Relevant bibliographies by topics / Teaching-learning media

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teaching-learning media'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Teaching-learning media"

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Feinstein, Joel, and Peter Rowlett. "Media Enhanced Teaching and Learning." MSOR Connections 11, no. 3 (September 2011): 37–38. http://dx.doi.org/10.11120/msor.2011.11030037.

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Umarova, Zakhro Abdurakhim qizi. "DIGITAL MEDIA EDUCATIONAL ENVIRONMENT: MEDIA RESOURCES AND THEIR ROLE." Journal of Central Asian Social Research 01, no. 01 (August 15, 2020): 66–74. http://dx.doi.org/10.37547/jcass/volume01issue01-a7.

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In digital era using the media resources and digital technology is not only necessary, but also vital. That is why it is recognized by many countries as one of the priorities of education reform. Today in educational process, teachers are using digital technologies and media resources to conduct lesson. In a result, the traditions of teaching and learning are changing and evolving. This article discusses the pedagogical opportunities of using digital technologies and media resources in education and the issues of their effective use in learning and teaching process. In this study examined the effectiveness and opportunities of teaching and learning through media resources. In addition, the issues of effective integration of digital technologies and media resources into the independent learning process of students were studied. The results showed that media resources increase students' motivation and interest in subjects and ensure learning efficiency. This is because the effectiveness of the learning process is directly related to the interest and motivation of learners to learn. Considering that media is interesting and attractive for everyone, the use of media in an educational process based on educational goals can be one of the best solutions to increase the motivation of students to learn. Due to media resources in the educational process, a new innovative method of teaching and learning practice was created, which will achieve the effectiveness of education by the fact that students learn at an individual pace, interact with the teacher when they need it, actively and willingly participate in the educational process.
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Mayembe, Emanuel, and Shemme Nsabata. "Print-Based Learning Media." Journal Educational Verkenning 1, no. 1 (November 19, 2020): 1–7. http://dx.doi.org/10.48173/jev.v1i1.23.

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The purpose of this paper is to identify about the print-based media learning. The paper discusses about the development, characteristic, types and the advantages disadvantages of the print based media learning. In a teaching and learning process, two very important elements are teaching methods and learning media. These two aspects are interrelated. The choice of a particular teaching method will affect the appropriate type of learning media, although there are various other aspects that must be considered in choosing learning media, including learning objectives, types of tasks and responses expected by students and student characteristics. Even so, it can be said that one of the main functions of learning media is as a teaching aid that influences the climate, conditions, and learning environment that are organized and created by the teacher.
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Cavus, Nadire, and Ayaz Khalid Mohammed. "Investigating Faculty Members’ Awareness on Social Media Usage in Teaching and Learning." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 221–26. http://dx.doi.org/10.18844/gjhss.v3i3.1556.

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Wagner, Ronald. "Social Media Tools for Teaching and Learning." Athletic Training Education Journal 6, no. 1 (January 1, 2011): 51–52. http://dx.doi.org/10.4085/1947-380x-6.1.51.

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Castro, Juan Carlos. "Learning and Teaching Art through Social Media." Studies in Art Education 53, no. 2 (January 2012): 152–69. http://dx.doi.org/10.1080/00393541.2012.11518859.

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Kirkwood, Adrian. "Convergence and Media for Teaching and Learning." Innovations in Education & Training International 33, no. 1 (February 1996): 41–49. http://dx.doi.org/10.1080/1355800960330106.

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Dvornichenko, Darina, and Vadym Barskyy. "BLENDED LEARNING MODEL IN TEACHING MEDIA LITERACY." Science and Education 2021, no. 1 (March 2021): 49–56. http://dx.doi.org/10.24195/2414-4665-2021-1-7.

