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Relevant bibliographies by topics / Teaching video

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Academic literature on the topic 'Teaching video'

Author: Grafiati

Published: 30 May 2022

Last updated: 31 May 2022

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Journal articles on the topic "Teaching video"

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Paik, Nam June. "Teaching Video Art." Performing Arts Journal 17, no. 2/3 (May 1995): 42. http://dx.doi.org/10.2307/3245775.

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Fraser, John Alexander. "Teaching Video Neuro Images : Video-ophthalmoscopy." Neurology 87, no. 17 (October 24, 2016): e210-e210. http://dx.doi.org/10.1212/wnl.0000000000003262.

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Zhang, Hexin, and Qi Zhang. "The Influence of Teaching Interaction and Subtitles on Teaching Effect in Teaching Video." Learning & Education 10, no. 2 (September 16, 2021): 168. http://dx.doi.org/10.18282/l-e.v10i2.2322.

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In this study, 32 college students from Xinzhou Normal University were selected as experimental subjects. An intergroup experiment design (2×2) was adopted to analyze the influence of video subtitles and teaching interaction on teaching effect with an eye tracker. The results showed that :(1) Before and after watching the teaching video, there was a significant difference in the scores of the test subjects, the post-test was higher than the pre-test;(2) In terms of the total number and time of fixation in the teaching interaction area, the main effects of teaching interaction and subtitles were significant.(3) There is interaction between subtitles and teaching interaction in terms of total fixation times and total fixation time in the teaching interaction area. Conclusion: The addition of subtitles and teaching interaction in teaching videos will affect the teaching effect.

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Loosley, Rachel. "Teaching the scientists of tomorrow." Biochemist 24, no. 1 (February 1, 2002): 40. http://dx.doi.org/10.1042/bio02401040.

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All three of the Society's Biochemical Basis of Biology videos are now available to view on the Internet, thanks to the Lifesign project. The project's website hosts the digital video programmes, which are fed live to the user's computer screen. Unlike downloading files (which can take absolutely ages!) the video stream is not saved onto the computer; it is sent out from the central server in real time and decoded directly at the user's computer. To view the videos you will need version 6.4 of Microsoft Windows Media Player, which can be downloaded free from the Lifesign website.

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Zoltek, Stanley. "Learning through teaching: An online setting." Innovations in Teaching & Learning Conference Proceedings 8 (July 15, 2016): 2. http://dx.doi.org/10.13021/g8qg7m.

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A powerful way for students to master a subject is to engage them in teaching it to someone. This is especially true for mastering concepts in mathematics. In a traditional classroom we can give markers to students and send them to the whiteboard to solve problems. In an online course the electronic whiteboard is not quite as friendly. Though recent innovations make it possible to "write mathematics" on the online electronic whiteboard, the process is quite time-consuming. In our online pre-calculus course we supply a student with a PDF file containing the solution to a problem and ask the student to create a YouTube video in which they play the role of instructor. They are required to explain the steps involved in solving the problem and why each particular step "makes sense." We then provide a critique of their video and require them, if needed, to supply a revised video. The revised videos are made available online for the entire class. In our poster session we present three student videos, the corresponding instructor feedback, and the revised videos.

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Špilka, Radim. "Learner-Content Interaction in Flipped Classroom Model." International Journal of Information and Communication Technologies in Education 4, no. 3 (October 1, 2015): 53–61. http://dx.doi.org/10.1515/ijicte-2015-0014.

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Abstract The article deals with the interaction of elementary school students with online educational videos. Half-yearly survey was conducted in mathematics lessons pupils in the eighth grade. During the experimental teaching was flipped classroom teaching model, where students watch educational instructional video before school lessons. During class when the teacher uses activization teaching methods that build on the content of the educational video. It turned out that there is a correlation between the average length of time that students watched videos and length instructional videos. Students watched a video about three times the length of their time. Additionally was monitored a number of playback of educational videos. Here it shows a slightly declining and fluctuating trend. For some video, especially towards the end of the experiment, the number playback are low due to preservation the measured correlation. This suggests that some students stopped to watch educational videos at the end of the experiment or accelerated video playback.

