Journal articles: 'Training audience'

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Rupp, Larry A., and Larry Sagers. "TRAINING LANDSCAPE MANAGERS VIA SATELLITE TELECONFERENCE." HortScience 31, no. 3 (June 1996): 325c—325. http://dx.doi.org/10.21273/hortsci.31.3.325c.

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The fabled “wide open spaces” of the west make travel an integral, though expensive, part of most extension programs. As an alternative, Utah State Univ. has been successful in targeting a major extension audience for service via satellite teleconferences. The audience we have worked with consists primarily of landscape managers at institutional facilities, such as schools, cities, churches, hospitals, and parks, who do not have formal training in horticulture. The primary impetus and key to the success of this program is a collaboration between the university (provides content material and production) and an outside institution (provides satellite broadcasting and receives employee training). As a result, the program simultaneously reaches three main audiences: employees of the partnering institution, county extension audiences throughout the state, and any private party with a satellite who watches. Keys to the success of this program include a statewide system of satellite dishes at all county extension offices, close collaboration between content and distance-learning specialists, marketing assistance to county agents, endorsement of the program for employee training by employers, a workbook to supplement broadcast material, administrative support, and careful identification of the target audience. Concepts we are struggling with include bridging regional to national audiences and improved marketing.

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Samuel, Michael. "EDUCATIONAL LEADERSHIP: THE AUDIENCE CREATES THE TEXT." International Journal of Educational Development in Africa 1, no. 1 (October 14, 2014): 31–45. http://dx.doi.org/10.25159/2312-3540/4.

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Alternative conceptions of educational leadership that challenge the performativity culture do notÂ appear substantively to alter the trajectory of practitionerâ€™s everyday choices. This article uses as dataÂ the responses from three different audiences to a presentation on such alternative conceptions. TheÂ three groups were academics attending an educational leadership conference, circuit managersÂ as part of a post-project workshop, and a group of aspirant school rectors in a training diplomaÂ programme. The first two groups were South African and the third a Mauritian audience. TheÂ audience responses show how they subverted, re-interpreted and jettisoned the message of theÂ presentation. Three vignettes constitute the analysis of the audiencesâ€™ foregrounding of the livedÂ complexities of making alternative leadership choices. The article suggests we need to be awareÂ of how and why practitioners will choose or not to become alternative proponents of the dominantÂ discourses around â€˜educational qualityâ€™.

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Goodman, R. Irwin. "Measuring unconscious audience reactions to training media." Performance + Instruction 24, no. 3 (April 1985): 6–7. http://dx.doi.org/10.1002/pfi.4150240304.

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Levent, Nina, and Christine Reich. "Museum Accessibility: Combining Audience Research and Staff Training." Journal of Museum Education 38, no. 2 (July 2013): 218–26. http://dx.doi.org/10.1080/10598650.2013.11510772.

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Mittal, Arpit, and Jaya Shankar Kaushik. "Audience Response System Technology for Pediatric Postgraduate Training." Indian Pediatrics 57, no. 3 (March 2020): 263–64. http://dx.doi.org/10.1007/s13312-020-1764-3.

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Schmidt, Regina Leonie. "“I pictured my little sister when writing” – Teacher and Student Experiences with Training Audience Awareness in a Television Studies Seminar." Journal of Academic Writing 10, no. 1 (December 18, 2020): 171–79. http://dx.doi.org/10.18552/joaw.v10i1.611.

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Training audience awareness is a significant but challenging task for teaching academic writing. To integrate the teaching of television studies with writing skills, I designed a BA seminar when working as a lecturer in the English department of a German university in 2015. I present my experience with and my students’ evaluation of training audience awareness as part of this seminar. The evaluations confirmed students’ increased awareness of the importance of incorporating audience-directed elements in writing, but indicated that the task had created obstacles, for example, regarding students’ reading comprehension. I retrospectively analyze my teaching approach and discuss possible reasons for my students’ success and difficulties with the writing assignment, and make suggestions for changes that may have better supported their learning process. I, therewith, aim to foster the integration of teaching writing within, across, and beyond disciplinary audiences in discipline-specific courses.

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LaRose, Julie. "Engaging your audience: The use of audience response systems in safety and health training seminars." Journal of Chemical Health and Safety 19, no. 4 (July 2012): 50. http://dx.doi.org/10.1016/j.jchas.2012.04.052.

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Arksey, Marieka, Marcia Peterson, and Greg Pierce. "Targeting Your Audience." Advances in Archaeological Practice 8, no. 4 (September 24, 2020): 409–19. http://dx.doi.org/10.1017/aap.2020.34.

