assess and evaluate the research objectives of this study. The topics in cell biology obtained an overall MPS value of 31.15%. It means that the student-respondents have specific misconceptions about the different concepts in the said topic prior to the utilization of the said learning digital resources. The appropriateness of the language, general appearance of the teacher, quality of video, lighting, animation, and video transitions were some of the parameters considered in designing the video lectures. The overall t-value of 59.57 is greater than the tabular value of 1.99. It implies that the developed context-based video instruction in enhancing the conceptual understanding in cell biology is a valid tool in the teaching-learning process. Furthermore, the developed context-based video instruction in enhancing the conceptual understanding is commendable for use in terms of learning objectives, clarity, accuracy, appeal, and usability.

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