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Griffin, C. W. "Teaching Shakespeare on Video." English Journal 78, no. 7 (November 1989): 40. http://dx.doi.org/10.2307/817953.

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Gillespie, Junetta, and Jack Lonergan. "Video in Language Teaching." Modern Language Journal 70, no. 2 (1986): 167. http://dx.doi.org/10.2307/327326.

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Vassilas, Chris, and Luk Ho. "Video for teaching purposes." Advances in Psychiatric Treatment 6, no. 4 (July 2000): 304–11. http://dx.doi.org/10.1192/apt.6.4.304.

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Over the past 20 years or so, video has become a ubiquitous medium for teaching in psychiatry. It is increasingly being used in both undergraduate and postgraduate teaching. One of the reasons that we wrote this article was that when we wanted to obtain guidance on how to develop the use of video in our own teaching programme, there seemed to be little in the way of concise practical advice available. The focus of the paper will therefore be on the practicalities involved in how feedback from video recordings of interviews can be used to help with the acquisition of clinical skills. We will attempt to give an overview of the variety of different applications for video and give a brief account of the historical development of video feedback in medical training. Appendix 1 is a guide to the practical and technical side of setting up a video recording session. We think that the experiences that we gained while teaching psychiatry in a district general hospital will be useful to all those involved in teaching wherever they are based.

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Mariani, Louise-Laure, Elodie Hainque, Marie Mongin, Emmanuelle Apartis, and Emmanuel Roze. "Teaching Video NeuroImages: Hyperekplexia." Neurology 88, no. 13 (March 27, 2017): e126-e127. http://dx.doi.org/10.1212/wnl.0000000000003766.

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Dissertations / Theses on the topic "Teaching video"

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Morozova, I. A. "Teaching english using video." Thesis, Видавництво СумДУ, 2008. http://essuir.sumdu.edu.ua/handle/123456789/18435.

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Dye, Brigham R. "Reliability of Pre-Service Teachers Coding of Teaching Videos Using Video-Annotation Tools." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/990.

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Teacher education programs that aspire to helping pre-service teachers develop expertise must help students engage in deliberate practice along dimensions of teaching expertise. However, field teaching experiences often lack the quantity and quality of feedback that is needed to help students engage in meaningful teaching practice. The limited availability of supervising teachers makes it difficult to personally observe and evaluate each student teacher's field teaching performances. Furthermore, when a supervising teacher debriefs such an observation, the supervising teacher and student may struggle to communicate meaningfully about the teaching performance. This is because the student teacher and supervisor often have very different perceptions of the same teaching performance. Video analysis tools show promise for improving the quality of feedback student teachers receive in their teaching performance by providing a common reference for evaluative debriefing and allowing students to generate their own feedback by coding videos of their own teaching. This study investigates the reliability of pre-service teacher coding using a video analysis tool. This study found that students were moderately reliable coders when coding video of an expert teacher (49%-68%). However, when the reliability of student coding of their own teaching videos was audited, students showed a high degree of accuracy (91%). These contrasting findings suggest that coding reliability scores may not be simple indicators of student understanding of the teaching competencies represented by a coding scheme. Instead, reliability scores may also be subject to the influence of extraneous factors. For example, reliability scores in this study were influenced by differences in the technical aspects of how students implemented the coding system. Furthermore, reliability scores were influenced by how coding proficiency was measured. Because this study also suggests that students can be taught to improve their coding reliability, further research may improve reliability scores"-and make them a more valid reflection of student understanding of teaching competency-"by training students about the technical aspects of implementing a coding system.

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Tripp, Tonya R. "The Influence of Video Analysis on Teaching." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2562.

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As video has become more accessible, there has been an increase in the use of video for teacher reflection. Although past studies have investigated the use of video for teacher reflection, there is not a review of practices and processes for effective use of video analysis. The first article in this dissertation reviews 52 studies where teachers used video to reflect on their teaching. Most studies included in the review reported that video was a beneficial feedback method for teachers. However, few studies discussed how video encourages teachers to change their practices. The second article in this dissertations investigates the how video influences the teacher change process. The study found that teachers did change their practices as a result of using video analysis. Teachers reported that video analysis encouraged them to change because they were able to: (a) focus their analysis, (b) see their teaching from a new perspective, (c) feel accountable to change their practice, (d) remember to implement changes, and (e) see their progress.