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ABSTRACTThe Office of the Wyoming State Archaeologist has as one of its main objectives to actively engage the population of Wyoming in archaeological stewardship. To achieve this goal, in the past five years, we have launched the youth-oriented Summer Ventures program and the adult-oriented Wyoming Avocational Archaeology Training Program. Both programs were inspired by existing programs in other parts of the country and were launched following research and target audience surveys on how to best adapt them to Wyoming. Despite this preliminary research, our in-field experiences over the past few years have shown some patterns that are causing us to rethink both programs. This article discusses these initial in-field testing years, the issues we have encountered, and the ways we are redesigning both programs to better target the appropriate audiences in light of the different lifestyles of populations, particularly those of youths, in a rural state.

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Laura Bradley. "Training the Audience: Brecht and the Art of Spectatorship." Modern Language Review 111, no. 4 (2016): 1029. http://dx.doi.org/10.5699/modelangrevi.111.4.1029.

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Tucci, G., E. I. Parisi, A. Conti, M. Corongiu, L. Fiorini, and F. Panighini. "EDUCATIONAL AND TRAINING EXPERIENCES IN GEOMATICS: TAILORED APPROACHES FOR DIFFERENT AUDIENCE." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-2/W11 (May 5, 2019): 1097–104. http://dx.doi.org/10.5194/isprs-archives-xlii-2-w11-1097-2019.

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Abstract. The recent outbreak of geospatial information to a wider audience, represents an inexorable flow made possible by the technological and scientific advances that cannot be opposed. The democratization of Geomatics technologies requires training opportunities with different level of complexity specifically tailored on the target audience and on the final purpose of the digitization process. In this frame, education plays a role of paramount importance, to create in the final users the awareness of the potentials of Geomatics-based technologies and of the quality control over the entire process.This paper outlines the current educational offer concerning the Geomatics Academic discipline in the Italian higher education system, highlighting the lack of dedicated path entirely devoted to the creation of specifically trained figure in this field. The comparison with the International panorama further stresses out this necessity. The purpose of this work is to present different educational approaches by distinguishing between the starting knowledge level of the students/participants and the final aim of the training activities. Three main audiences have been identified: i) experts, who already know some basics of Geomatics to understand the theoretical concepts behind its technologies; ii) intermediate audience, who are interested in learning about Geomatics technologies and methodologies, without any previous or poor education concerning these topics; iii) non-experts, a mix of a wide group of people, with different educations and interests, or without any interest at all.For each group, the multi-year experience concerning educational and training activities for the geomatics-based knowledge transfer in all the multi-level approaches of the GECO Lab (University of Florence) is presented.

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Amelia, Julfi Restu, Ira Mulyawati, and Lisa Ratnasari. "Diversifikasi Produk Olahan Pangan Hasil Aplikasi Vertikultur Tanaman Sayuran di Kelurahan Tengah, Kramat Jati, Jakarta Timur." Agrokreatif: Jurnal Ilmiah Pengabdian kepada Masyarakat 5, no. 3 (November 27, 2019): 216–25. http://dx.doi.org/10.29244/agrokreatif.5.3.216-225.

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Utilization of garden area at this time is still not optimal, and the development of various innovations related to the garden area is also limited. This fact related with the garden that owned by the people in general is very narrow. Verticulture is one of technique that can be used for narrow land in urban farming. The target audience of the activity is the partners and the community of Kelurahan Tengah, East Jakarta. The problems that exist are decreasing in interest and participation of target audience in carrying out reforestation activities due to limited land, and in the development of processed food products that is related with the difficulty of raw materials and the limitations of product marketing. The aim of the activity is to increase the participation of target audiences through assistance in optimizing reforestation activities, processing food products and developing market systems through online marketing. The method used in the activity are approach, socialization, and training, such as training on greening technology packages (verticulture techniques); food processing training: drinks from spinach, carrot and pineapple (Batelnas), drinks from okra, honey and ginger (The Kraduu), dodol from ginger and sesame (Dojawi), and dodol from ginger and carrot (Dojawo); and digital marketing technique training. The results showed that activity through appropriate technology transfer and assistance to the target audience is able to increase interest and participation and better care for the environment as well as business opportunities from such activities. The products resulted from this activity are new innovation products so that they have economic added value, and if it continuously done, it will increase household income of the target audience.

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Powell, Robin, Geraldine Strathdee, and Graham Thornicroft. "A short course in planning, development and evaluation of community mental health services." Psychiatric Bulletin 20, no. 4 (April 1996): 234–36. http://dx.doi.org/10.1192/pb.20.4.234.