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This article offers insights into the practices of a blended learning course devoted to media literacy. The present study focuses on correlation of such terms as “blended learning”, “hybrid learning”, “ubiquitous learning”. Special attention is also paid to the studying of benefits and drawbacks of Massive Open Online Courses (MOOCs). The case under investigation is the MOOC “Very Verified: Online Course on Media Literacy” developed by International Research & Exchanges Board (IREX) and EdEra in 2019. Data were collected via pre-test and post-test instruments of assessment with the aim of deriving an understanding of progress made by students, as well as analysing the fluctuations in students’ self-assessment of their own media literacy skills. The study also examined quantitative data to determine how many learners completed the course and how useful it was for them. By comparing the data from students who completed the online course combined with face-to-face sessions and those who completed the online course without attending face-to-face sessions, the research examined the benefits of blended learning model. It was found that the Psychology - Medicine - Education Science and Education, 2021, Issue 1 50 blended learning model turned out to be more effective in comparison with the ubiquitous learning model despite the uniformity of learning content. The findings and analysis offer several insights of blended-learning model and its application in formal and non-formal education.
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Arbryan, Anggry. "FLASH MEDIA IMPLEMENTATION IN TEACHING READING." Research and Innovation in Language Learning 1, no. 2 (May 21, 2018): 111. http://dx.doi.org/10.33603/rill.v1i2.1143.

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The media if used in the educational setting will complement the teaching-learning process. It will make the English language teaching better and more effective, and will also ‘enhance the students’ ability and to attract students’ attention in order to understand and experiment with the language. This research aims at: (1) describing how Flash Media used in teaching and learning of reading, (2) describing the other media that are used to support Flash Media in teaching and learning of reading, and (3) describing the difficulties of implementing Macro Media Flash Player in teaching and learning of reading. This research applies a case study method as one of qualitative research. The subject of the research were the English teacher and students on the ninth grade of one junior high school in Wonogiri. The data were collected through non-participant observation, interview, and documentation. In analyzing the data, the researcher used interactive model of analysis data by Miles and Huberman. The findings of the research show that the implementation of the Macromedia Flash Player has shown positive relation in supporting teaching and learning process. The other supporting media were also play the role to complete the teaching and learning experiences. It is hoped that the result can encourage English teachers to explore more medium and implement it in teaching and learning.
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Williamson, Ben. "Viewpoints: Teaching and learning with games?" Learning, Media and Technology 32, no. 1 (February 15, 2007): 99–105. http://dx.doi.org/10.1080/17439880601141492.

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Dissertations / Theses on the topic "Teaching-learning media"

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Burke, Thora Maria Elizabeth. "The role of teaching-learning media in teaching biology in OBE-classes / T.M.E. Burke." Thesis, North-West University, 2005. http://hdl.handle.net/10394/538.

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A review of literature concerning teaching-learning media and the factors that influence the choice of teaching-learning media was conducted, in order to establish which teaching-learning media teachers are using to present a lesson, especially in OBE. The classification of teaching-learning media by different media specialists was looked into, before it was applied in a Biology lesson. The plant cell and animal cell sketches were used as examples to draw up transparencies, overlay-transparencies and to build models. An empirical investigation was undertaken to investigate which teaching-learning media teachers are using and why they are using certain teaching-learning media. It also investigated the role teaching-learning media plays in presenting a lesson and what can be done to help teachers to use more effective teaching-learning media in teaching Biology as part of Natural Science in the senior phase of OBE. According to the investigation teachers seem to stay with the traditional teaching-learning media, such as the chalkboard and textbook, for they are easily available, user-friendly and cost saving. However, there is a need that more courses should be offered, where teachers can be trained how to use certain teaching-learning media and how to create their own teaching-learning media.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
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Castro, Juan Carlos. "An inquiry into knowing, learning, and teaching art through new and social media." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/14682.