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Fleetwood, Jane R. "Teaching Communication Skills through Video Tape Productions." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/690.

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Motivating students to learn and practice effective communication skills has always been a dilemma for teachers of all grade levels. Video cameras and camcorders are now being used as teaching tools in many schools to not only motivate students to use and practice a variety of skills, but to stimulate their creativity, as well. Loretto Elementary School in Jacksonville, Florida, is developing a program which incorporates student-written video productions into its existing curriculum. Loretta's innovative program is a direct result of a 10-rninute informational video tape production done by graduate student Jane Fleetwood and Continental Cablevision, a local cable television company. This paper describes the step-by-step procedures involved in that production, the business education partnership which exists between the school and the cable company, and the school's plans for making video productions as integral part of its curriculum.

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Al-seaidy, Hassan Abdul-Amear. "Interactive video : an evaluation study." Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363425.

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Dye, Brigham R. "Reliability of pre-service teachers' coding of teaching videos using a video-analysis tool /." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2020.pdf.

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Ou, Yingzhe, and 区颖哲. "Teaching Chinese as a second language through video." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368714.

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在科技发展的引导下，现今不少学校或者教育机构都提倡把多媒体引入课堂，而视像教学也在多媒体教学的范畴当中。目前对于多媒体应用于课堂的问题研究已有不少，但是多集中在需要图解分析的科目范畴，在语言教学研究方面相对较少，而在第二语言教学领域中又以英文作为第二语言教学的课题研究占多数。本研究旨在探讨在中文作为第二语言教学中，视像教学否能够有助于学生提高学习成效，同时又能达到活跃课堂，提高学习动机的目的。本研究通过借鉴已有的关于多媒体应用于教学或语言习得方面的相关文献，结合笔者所在实习学校的实验，透过课堂数据收集、对比分析法、问卷法、访谈法、观课等方法对课题进行分析论证，从而得出以下结论：1.学生在不同学习能力要求下的学习成效不一致，记忆型题目比能力型题目的学习成效要好，而两者与学生的先备知识相关性均不显著；2.视像教学中记忆型题目比非视像教学的记忆型题目成效要差，而两者在能力型题目中的成效差异不显著；3.视像教学能够有效提高学生的学习动机及课堂的集中度。 Under the guidance of scientific development, many schools and education institutions are currently encouraging the introduction of multimedia into the classrooms, with video teaching as one of the methods under multimedia teaching. There have been a lot of researches on the multimedia application into classroom, but most of them focused more on the subjects which need graphic analysis but the language teaching relatively. While the research on the Teaching English as a Second Language mostly account for the research in this field, this study aims to explore whether the video teaching could be helpful to improve students’ learning effects in Teaching Chinese as a second language, as well as enlivening the classroom and improving students’ learning motivation. Using some related literature review about the multimedia application into language teaching or acquisition for references, the author has designed an appropriate experiment fit for the teaching-practicum school, then adopted some methods such as data collection, comparing analysis, questionnaire, interview and class observation to proceed the analysis and demonstration and finally drew a conclusion as follows: 1. Students has different effects under different capability requirements, additionally, they performed better in memory-oriented tests than capability-oriented tests, both of whom have no significant co-relation with prior knowledge; 2.The effect of memory-oriented test in video teaching is worse than that in non-video teaching, but both in the capability-oriented tests have no significant effects; 3.Video teaching can improve students’ learning motivation and concentration in class effectively.
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McEachern, Adriana Garcia. "Teaching employment interviewing techniques to college students." Gainesville, FL, 1989. http://www.archive.org/details/teachingemployme00mcea.

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Wright, Geoffrey A. "How does video analysis impact teacher reflection-for-action? /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2347.pdf.