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In response to the expressed needs of trainees for training in the planning development, and evaluation of mental health services, a short course was designed and is described here. The course was run several times and proved flexible enough to be presented to either multidisciplinary, inter-agency audiences or to a solely medical audience.

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Thompson, Cheryl A. "Pharmacists turn naloxone training programs into video for broad audience." American Journal of Health-System Pharmacy 74, no. 6 (March 15, 2017): 363–66. http://dx.doi.org/10.2146/news170018.

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Harman, Chris T. "Enhance Learning in Athletic Training Education with Audience Response Systems." Athletic Training Education Journal 5, no. 4 (October 1, 2010): 187–89. http://dx.doi.org/10.4085/1947-380x-5.4.187.

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Whalley, Joanne ‘Bob’, and Lee Miller. "Look right through: intention and accident in performer/audience training." Theatre, Dance and Performance Training 4, no. 1 (March 2013): 102–12. http://dx.doi.org/10.1080/19443927.2012.755468.

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Morimoto, Kazushige, Judith Curry, Sabine Kopp, Lembit Rägo, Andre van Zyl, Eshetu Wondemagegnehu, Jonathan Quick, and Yasuhiro Suzuki. "PROMOTING GMP IMPLEMENTATION: DEVELOPING TRAINING MATERIALS FOR THE INTERNATIONAL AUDIENCE." Quality Assurance 10, no. 1 (January 2003): 11–27. http://dx.doi.org/10.1080/10529410390198864.

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Wu, Haitao, and Shi Ying. "Predicting Audience Location on the Basis of thek-Nearest Neighbor Multilabel Classification." Mathematical Problems in Engineering 2014 (2014): 1–10. http://dx.doi.org/10.1155/2014/832347.

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Understanding audience location information in online social networks is important in designing recommendation systems, improving information dissemination, and so on. In this paper, we focus on predicting the location distribution of audiences on YouTube. And we transform this problem to a multilabel classification problem, while we find there exist three problems when the classicalk-nearest neighbor based algorithm for multilabel classification (ML-kNN) is used to predict location distribution. Firstly, the feature weights are not considered in measuring the similarity degree. Secondly, it consumes considerable computing time in finding similar items by traversing all the training set. Thirdly, the goal of ML-kNN is to find relevant labels for every sample which is different from audience location prediction. To solve these problems, we propose the methods of measuring similarity based on weight, quickly finding similar items, and ranking a specific number of labels. On the basis of these methods and the ML-kNN, thek-nearest neighbor based model for audience location prediction (AL-kNN) is proposed for predicting audience location. The experiments based on massive YouTube data show that the proposed model can more accurately predict the location of YouTube video audience than the ML-kNN, MLNB, and Rank-SVM methods.

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Dawson, Hayley. "A Research-Informed Training Course for Interlingual Respeaking." Journal of Audiovisual Translation 3, no. 2 (December 21, 2020): 204–25. http://dx.doi.org/10.47476/jat.v3i2.2020.126.

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As audiovisual material is increasingly and globally streamed live, there is a growing demand for this live content to be made accessible in a foreign language. This calls for interlingual live subtitling, which is intended for both foreign-language and hearing-impaired viewers, illustrating the wide and inclusive notion of Media Accessibility (MA) where access is needed for audiences with and without disabilities (Romero-Fresco, 2018). This paper begins with an overview of interlingual respeaking including research, demand and training. Empirical results of interlingual respeaking experiments are presented with an emphasis on the task-specific skills required, which have been validated through experimental research. Then, a research-informed training model for interlingual respeaking is presented that acts as a framework upon which to base the proposal of a training course. This is regarded as an essential step to help consolidate interlingual respeaking as a viable access service and to produce quality live subtitles to benefit a wide audience.

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Carnes, Cynthia Ann, John W. Christman, Mark Damian Wewers, Stuart D. Hobbs, and Rebecca Jackson. "3308 Training KL2 Scholars to Communicate Science to a General Audience." Journal of Clinical and Translational Science 3, s1 (March 2019): 75. http://dx.doi.org/10.1017/cts.2019.177.