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This dissertation is offered at a time when new and social media are becoming a significant part of how teens and adults relate, know, and learn in North America. New and social media are forming networked social spaces which are overlapping and permeating places of schooling and which need to be woven into learning and teaching. However, the deployment of new networked digital technologies is not enough; new conceptions of curricula and pedagogies are needed to address shifts in knowing and learning through new and social media. Responding to this, art educators have been calling for the incorporation of contemporary art practices into curricula and pedagogies, and articulating learning in relational and complex ways. This exploratory design-based research study inquires into the intersection of these three strands: how knowing, learning, and teaching art are affected by new and social media; how an inquiry-based art curricula and pedagogy, as drawn from the practices of contemporary new media art and complexity thinking, may be theorized and enacted; and how art learning takes place at the individual and collective scales as it is enacted in curriculum, pedagogy, and social network space. This study examines a designed and enacted curriculum and pedagogy in a social network space which involved participants from one secondary school visual arts department. Fifteen student participants, from grades 9 through 12, and 5 adults, including myself, inquired through art using new and social media. Questions arose during this inquiry, such as: Who and what is considered a knower and learner in a social network space? How does a dynamic system of collective ideas, resulting from artistic inquiry, shape and get shaped by the learning of individuals in a bounded collective? What and who teaches in such a collective? What roles do identity performance and construction play in participation and the learning of art online? All of these questions form an inquiry direction that seeks to interpret and represent possibilities for art education through new and social media.
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Noor, Myzan. "Dialogue, new media and children's intellectual development : re-thinking Malaysian teaching and learning approaches." Thesis, University of Hertfordshire, 2014. http://hdl.handle.net/2299/14953.

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This thesis examines the extent to which ‘Talk or Dialogue’ contributes to children’s cognitive and psychological development when it is experienced through technological devices. The work analyzes some of the sociocultural theories of children’s speech, cognitive learning, psychological functions, sociocultural learning context, dialogic teaching and learning approaches in the classroom, social interaction and the use of social tools. The theory of speech is built on the Vygotskian notion of language as the prime cultural and psychological tool for children’s learning development in a sociocultural environment. Lev S. Vygotsky emphasised that the development of cognitive processes in children includes thinking, reasoning and understanding of a conceptualised social interaction. These processes are core to children’s intellectual learning. Vygotsky and the neo-Vygotskians emphasised the use of Speech, Talk or Dialogue and the Zone of Proximal Development (ZPD) concept in children’s learning development. In the UK, it was evident that the Talk teaching and learning approach (Mercer & Littleton, 2007) contributed effectively to children’s learning achievements. This approach reinforces Talk or Dialogue collaboratively in the classroom with the ZPD concept. The significance of the Talk teaching approach has encouraged this study to examine further children’s speech and the use of technological devices. Hence, a theoretical discourse methodology on children’s Talk or Dialogue was examined for the research outcomes. The aim is to devise a new teaching and learning approach that contributes to the Malaysian children’s intellectual development inside and outside the classroom through the use of Talk or Dialogue. As a result, a Dialogic framework is articulated based on four existing educational theories of children’s speech and learning. This framework is vital to contribute directly to the Malaysia Education Department Blueprint 2013-2025 in promoting children’s intellectual development. For that reason, two approaches are proposed which emphasise children’s psychological functions of perception, attention, sensory motor-operations and memory through the use of Talk and technological devices. These approaches accentuate the ZPD concept between the teachers and children for learning and activity games. This is the study’s contribution to new knowledge.
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Levine, Daniel Visan. "AUFLIP : teaching front flips with auditory feedback towards a system for learning advanced movement." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/120695.

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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2018.
Cataloged from PDF version of thesis. "Some pages in the original document contain text that runs off the edge of the page"--Disclaimer Notice page.
Includes bibliographical references (pages 117-120).
AUFLIP describes an auditory feedback system approach for learning advanced movements, informed and motivated by established methods of implicit motor learning by analogy, our physiological constraints, and the state of the art in augmented motor learning by feedback. AUFLIP presents and validates a physics simplification of an advanced movement, the front flip, and details the implementation of a wearable system, optimized placement procedure, and takeoff capture strategy to realizes this model. With an audio cue pattern that conveys this high level objective, the system is integrated into a gymnastics training environment with professional coaches teaching novice adults how to perform front flips. A strategy, system, and application set building off AUFLIP for more general movement, and applications is further proposed. Lastly, this work performs a preliminary investigatation into the notion of Audio-Movement Congruence, and whether audio feedback for motor learning can be personally tailored to individuals' contextual experiences and background, and explores future applications of the discussed systems and strategies.
by Daniel Visan Levine.
S.M.
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Drifalk, Rickard. "Teaching and learning English in a Swedish school : A case study of television media usage." Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5246.