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Speers, Jimmy D. (Jimmy Dale). "Motion Versus Non-Motion in Interactive Video Lessons in High School Physical Science." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc279141/.

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The most important question addresed in this study was whether there is any difference in student learning between a motion group and a non-motion group. The interactive video courseware is currently a part of the curriculum in this district. It was used in its original form with the contrast group. For the experimental group one unit of the courseware was modified to remove the motion video and replace it with photorealistic graphics that served as the non-motion part of the study. Covariates were selected to compensate for any differences in the two groups. A pretest and posttest was administered to both groups. Analysis of the posttest scores indicated that there was no difference in learning if motion in the presentation was the only variable.

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Books on the topic "Teaching video"

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Teaching English with video. Harlow: Longman, 1985.

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Allan, Margaret. Teaching English with video. Essex, England: Longman, 1985.

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The video connection: Integrating video into language teaching. Boston: Houghton Mifflin, 1989.

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Altman, Rick. The video connection: Integrating video into language teaching. Boston: Houghton Mifflin, 1989.

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Teaching on TV and video. New York: Institute of Electrical and Electronics Engineers, 1995.

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Brouwer, Niels. Using Video to Develop Teaching. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429331091.

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1942-, Tomalin Barry, ed. Video in action: Recipes for using video in language teaching. New York: Prentice Hall International, 1990.

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1942-, Tomalin Barry, ed. Video in action: Recipes for using video in language teaching. New York, N.Y: Prentice Hall, 1990.

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Saxon, Menne. Switch on: English language teaching by video. London: Hammersmith, 1987.

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Mike, Lavery, and Rinvolucri Mario, eds. Video. Oxford: Oxford University Press, 1991.

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Book chapters on the topic "Teaching video"

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Youngberg, David. "Video Games in Teaching Economics." In Teaching Economics, 9–31. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20696-3_2.

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Husøy, Aleksander, and Tobias Staaby. "Teaching with video games." In The Digital Classroom, 78–87. Abingdon, Oxon; New York, NY: Routledge, [2021]: Routledge, 2020. http://dx.doi.org/10.4324/9781003104148-8.

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Brewer, Gayle. "Video-Assisted Feedback." In Creative Education, Teaching and Learning, 51–60. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137402141_6.

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Radley, Keith C., and Evan H. Dart. "Video Modeling." In Social Skills Teaching for Individuals with Autism, 23–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-91665-7_3.

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AbramsChee, Sandra Schamroth. "Video Games in the Classroom." In Playful Teaching, Learning Games, 39–49. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-460-7_3.

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Duplass, James A. "Technology, Video, and Ancillaries." In The Essence of Teaching Social Studies, 269–75. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003095682-32.

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Brouwer, Niels. "Using video for activating instruction." In Using Video to Develop Teaching, 324–35. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429331091-8.

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Brouwer, Niels. "The production of classroom video." In Using Video to Develop Teaching, 298–323. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429331091-7.

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Milligan, Christina, Arezou Zalipour, and James Nicholson. "Te Ara Motuhenga (Documentary Pathways): Developing Video-Based Teaching and Learning Resources for Documentary Practice." In Video Pedagogy, 213–27. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4009-1_11.

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Teese, Robert B., Kathleen M. Koenig, and David P. Jackson. "Interactive Video Vignettes for Teaching Science." In Active Learning in College Science, 669–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-33600-4_41.

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Conference papers on the topic "Teaching video"

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Pisarenko, Veronika, and Galina Krasnoshchekova. "Video in teaching." In 2016 IEEE 10th International Conference on Application of Information and Communication Technologies (AICT). IEEE, 2016. http://dx.doi.org/10.1109/icaict.2016.7991815.

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Whatley, Janice, and Amrey Ahmad. "Using Video to Record Summary Lectures to Aid Students’ Revision." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3180.