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OBJECTIVES/SPECIFIC AIMS: Verbal communication is a critical component for professional development and leadership. Yet, many clinical translational scientists lack the skills in communication of their scientific work in a meaningful and exciting manner that conveys the potential impact of their work on human health to the lay public, stakeholders, and to other scientists in different fields. We hypothesized that formal communication training could improve information transfer by trainees that would enhance their career development. METHODS/STUDY POPULATION: We therefore formalized a program for the KL2 scholars at the Ohio State University Center for Clinical and Translational Science that provided training from communications experts to develop a short, concise, and relevant talk about their field of research to general audiences. The program was a hybrid of workshop and individualized training. It culminated in each of the six scholars presenting public talk at the OSU STEM research dissemination and outreach space, the STEAM Factory. The scholars were administered a survey to assess their knowledge of the concepts presented in the training prior to and following the receiving the treatment, as well as their overall assessment of the experience. RESULTS/ANTICIPATED RESULTS: The poster will present the positive results of this evaluation and the impact of the training on the KL2 scholars. DISCUSSION/SIGNIFICANCE OF IMPACT: The poster explain the training as a model that other CTSA KL2 programs could adapt for their trainees.

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Chefneux, Gabriela. "Argumentation in Training Courses – Form and Function." Acta Universitatis Sapientiae, Philologica 11, no. 2 (December 1, 2019): 151–63. http://dx.doi.org/10.2478/ausp-2019-0018.

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AbstractThe paper starts from the assumption that argumentation is a basic feature of everyday interaction; interlocutors resort to it to minimize disagreement, to resolve disputes, or to align the audience to the speakers’ point of view. In order to achieve this, speakers continually adjust themselves to their audience’s reaction, who play a major part in the process. The paper aims to analyse the arguments used during the opening stage of a training course for life insurance agents, arguments brought by the manager of the company providing the course. It considers their uses, structure, and linguistic realization. In terms of structure, the arguments are analysed in respect of their constituents – data, claim, qualifier, warrant, backing, and rebuttal (Toulmin (2003), while their linguistic realization is investigated at various levels – words, sentences, speech acts, and figures of speech. Using the data recorded during the training course, it selects the arguments that are considered more relevant with a view to identifying their function, structure, and lexical realization.

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O'Connell, Christine, Merryn McKinnon, and Jordan LaBouff. "One size does not fit all: gender implications for the design of outcomes, evaluation and assessment of science communication programs." Journal of Science Communication 19, no. 01 (February 24, 2020): A06. http://dx.doi.org/10.22323/2.19010206.

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As science communication programs grow worldwide, effective evaluation and assessment metrics lag. While there is no consensus on evaluation protocols specifically for science communication training, there is agreement on elements of effective training: listening, empathy, and knowing your audience — core tenets of improvisation. We designed an evaluation protocol, tested over three years, based on validated and newly developed scales for an improvisation-based communication training at the Alan Alda Center for Communicating Science. Initial results suggest that ‘knowing your audience’ should apply to training providers as they design and evaluate their curriculum, and gender may be a key influence on outcomes.

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Shah, Kaushal H., Jaime Jordan, Katherine Jahnes, David P. Lisbon, Lucienne Lutfy-Clayton, Grant Wei, Gary Winkel, and Sally A. Santen. "Audience Response System Facilitates Prediction of Scores on In-Training Examination." Western Journal of Emergency Medicine 18, no. 3 (March 3, 2017): 525–30. http://dx.doi.org/10.5811/westjem.2017.1.32858.

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Langmann, Sten, and Stefan Robert Thomas. "Rethinking training evaluation: omnidirectional evaluation, range of audience and intentional change." International Journal of Human Resource Management 30, no. 12 (March 15, 2017): 1902–30. http://dx.doi.org/10.1080/09585192.2017.1303782.

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Ferro, Nicholson, and Koka. "Innovative Trends in Implant Dentistry Training and Education: A Narrative Review." Journal of Clinical Medicine 8, no. 10 (October 4, 2019): 1618. http://dx.doi.org/10.3390/jcm8101618.

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Background: The field of implant dentistry education is rapidly evolving as new technologies permit innovative methods to teach the fundamentals of implant dentistry. Methods: Literature from the fields of active learning, blended learning, augmented reality, artificial intelligence, haptics, and mixed reality were reviewed and combined with the experience and opinions of expert authors. Both positive and negative aspects of the learning methods are presented. Results and Conclusion: The fundamental objectives of teaching and learning remain unchanged, yet the opportunities to reach larger audiences and integrate their learning into active experiences are evolving due to the introduction of new teaching and learning methodologies. The ability to reach a global audience has never been more apparent. Nevertheless, as much as new technology can be alluring, each new method comes with unique limitations.

