Both as a teacher and as a member of the educational advisory committee of a large ITV company, the author has a particular interest in radio and TV educational programmes. When in Japan last summer, his attention was drawn to the educational programmes on TV — all the more so since these were going out very late at night. Through the good offices of Japanese colleagues he was able to visit the Tokyo headquarters of the Japanese State Broadcasting Corporation, NHK, for discussions with the director of educational programmes.
TWELVE MONTHS — and a good many headaches — ago I wrote here to introduce a new venture in educational broadcasting: the BBC's television series, ‘Engineering Science’ for…
TWELVE MONTHS — and a good many headaches — ago I wrote here to introduce a new venture in educational broadcasting: the BBC's television series, ‘Engineering Science’ for the General Course. Reading that article now I am surprised at how confident I managed to sound, for in spite of a strong belief in the educational possibilities of television I was, to say the least, apprehensive about this particular assignment. This new type of television programme required a new way of thinking and new production techniques. The audience — students and lecturers alike — had, for the most part, little experience in the use of television as an aid to learning. The college organisation was usually not geared to take account of this inflexible intruder. Even the syllabus was new.
This chapter introduces the topic of cooperation and co-innovation between the audiovisual media and education sectors. It first discusses the emergence of educational…
This chapter introduces the topic of cooperation and co-innovation between the audiovisual media and education sectors. It first discusses the emergence of educational film approximately a hundred years go – together with a new institutional framework, industry media, rulebooks, etc. It then discusses the ways public service media have addressed educational programming over the decades, including developing complex cross-media strategies and educational content databases more recently. The second half of the chapter is dedicated to the emergence of educational digital games, with their own institutional setups, production cultures, and training programmes. The chapter points, however, to a relative lack of cooperation between commercial game producers and educational institutions to date.
Reviews some characteristics of video‐based educational materials by describing the intellectual heritage of the movement to include media analysis and media productions…
Reviews some characteristics of video‐based educational materials by describing the intellectual heritage of the movement to include media analysis and media productions as basic skills for the information age. Identifies the opportunities and challenges that management educators face in their use of video‐based tools in both business settings and higher education.
The purpose of the study was to ascertain how preschool children consume media, which types of media content they are sensitive to and how children affect the shopping…
The purpose of the study was to ascertain how preschool children consume media, which types of media content they are sensitive to and how children affect the shopping behavior of their parents. In other words, the study aimed at revealing whether distinctions occur among the selection of the media, among preferences of media products and forms, among concepts within advertising, among the attractiveness of media contents, among the types of influence by advertising products and among the means by which boys and girls have impact on their parents.
The paper is focused on the analyses of the perception of advertising messages and media consumption of children aged from two to seven years (N = 55) and their parents (N = 55) in the Czech Republic. The semi-structured interviews with the parents and children were used as the main research method. The children’s drawings focused on popular advertising were used as a supplementary method. The final findings were subjected to qualitative analyses – to thematic content analyses.
The analyzed interviews have revealed four key factors which frame and express the Czech preschool children’s reception and consumption of the media and their consumer behavior: media, media format and media content choice of preschool children; ritualization of the media consumption processes in preschool children; identification of advertising appeals within the media content in preschool children; and influence of media (and a social and cultural environment) on shopping behavior of preschool children. The findings are summarized in the table and visualized in thematic map.
The sample size is small; therefore, it is not possible to generalize the results to all preschool children.
The study provides an explanation of the perception of media messages by preschool children from a broader perspective, from the children and their parents’ point of view.
This chapter establishes the conceptual and analytic framework for the book. It relates not only to much of the existing work in evolutionary and institutional economics, but also to work in cultural science and cultural semiotics domains as well as in media convergence and transmedia studies. The central concept it first deploys is ‘innovation systems’ as applied in national, regional, international and sectoral contexts. It then builds on the general theory of economic evolution by Kurt Dopfer and Jason Potts and reviews the tools this theory provides to carry out a meso-level analysis of industries co-innovating and converging. It then proposes a new concept – ‘cross-innovation’ – to refer to the emergence of new structures and ‘rules’ at the boundaries of existing industries.
Purpose – The web provides scholars with mechanisms to publish new types of outputs, including videos. Little is known about which scholarly videos are successful…
Purpose – The web provides scholars with mechanisms to publish new types of outputs, including videos. Little is known about which scholarly videos are successful, however, and whether their impact can be measured to give appropriate credit to their creators. This article examines online academic videos to discover which types are popular and whether view counts could be used to judge their value.
Methodology/approach – The study uses a content analysis of YouTube videos tweeted by academics: one random sample and one popular sample.
Findings – The results show that the most popular videos produced by identifiable academics are those aimed at a general audience and which are edited rather than having a simple format. It seems that the audience for typical academic videos is so small that video production in most cases cannot be justified in terms of viewer numbers alone.
Practical implications – For the typical scholar, videos should be produced for niche audiences to support other activities rather than as an end in themselves. For dissemination videos, in contrast, view counts can be used as a good indicator of failure or popularity, although translating popularity into impact is not straightforward.
The purpose of this study identified the priorities, challenges and different aspects of the mitigation phase according to policymakers for planning and better management…
The purpose of this study identified the priorities, challenges and different aspects of the mitigation phase according to policymakers for planning and better management of reducing risk within the cultural, religious, social and political conditions of Iran.
In the present qualitative study, 19 policymakers in different levels of the disaster management organizations were selected based on purposive sampling. Semi-structured and face-to-face interviews were used to identify the participants’ views. The findings were analyzed using thematic analysis.
The present situation and the challenges of the mitigation phase were the main themes in this study. Risk perception, training and media were the sub-themes. Political, legal, social and cultural challenges of the mitigation phase were also sub-themes.
The findings of this study indicated that different aspects should be considered to minimize the risk of earthquake. In addition, all kinds of media, including visual, written, audio, instrumental, group and multimedia, should be used for enhancing public awareness so that readiness for earthquakes can be considered as a permanent mission of the citizens, who are always concerned about earthquakes.
The current paper examines the relationships between watching television for various times of day and reading achievement for a subsample of third grade language minority…
The current paper examines the relationships between watching television for various times of day and reading achievement for a subsample of third grade language minority (LM) students compared to third grade students in general.
The analysis uses ECLS-K 1998–99 data to first test for significant differences between the two samples, then further explores these relationships using separate OLS multiple regression models, while controlling for past reading achievements and socioeconomic variation.
Building on more nuanced versions of displacement theory, this paper finds a positive relationship between reading achievement and watching television after dinner on weekdays specifically for LM students. For the general sample, watching TV on weekends or weekdays at any time period has no relationship with reading achievement.
This research suggests the potential for TV or perhaps other media to act as a lingual- or cultural-learning facilitator for LM students, being positively tied to reading achievement. The paper’s unique focus on multimedia use and LM students makes it particularly applicable to educators and public policy officials tasked with confronting the reading skills gap for a growing LM student population.