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Video as a tool for teaching and learning in higher education is a multimedia application with considerable promise. Including video within the online support material for a module can help students to gain an understanding of the material and prepare for assessment. We have experimented with using short videos that summarise the lectures given, as an aid for students to use when revising. An interpretive method has been adopted to investigate the use students make of these videos, during the teaching term and when revising for assessment. In this paper a summary of ways that video can be used for supporting teaching and learning is given, the ways in which we used video are presented followed by discussion of some issues relating to producing summary length videos. Preliminary research indicates that students find these summary lectures very useful for reviewing lecture material as well as for their revision.

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Martínez-Victoria, MCarmen, María del Carmen Valls-Martínez, and Isabel María Parra-Oller. "Video tutorials as a support to the face-to-face teaching." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9068.

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Video tutorials are a useful tool that strengthens the face-to-face classes. This study focuses on the influence of videos on the perceptions of students in the subject Advanced Financial Transactions. The results of this analysis show a high level of learner satisfaction. They consider that videos help them to improve their learning outcome, since these reinforce the practical contents which have been previously taught in the master class. Videos allow students to be more proactive and autonomous in their learning. The findings support the relevance of integrating new educational tools in the university study programmes.

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Brofferio, Sergio C., Uberto L. Grotto, and Luca Maderna. "Telepresence teaching video equipment." In Electronic Imaging '99, edited by Sethuraman Panchanathan, Subramania I. Sudharsanan, and V. Michael Bove, Jr. SPIE, 1998. http://dx.doi.org/10.1117/12.334766.

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Zhang, Peng, and Xiuli Gou. "Teaching Interaction Design on Micro Video Teaching Resources." In 2016 2nd International Conference on Economics, Management Engineering and Education Technology (ICEMEET 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemeet-16.2017.211.

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Sajidin, Nia Kurniawati, Dian Ekawati, R. Nadia R. P. Dalimunthe, and Aan Hasanah. "“Do It Yourself Video”: Equipping Indonesian EFL Teachers with DIY Video Creation Skill." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221705560560.

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Wall, J. Gerard, and Katrina Lacey. "Lights, camera, action: Microbiology laboratory teaching in the spotlight." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9429.

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Broadening of access to higher education, leading to increasing class sizes, presents particular challenges in teaching specialised, laboratory-based subjects such as Microbiology. The Republic of Ireland has seen a 20% increase in undergraduate student numbers in the past ten years, with this trend set to continue in the near future. To complement traditional learning approaches, we have designed, produced and trialled a comprehensive suite of teaching videos that demonstrate common techniques taught in our Microbiology degree programme. The 42 videos, each of 4-9 minutes duration, were filmed in-house using a professional film maker. Videos were designed for viewing before linked laboratory sessions to increase student engagement, assist learners with little prior technical experience to process core concepts, and improve the quality of hands-on practical training in the laboratory. Student reaction to a pilot release was exceptionally positive, underlining the videos’ effectiveness for visual learners and the added value of the content due to its bespoke nature. The complete video collection will be amalgamated into our B.Sc. programme in 2019-20. The initiative is expected to enhance students’ experience in hands-on laboratory sessions, promote active learning by blending video into traditional teaching programmes, and support reflective study through their availability.

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Wang, Ying. "Application of Micro Video Teaching Resources in College English Teaching." In 2016 5th International Conference on Social Science, Education and Humanities Research. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ssehr-16.2016.143.

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Jameson, D. G. "Video-teaching on high performance networks." In IEE Colloquium on Learning at a Distance: Developments in Media Technologies. IEE, 1996. http://dx.doi.org/10.1049/ic:19960875.

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Johnson, Carol, and Alana Blackburn. "Video feedback in tertiary music performance classes." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0114.

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Video feedback can be an important and key mechanism for supporting online student learning in higher education. In the context of online music teaching, video feedback provides a necessary audio and visual element to support music students’ learning of music performance practice. A predecessor to a larger study in video feedback, this pilot study sought to explore instructor perceptions of the use of video feedback in music performance teaching classes. Using self-study methodology, findings suggest that video feedback can effectively complement individualised online music teaching within an undergraduate performance class and a Master of Music Performance Teaching group music class, provide supportive scaffolding for self-regulated learning, and offer students opportunities to create meaningful student-instructor connections and community. Strategies for effective implementation by way of self-regulation and communication are also addressed.