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Zamith, Rodrigo, Valerie Belair-Gagnon, and Seth C. Lewis. "Constructing audience quantification: Social influences and the development of norms about audience analytics and metrics." New Media & Society 22, no. 10 (October 16, 2019): 1763–84. http://dx.doi.org/10.1177/1461444819881735.

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Audience analytics and metrics are ubiquitous in today’s media environment. However, little is known about how creative media workers come to understand the social norms related to those technologies. Drawing on social influence theory, this study examines formal and informal socialization mechanisms in U.S. newsrooms. It finds that editorial newsworkers express receiving a moderate amount of training on the use of analytics and metrics, which is typically provided by their organization; primarily look to people within the organization, and especially superiors, to understand the social norms; learn about those norms mostly through observation and communication about others’ experiences with the technology rather than their own; and that experiences are influenced by the organizational context and the individual’s position in the editorial hierarchy. This leads to a broader intervention to our understanding of the social structures and individual dispositions that influence how emerging technologies are experienced across organizational and institutional environments.

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Osborne, Dennis J., Douglas C. Sanders, Donn R. Ward, and James W. Rushing. "FOOD SAFETY TRAIN-THE-TRAINER PROGRAM." HortScience 40, no. 3 (June 2005): 894d—894. http://dx.doi.org/10.21273/hortsci.40.3.894d.

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This paper summarizes the results of a multi-state, multi-institutional partnership delivering a targeted train-the-trainer program. The program provided good agricultural practices (GAPs) and good manufacturing practices (GMPs) based training to southeastern U.S. fresh fruit and vegetable (produce) growers and packers. Twelve southern U.S. states cooperated in this project between 2001 and 2004. In the work 150 trainers introduced nearly 20,000 persons to GAPs principles, including over 2,000 Spanish-speaking workers and a similar number of limited resource/specialty crop/grower/packer/buyer audience members. Actual numbers of persons reached was nearly 20,000, a number arrived at by counting signed-in registrations for events. Cost per person for outreach was about $6.00 per person, including travel expenses. In cooperation with the federal Risk Management Agency, a training component about risk in fresh produce operations was developed. This unit was delivered to historically underserved audiences, small farms and roadside markets, and other non-traditional audiences. This training continues today.

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Moses, Franklin L. "Improved Training Methods: Research to Applications." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 38, no. 18 (October 1994): 1150–53. http://dx.doi.org/10.1177/154193129403801801.

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How to train people to make good decisions, solve problems, and so on depends, as does all training, on some form of practice and feedback. The question for behavioral research often is how to improve on these basic requirements. Six panelists describe and discuss their research and experience with the relationship among training and factors such as group dynamics, stress, mental models, and naturalistic requirements. This session includes interaction among the panel and the audience.

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Zamyatina, Elena, Daria Volodina, and Anastasia Paraeva. "Teaching Literature to Foreign Audience at the Stage of Pre-University Training." Procedia - Social and Behavioral Sciences 214 (December 2015): 159–67. http://dx.doi.org/10.1016/j.sbspro.2015.11.610.

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Notaro, A., F. Capraro, M. Pesavento, S. Milani, and M. G. Busà. "Effectiveness of VR immersive applications for public speaking enhancement." Electronic Imaging 2021, no. 9 (January 18, 2021): 294–1. http://dx.doi.org/10.2352/issn.2470-1173.2021.9.iqsp-294.

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Augmented and Virtual Reality (VR) technology has recently proved to be useful in many learning and training scenarios. VR applications designed to practice communication skills (also known as Public Speaking Training or PST) are currently among the newest and still-unexplored solutions whose effectiveness is still to be tested. The current paper evaluates the Quality of Experience for a public speaking VR system where speakers can experience a talk session in front of a wide audience that actively reacts to their statements. A double stimulus experiment (with a real and virtual audience) was carried out in order to measure the visual quality, the immersiveness and the effectiveness of the approach. Objective evaluations, users’ feedback and public speaking metrics showed that the VR set-up enhanced speakers’ gesture and speech control when compared to performing in front of a real audience.

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Jordan, J., K. Shah, K. Jahnes, L. David, L. Lufty-Clayton, G. Wei, G. Winkel, and S. Santen. "323 Can In-Training Exam Review Quizzes Administered via Audience Response System Predict Scores on In-Training Exam?" Annals of Emergency Medicine 64, no. 4 (October 2014): S114. http://dx.doi.org/10.1016/j.annemergmed.2014.07.351.

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Harding, Gwen. "Deetya Career Information Products." Australian Journal of Career Development 6, no. 2 (July 1997): 3–5. http://dx.doi.org/10.1177/103841629700600202.