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The purpose of this essay was to investigate how films and TV-series were used in a Swedish lower secondary school, but also the pupils’ and teachers’ attitudes towards using television media. A questionnaire was handed out to 49 pupils asking them, for example, if they thought they learned grammar from watching films. In addition two teachers were interviewed and asked questions about what they thought about using television media in their teaching and how often they used it in their teaching. The results showed that both teachers and pupils were positive towards television media. The pupils thought they learned grammar, pronunciation, improved their listening comprehension and learned new vocabulary. They also stated that a lesson based on television media was more fun than a usual lesson and something they would like to see more of . However, the pupils were doubtful whether they learned more during such a lesson than a lesson based on the textbook. Copyright problems were an issue for the two teacher and they also stated that it requires more time to plan a meaningful activity involving television media compared to the traditional teaching. However, they felt that when they took the time to plan such an activity, it was worth it and the pupils reacted in a positive way.

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Franzoni, Velázquez Ana Lidia. "A proposed method for adapting and integrating student learning style, teaching strategies and electronic media." Phd thesis, Institut National des Télécommunications, 2009. http://tel.archives-ouvertes.fr/tel-01048664.

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Recent research on the learning process has shown that students tend to learn in different ways and manners, and that they prefer to use different teaching resources. Researchers in the education field agree on the fact that learning materials shouldn't just reflect the teacher's teaching style, but should be designed and adapted to all kind of personalities and psychological profiles. The availability of information technology and multiple forms of electronic media open new perspectives for adapting and personalizing the learning process. In this research, we are interested in adaptive pedagogy and personalized teaching methods. Our goal is combining electronic media and teaching strategies according to student profiles. The underlying problems are: How to take into account the student personality and psychological profile to develop an adapted pedagogy? How to use and take advantage of new available emedia and IT based tools? How to combine in a course or in a learning system adapted pedagogy with adequate e-media? We have based our work on the Felder and Soloman's learning styles instrument. First, we explore some basic ideas concerning the matching of e-media and learning styles in the context of an experimental e-learning system. Second, we present a general framework for combining and adapting teaching strategies, learning styles and electronic media. This framework has been constructed with the help of an expert panel and using the Delphi approach. Finally, two case studies including surveys and statistical analysis have been conducted to validate the framework and generalize its applicability. This works contributes to a better understanding of e-media usage in education, and increases our knowledge concerning the interaction between students psychological profile and learning systems.
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Wongpang, Prayoot. "Participative design for learning and teaching of art, media and design in Thai higher education." Thesis, University of the West of England, Bristol, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275350.

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Maurer, Patrick, Antonia Christine Raida, Ernst Lücker, and Sander Münster. "Visual media as a tool to acquire soft skills — cross-disciplinary teaching-learning project SUFUvet." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33985.

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Purpose – SUFUvet is a cross-disciplinary teaching-learning project designed to adapt students’ soft skills and track usability and the concrete surplus value of work techniques in the field of visual media design. Design/methodology/approach – For SUFUvet, a collaboration between the Institute of Food Hygiene/University of Leipzig and the Media Center/Technische Universität Dresden was initiated. Bachelor students of media informatics generate 3D visualisations in the framework of SCRUM: Undergraduate veterinary students issue instructions in order to create an e-learning class. During the project, questionnaires, group discussions, and feedback methods are used to detect changes in selected soft skills. Originality/value – This design is meant to increase knowledge and employability by adapting student’s media, communication, and project management competences. Using SCRUM appears to be a new approach, not only in the field of programming, but for media production as well. Additionally, it offers an interdisciplinary work environment, which is rare but considered fruitful within university studies. Practical implications – The outcomes of the application are a 3D-visualised meat inspection e-learning class for veterinary students plus a documentation of SCRUM as a framework for visual media design. It is seen as an experiment for future applications in a variety of cross-disciplinary learning and media design cases.
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Nichols, Fiona Costello. "Teaching slope of a line using the graphing calculator as a tool for discovery learning." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618734.