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Reports on the topic "Teaching video"

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Cannon, Edmund. Producing teaching material in PowerPoint (Video case study). Bristol, UK: The Economics Network, July 2020. http://dx.doi.org/10.53593/n3314a.

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Osypova, Nataliia V., and Volodimir I. Tatochenko. Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4628.

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR dynamic mathematics system, the introduction of cloud technologies into the educational process. The educational potential of GeoGebra AR in the system of professional training of future mathematics teachers is analyzed in the paper. Effective and practical tools for teaching mathematics based on GeoGebra AR using interactive models and videos for mixed and distance learning of students are provided. The advantages of the GeoGebra AR dynamic mathematics system are highlighted. The use of new technologies for the creation of didactic innovative resources that improve the process of teaching and learning mathematics is presented on the example of an educational and methodological task, the purpose of which is to create didactic material on the topic “Sections of polyhedra”. While solving it, future teachers of mathematics should develop the following constituent elements: video materials; test tasks for self-control; dynamic models of sections of polyhedra; video instructions for constructing sections of polyhedra and for solving basic problems in the GeoGebra AR system. The article highlights the main characteristics of the proposed educational environment for training future mathematics teachers using the GeoGebra AR dynamic mathematics system: interdisciplinarity, polyprofessionalism, dynamism, multicomponent.

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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.

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Kiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», December 2014. http://dx.doi.org/10.31812/0564/1094.

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The purpose of the study is the analysis of the development of the theory and methods of ICT usage while teaching higher mathematics engineering students in the United States. It was determined following tasks: to analyze the problem source, to identify the state of its elaboration, to identify key trends in the development of theory and methods of ICT usage while teaching higher mathematics engineering students in the United States, the object of study – the use of ICT in teaching engineering students, the research methods are: analysis of scientific, educational, technical, historical sources; systematization and classification of scientific statements on the study; specification, comparison, analysis and synthesis, historical and pedagogical analysis of the sources to establish the chronological limits and implementation of ICT usage in educational practice of U.S. technical colleges. In article was reviewed a modern ICT tools used in learning of fundamental subjects for future engineers in the United States, shown the evolution and convergence of ICT learning tools. Discussed experience of the «best practices» using online ICT in higher engineering education at United States. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Among ICT tools are the following: tools to transmit audio and video data, tools to collaborate on projects, tools to support object-oriented practice. The analysis leads to the following conclusion: using cloud-based tools of learning mathematic has become the leading trend today. Therefore, university professors are widely considered to implement tools to assist the process of learning mathematics such properties as mobility, continuity and adaptability.

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Pokryshen, Dmytro A., Evgeniy H. Prokofiev, and Albert A. Azaryan. Blogger and YouTube services at a distant course “Database management system Microsoft Access”. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3272.

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The article is devoted to the coverage of the course “Database management system Microsoft Access”, an educational blog review “The development of a creative child. ІCТ”, which is used as an auxiliary tool for promoting a course and teacher in the Internet, structural analysis of this blog is made. The channel location is set on YouTube video hosting and how it is used in the course on databases. Attention is drawn to the fact that theoretical and practical material is considered on real, implemented informational and analytical systems. To prepare students for the Olympiads and provide methodological help teachers of computer science are looking at tasks from databases that were offered at the All-Ukrainian Olympiads on Information Technologies, especially II, III and IV stages (offline and online Olympiads), which are located in open access to the blog and YouTube channel. The main focus of the article is devoted to the practical side of teaching teachers of computer science, experience in using the above technologies.

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Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4635.

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The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.

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Kharchenko, Yuliya V., Olena M. Babenko, and Arnold E. Kiv. Using Blippar to create augmented reality in chemistry education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4630.