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This case study provides an overview of the 1997 DEETYA (Department of Employment, Education, Training and Youth Affairs) career information products, including the Job guide 1997 CD-ROM. Developments incorporated into the 1997 products greatly enhance the flexibility with which the career information can be used and enable these resources to be accessed by a much wider audience, both in Australia and overseas. The overall objective of these products is to assist students and job seekers to make informed decisions leading to effective career, education and training choices. In addition to describing the content of each product, the target audience is outlined.

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Kirsch, Thomas, Mark Keim, and Kandra Strauss-Riggs. "Characterizing the Current State of Training Courses Available to US Disaster Professionals." Disaster Medicine and Public Health Preparedness 13, no. 5-6 (May 30, 2019): 920–26. http://dx.doi.org/10.1017/dmp.2019.15.

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ABSTRACTObjective:The objective of this study is to characterize US-based disaster training courses available to disaster response and disaster health professionals. Its purpose is to better inform policies and decision-making regarding workforce and professional development to improve performance.Methods:Courses were identified from 4 inventories of courses: (1) National Library of Medicine Disaster Lit database; (2) TRAIN National Learning Network; (3) Federal Emergency Management Agency (FEMA) National Preparedness Course Catalog; and (4) Preparedness and Emergency Response Learning Centers. An online search used 30 disaster-related key words. Data included the course title, description, target audience, and delivery modality. Levels of learning, target capability, and function were categorized by 3 expert reviewers. Descriptive statistics were used.Results:There were 3662 trainings: 2380 (65%) for professionals (53% for public health); 83% of the courses were distance learning, with 16% via classroom. Half of all trainings focused on 3 of 37 disaster capabilities and 38% of them were related to chemical, biological, radiological, nuclear, and explosives (CBRNE). The educational approach was knowledge-based for all courses and 99.6% imparted only lower levels of learning.Conclusion:Despite thousands of courses available, there remain significant gaps in target audience, subject matter content, educational approaches, and delivery modalities, particularly for health and public health professionals.

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Davydova, N. G., A. N. Kosarikov, D. M. Kirillov, and A. V. Igumnov. "Online Format of Extracurricular Education: a New Reality of Project-Based Education for Senior High School Students." Open Education 24, no. 6 (December 28, 2020): 41–50. http://dx.doi.org/10.21686/1818-4243-2020-6-41-50.

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Purpose of the study. The paper presents data and analyzes the practice of transferring a major All-Russian event in the system of extracurricular education – the Russian National Junior Water Competition – to a distance format due to the coronavirus pandemic. The system of extracurricular education for senior high school students formed within the framework of the Water Competition for the adaptation of school graduates to the technological and communication realities of “adult life” combines project-based training with the format of a competitive component. As part of the preparation and implementation of research projects, a student receives methodological, organizational and educational support from teachers and consultants from universities and academic institutions, attends special seminars, trainings and master classes on project activities.The system has been developing using the model of cooperation in the educational sphere “NPO-state-business” since 2003, and over these years, 32 thousand schoolchildren from all regions have completed and submitted 23 thousand research and applied projects to solve environmental problems. The winners of the regional stages take part in the All-Russian final held annually in Moscow. The winner of the final represents the country at the international Stockholm competition. 2020 events coincided with the coronavirus epidemic. It was necessary to transfer the offline final to online within a month and ensure information interaction between all participants so that the online event was a complete analogue of the offline final.Materials and methods. The transferring of traditional public events of the final into a remote format was carried out using a set of organizational measures and information technologies according to the following algorithm: the choice of technologies for videoconference and broadcasting, work with the website, training and testing of the technical capabilities of participants, work on synchronization, support and assistance to participants with a final questionnaire.Results. The obvious advantage of the online format is a significant expansion of the external audience and an exponential growth of the information footprint: during the month, more than 400 publications were posted on the Internet; the number of views was 300 thousand. The ER (Engagement Rate) ratio – an indicator of the audience’s reaction to the publication, has shown a rapid increase in comparison with previous years. The questioning of the participants made it possible to understand the mood and assessment of the events by the target audiences. The number of viewers of each broadcast event ranged from 2 to 5-6 thousand people. The online final allowed to involve in the general system of adaptation training, in addition to schoolchildren, teachers and regional partners, an interested audience, while 77% of respondents supported the full-time final, 23% – remote, noting that the organizers managed to preserve the emotional atmosphere of the final events.Conclusion. In general, the system of extracurricular education for schoolchildren, combined with a competitive component, turned out to be capable of prompt reformatting while maintaining the level and quality of events in the face of new challenges. In the process of transferring the final events of the cycle of additional adaptation education, combined with the All-Russian competition of projects for senior high school students to the remote mode, the possibility of online implementation of almost all types of interaction with the target audience – junior participants, including master classes, general discussions and personal consultations and the competitive component is shown.The possibility of using the remote format for the implementation of the organizational and information infrastructure, the operational correction of educational adaptation programs following the spread of innovative technologies that are gaining priority importance for the modern period of socio-economic development is demonstrated. At the same time, the entire volume of training cannot be reduced to formalized forms without the direct presence of teachers and consultants in the creative design process. Direct communication becomes especially relevant at the beginning of the journey when choosing a topic for training and a general understanding of environmental and related problems. It is also obvious that the effectiveness of the remote format is significantly increased for a prepared audience of participants: those who have completed additional training offline with the project development itself.