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Discovery learning is one of the instructional strategies sometimes used to teach Algebra I. However, little research is available that includes investigation of the effects of incorporating the graphing calculator technology with discovery learning. This study was initiated to investigate two instructional approaches for teaching slope of a line in Algebra I. One approach involves the graphing calculator as a tool in a discovery learning setting. The second approach involves using the graphing calculator to reinforce traditional instruction. An urban public school division located in southeastern Virginia was the site for this investigation. Two Algebra I classes from each of two middle schools and two Algebra I classes from each of three high schools were involved in this study. The experimental groups completed a discovery learning activity, while the control groups used traditional instruction. This study is an investigation of whether there was a difference in student achievement in slope of a line when one discovery learning activity was completed prior to formal instruction. It was concluded that student achievement did not increase with the inclusion of one discovery learning based activity. Further study is needed to evaluate if discovery learning is effective if utilized throughout the unit on slope of a line, if additional professional development focused on discovery learning is necessary, or if a series of discovery learning activities would increase student achievement.
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Pourciau, Elizabeth Lewis. "Teaching and Learning with Smart Board Technology in Middle School Classrooms." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/45.

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Millions have been spent in the Southern Gulf Coast states on equipping classrooms with Smart Board/interactive whiteboard (IWB) technology without an implementation plan for effective usage in lesson design and without teachers knowing how to best use these boards. The purpose of this project study was to explore the challenges and barriers that teachers face while using their IWB. Framed by the theories of adoption of technology within the K-12 classroom and self-efficacy of teachers regarding technology, the guiding research questions identified the challenges related to integrating IWB technology into lessons, as well the needs of teachers who are trying to implement this technology. This mixed-methods case study design included a convenient sample of 8 teachers and the data sets were collected by interviews and surveys. Interview analysis included coding and member checking and 3 themes emerged during analysis: (a) technical difficulties, (b) lack of sufficient professional development, and (c) finding resources for the Smart Board. The survey analysis entailed descriptive statistics and those survey results combined with the interview analysis found that teachers have problems incorporating Smart Board technology and require professional development in regards to integrating IWB technology into effective and efficient teaching and learning. The resulting outcome of this research was a comprehensive plan for an ongoing professional learning community designed to assist the teachers in gaining knowledge and skills needed to integrate IWB technology. This knowledge will improve professional practice at the local setting and provide a model for such training at the district level and beyond.
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Books on the topic "Teaching-learning media"

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Robin, Gutch, and Wollen Tana 1957-, eds. Learning the media: An introduction to media teaching. Basingstoke, Hampshire: Macmillan Education, 1987.

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Chan, Wai Meng. Media in foreign language teaching and learning. Berlin: De Gruyter Mouton, 2011.

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Chan, Wai Meng, Kwee Nyet Chin, Masanori Nagami, and Titima Suthiwan, eds. Media in Foreign Language Teaching and Learning. Berlin, Boston: DE GRUYTER, 2011. http://dx.doi.org/10.1515/9781614510208.

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Vanderplank, Robert. Captioned Media in Foreign Language Learning and Teaching. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-50045-8.

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New literacies in action: Teaching and learning in multiple media. New York: Teachers College Press, 2005.

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Digital drama: Teaching and learning art and media in Tanzania. Abingdon, Oxon: Routledge, 2011.

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McClymer, John F. The AHA guide to teaching and learning with new media. Washington, D.C: American Historical Association, 2005.

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MacDonald, Donald R. Media selection and production. Edited by Glanville Roger and Thames Valley University. London: Pitman, 1995.

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Piasecka, Liliana, Małgorzata Adams-Tukiendorf, and Przemysław Wilk, eds. New Media and Perennial Problems in Foreign Language Learning and Teaching. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-07686-7.

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International Association for Research on Textbooks and Educational Media. International Congress, ed. Learning and educational media: The third IARTEM volume. Tartu: University of Tartu, 2002.

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Book chapters on the topic "Teaching-learning media"

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Ferguson, Christopher J. "Teaching Media Psychology." In International Handbook of Psychology Learning and Teaching, 1–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-26248-8_29-1.

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Cannon, Michelle. "Media-Making: Researching, Teaching & Learning." In Digital Media in Education, 1–19. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78304-8_1.

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Dron, Jon, and Terry Anderson. "Learning and Teaching with Social Media." In Ubiquitous Learning Environments and Technologies, 15–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44659-1_2.