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This paper presents an analysis of the possibilities and advantages of augmented reality technologies and their implementation in training of future Chemistry and Biology teachers. The study revealed that the use of augmented reality technologies in education creates a number of advantages, such as: visualization of educational material; interesting and attractive learning process; increasing student motivation to study and others. Several augmented reality applications were analyzed. The Blippar app has been determined to have great benefits: it’s free; the interface is simple and user-friendly; the possibility of using different file types; the possibility of combining a large amount of information and logically structuring it; loading different types of information: video, images, 3D models, links to sites, etc. Thus, convenient interactive projects were developed using the Blippar application, which were called study guide with AR elements, and implemented in teaching chemical disciplines such as Laboratory Chemical Practice and Organic Chemistry. Using such study guide with AR elements during classes in a real chemical laboratory is safe and does not require expensive glassware. The student interviews revealed that the use of the Blippar application facilitated new material understanding, saved time needed to learn material, and was an effective addition to real-life learning.

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Yechkalo, Yuliia, Viktoriia Tkachuk, Tetiana Hruntova, Dmytro Brovko, and Vitaliy Tron. Augmented Reality in Training Engineering Students: Teaching Techniques. [б. в.], June 2019. http://dx.doi.org/10.31812/123456789/3176.

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The research aim. The research is intended to theoretically substantiate, develop and test methods of applying augmented reality to training future engineers. The research tasks include adaptation of augmented reality tools to apply them to laboratory classes while training future engineers; visualization of theoretical models of physical phenomena and processes using augmented reality tools; theoretical substantiation and development of methods of applying augmented reality to training future engineers. The research object is training future engineers at engineering universities. The research subject is methods of applying augmented reality to training future engineers. The research results are the following. There are analyzed national and foreign researches into issues of applying augmented reality to training future engineers at engineering universities. The augmented reality tools (HP Reveal) is adapted to be used in laboratory classes in physics while training future engineers. There are created augmented reality objects in the form of educational videos in which the structure of laboratory machines and procedures of working with them are explained. Methods of applying augmented reality to training future engineers at engineering universities are developed.

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Dassanayake, Wajira, Gayani Hewagama, and Sarah E. Kirk. Asynchronous Instructional Videos During COVID-19 Emergency Remote Teaching: Student Experiences Within a New Zealand ITP. Unitec ePress, August 2021. http://dx.doi.org/10.34074/ocds.088.

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The COVID-19 pandemic created unprecedented challenges for tertiary education institutions worldwide. The crisis placed enormous pressure on educational institutions as they were required to pivot suddenly to teaching fully online. In New Zealand, Tertiary Education Organisations (TEOs) were forced to close on Wednesday 25 March 2020 after New Zealand moved to Alert Level 4, necessitating the sudden implementation of online teaching. The purpose of this study is to investigate the effectiveness of pre-recorded instructional videos in three selected courses taught by a tertiary education institution, a member of the Institutes of Technology and Polytechnics (ITPs) New Zealand.

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Symonenko, Svitlana V., Viacheslav V. Osadchyi, Svitlana O. Sysoieva, Kateryna P. Osadcha, and Albert A. Azaryan. Cloud technologies for enhancing communication of IT-professionals. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3861.

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The paper deals with the urgent problem of enabling better communication of IT-specialists in their business and interpersonal interaction using information and communication technologies, including cloud technologies. It is emphasized, that effective communication is an integral part of the successful professional work of IT-professionals, but in recent years it has undergone significant transformations, which have been expressed in new forms and means of communication, its content changes, its complications and volume increases, the need to improve its accuracy, and the level of understanding for a wide range of people. Certain peculiarities of communication in the IT-environment have been discussed. It is noted that typical forms of communication in the IT-environment are synchronous and asynchronous ones. The authors insist that during their professional career IT-specialists communicate in the professional community from a variety of positions and common types of task formulation can be expressed through verbal or symbolic communication means. Due to the specifics of their professional activities, IT-professionals often need to communicate using synchronous communication (chats, video chats, audio chats, instant messaging) and asynchronous communication (email, forums, comments) tools, hence there is a demand to teach corresponding communication skills at universities. Certain practical examples of teaching communication skills using modern technologies are given. Advantages of cloud technologies for better communication within a company or an educational institution are presented. Microsoft Office 365 services, which can be successfully used to enable better communication and collaboration within a company or an educational institution are analyzed.

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