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Weavers, Karen M., and Becca Gas. "2268 Utilizing digital pedagogy to build communication skills in predoctoral training programs." Journal of Clinical and Translational Science 2, S1 (June 2018): 63. http://dx.doi.org/10.1017/cts.2018.234.

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OBJECTIVES/SPECIFIC AIMS: A key factor for success in science is the ability to communicate clearly and succinctly using language appropriate to the audience. Most predoctoral training programs offer opportunities for students to build oral and written communication skills at local and national conferences. However, this rarely provides specific feedback and tends to be episodic. The Mayo Clinic Center for Clinical and Translational Science (CCaTS) has developed an environment for deliberate practice of presentation skills within a weekly Works in Progress and Journal Club session using a learning management system, Blackboard Collaborate. The learning management system captures the presentation that can then be viewed by the student. Watching yourself give a presentation is a powerful learning tool. The learning objectives of the sessions provide students deliberate practice to: (1) Build critical presentation skills for a 1-minute elevator talk, a 2-minute poster overview, a 10-minute oral presentation of your science to a science audience and to a non-science audience. (2) Develop constructive reviewer skills by completing peer reviews of presentations. (3) Develop critical thinking skills to ask thought provoking questions during presentations. By utilizing a curriculum that offers video-recording for reflection and self-evaluation, Mayo Clinic CCaTS has developed an environment in which predoctoral students are encouraged and supported to constantly hone their presentation skills. METHODS/STUDY POPULATION: All CCaTS predoctoral students are asked to prepare presentations in several formats for the weekly 1-hour session. The students’ presentations of their science or journal articles are recorded and saved within Blackboard; a link is provided for the student to review personally, with a mentor, and with the Education Coordinator to discuss the strengths and weaknesses of the presentation. During each session, faculty facilitators encourage students to ask thought provoking questions, and student reviewers are assigned to provide critical and constructive written feedback to the presenter. Sessions providing tools and guidelines for constructive feedback and developing critical and constructive questions are regularly interspersed. RESULTS/ANTICIPATED RESULTS: By reviewing a video recording of their presentations, CCaTS predoctoral students get the opportunity to self-evaluate their performance as an audience member. By going through this process of preparing, presenting, reflecting on their presentations, and discussing their strengths and weaknesses with mentors and classmates, the students gain both powerful presentation skills and methods to improve their delivery and reviewer skills. DISCUSSION/SIGNIFICANCE OF IMPACT: Successful scientists, whether in academia or industry, have the ability to communicate their science clearly using appropriate and common language specific to each audience they present to. By utilizing a curriculum that offers video-recording for reflection and self-evaluation, Mayo Clinic CCaTS has developed an environment in which predoctoral students are encouraged and supported to constantly hone their presentation skills.

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Vu, Hong Tien. "The online audience as gatekeeper: The influence of reader metrics on news editorial selection." Journalism 15, no. 8 (October 28, 2013): 1094–110. http://dx.doi.org/10.1177/1464884913504259.

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This study provides a snapshot of the hierarchy-of-influences model in the new media environment through examining the effects of audience web metrics on editors. Surveying 318 gatekeepers, the study found that audience metrics influence editors in gatekeeping. Editors’ likelihood to monitor web metrics is affected by their journalism training. Gatekeepers who attach the importance of high readership to economic benefits are more likely to have different news decisions based on web metrics. The study suggests a revision of the hierarchy-of-influences model with more emphasis being placed on the role of the audience.

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Tivener, Kristin Ann, and Tona Hetzler. "The Effects of an Electronic Audience Response System on Athletic Training Student Knowledge and Interactivity." Athletic Training Education Journal 10, no. 3 (July 1, 2015): 212–18. http://dx.doi.org/10.4085/1003212.