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Kristjansson-Nelson, Kyja. "Learning and Teaching Through Media Arts." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_298-1.

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Smith, Erin Copple. "Teaching media industries through experiential learning." In The Routledge Companion to Media Industries, 546–56. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429275340-55.

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Zhao, Yong, and Wei Qiu. "The Potential of Social Media for Students with Disabilities." In Breakthrough Teaching and Learning, 71–86. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-7768-7_5.

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Hardwick, Liz. "Digital Storytelling: Media That Makes a Difference." In Creative Education, Teaching and Learning, 133–42. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137402141_14.

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McDonald, Rory, and Nicky Danino. "Social Media in Education and the Community." In Creative Education, Teaching and Learning, 61–72. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137402141_7.

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Paxton, Richard J., and Alan S. Marcus. "Film Media in History Teaching and Learning." In The Wiley International Handbook of History Teaching and Learning, 579–601. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119100812.ch22.

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Broadbridge, Judith, and Véronique Charriau. "Twitter in the Classroom: Harnessing Social Media to Enhance Second Language Acquisition." In Creative Education, Teaching and Learning, 15–26. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137402141_3.

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Conference papers on the topic "Teaching-learning media"

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Teixeira, Marcelo Mendonca, Cristiane Domingos De Aquino, Anderson Sena Dos Santos, Jaziel Victor De Souza, Cicero Antonio De Morais, Jhonatas Do Ramo Silva, Marcelo Manoel Dos Santos Miranda, Lucas Urbano Da Silva, and Avaro Rocha. "Teaching and Learning with Digital Media." In 2019 14th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2019. http://dx.doi.org/10.23919/cisti.2019.8760925.

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Pradita, Intan. "Enhancing English Learning through Social Media." In 2015 Global Conference on Teaching and Learning with Technology. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814733595_0007.

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Chun-Hong Huang, Chuan-Feng Chiu, Su-Li Chin, Li-Hua Hsin, and Yi-Pei Yu. "A Sports E-learning Platform: Teaching and learning by using Multimedia contents." In 2010 3rd IEEE International Conference on Ubi-Media Computing (U-Media 2010). IEEE, 2010. http://dx.doi.org/10.1109/umedia.2010.5544460.

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Phonkhet, Yothin, and Tanaporn Phonkhet. "The Development of Media Isan Folk Music Education for Student." In International Academic Conference on Teaching, Learning and Education. Global, 2019. http://dx.doi.org/10.33422/tleconf.2019.09.570.

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Mulyati, Sri, Meta Arief, and Rasto. "Student Learning Motivation: Perceptions of Teaching Methods and Learning Media." In Conference on International Issues in Business and Economics Research (CIIBER 2019). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210121.027.

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Kennedy, I. G. "Why not use digital media exclusively?" In IEE International Symposium Engineering Education: Innovations in Teaching, Learning and Assessment. IEE, 2001. http://dx.doi.org/10.1049/ic:20010046.

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Eldarni, Dr. "Effectiveness Of Video Media Development Learning Skills Teaching On Micro Teaching Course." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.179.

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Lee, Yu-Yun, Hong-Ren Chen, and Shu-Chen Chang. "Learning effects of iconic representation animation teaching on the mathematics problem solving process." In 2017 10th International Conference on Ubi-media Computing and Workshops (Ubi-Media). IEEE, 2017. http://dx.doi.org/10.1109/umedia.2017.8074132.

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Rheingold, Howard. "Explorations of Social Media Literacies in Teaching and Learning." In the 2011 annual conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1978942.2167175.

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Muramatsu, Brandon, Andrew McKinney, Phillip D. Long, and John Zornig. "SpokenMedia project: Media-linked transcripts and rich media notebooks for learning and teaching." In 2009 International Workshop on Technology for Education (T4E). IEEE, 2009. http://dx.doi.org/10.1109/t4e.2009.5314124.

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Reports on the topic "Teaching-learning media"

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Peinado-Miguel, Fernando. Learning and innovation: a methodological proposal from the teaching of Media Management. Revista Latina de Comunicación Social, February 2013. http://dx.doi.org/10.4185/rlcs-2013-971en.

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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson, and Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, February 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Abstract:
Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!
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