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Context Electronic audience response systems (ARSs) are a technological teaching tool currently being used with widespread success within various disciplines of higher education. Researcher support for its application in athletic training education remains sparse, however. Objective The aim of this study was to examine whether use of an ARS in a basic athletic training course improved student knowledge acquisition and interactivity. Design Preintervention and postintervention surveys. Setting Commission on Accreditation of Athletic Training Education–accredited athletic training program. Patients or Other Participants Sixty-nine undergraduate students enrolled in one of 2 sections of an introductory athletic training course. Main Outcome Measure(s) A mixed-measures analysis of variance (ANOVA) was conducted to look for differences in knowledge acquisition based upon group membership (control versus experimental) and the effect of instruction. Results An interaction was discovered for the effect of instruction and use of the ARS (F1,59 = 5.89, P = .018, η2p = .091), indicating that the acquisition of knowledge in the experimental group (7.97 ± 1.49) was greater than for the control group (7.24 ± 1.75). A mixed-measure ANOVA found differences in classroom interactivity based upon group membership. There was a main effect for interactivity (F1,59 = 5.40, P = .024, η2p = .084), indicating that interactive participation increased among students from 7.16 ± 1.23 on the pretest to 7.56 ± 1.08 on the posttest; however, there was no interaction between interactivity and group membership, indicating that both the control and experimental groups increased interactivity at the same rate. Conclusions Audience response system technology improved student knowledge when used in an introductory athletic training course. Additional research should investigate active learning tools to determine what most strongly affects students' interactivity.

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Scheiber, H. J., and Peter J. Hager. "Oral Communication in Business and Industry: Results of a Survey on Scientific, Technical, and Managerial Presentations." Journal of Technical Writing and Communication 24, no. 2 (April 1994): 161–80. http://dx.doi.org/10.2190/w6ld-uphf-k3bu-b23n.

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This research project focuses on the nature of oral presentations given (and produced) by scientific, technical, and managerial professionals working in business and industry. Our findings are survey-based; they reflect responses to a range of “issues” about technical/professional presentations, including these: 1) frequency; 2) target audience(s); 3) objectives; 4) types; 5) lengths; 6) data/information base; 7) use of visuals; 8) equipment; 9) obstacles; and 10) training. Our results indicate that presentations are frequently used in business, industry, and government and involve a wide variety of managerial audiences within organizations. Primary objectives of presenters surveyed are to inform (“sharing information”) and instruct/train.

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Sushereba, Christen E., Laura G. Militello, Emily S. Patterson, Steve Wolf, Oliver Smith, and Christopher San Miguel. "Foundational Analysis to Support Simulation Training System Design." Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care 10, no. 1 (June 2021): 103–5. http://dx.doi.org/10.1177/2327857921101102.

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Simulation-based training systems should be tailored to the actual work environment of the envisioned audience of learners. After building an augmented reality-based training system for combat medics, we began to explore strategies for adapting the training to medical students. While people who provide medical care on the battlefield and people who practice medicine in a hospital need to know how to treat traumatic injuries, there are vast differences in how they are trained. Foundational research into the work environment has implications for training design, especially with regards to training content and delivery.

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Afrinda, Putri Dian, and Diyan Permata Yanda. "STAD STRATEGIES OF DEFENDING SELF IMAGE IN THE PUBLIC SPEAKING DELIVERED BY MR TOURISM." PRASASTI: Journal of Linguistics 4, no. 1 (May 11, 2019): 55. http://dx.doi.org/10.20961/prasasti.v4i1.20330.

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This article aims to explain how public speaking strategies for Mr. Tourism Sumatera Barat 2018 as a form of defending self image. The strategy that can be used is the strategy of telling Brown and Levinson about positive and negative faces. As the center of attention, a speaker must be able to maintain the face for an audience (audience) with the material presented. Public speaking training can be given in the form of material presentation and training using STAD type cooperative learning model. By using STAD type model, it is expected that the training participants can learn in their respective groups with directed instructors for the preparation of individual presentation. The results of the activities show that STAD model is effectively used to practice speech or public speaking. This is evident from the activity of the trainees following the material and confidence in public speaking.

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Suokas, Juho. "TESTING USABILITY METHODS IN TRANSLATION COURSES: PERSONAS AND HEURISTIC EVALUATION." CURRENT TRENDS IN TRANSLATION TEACHING AND LEARNING E 7 (December 21, 2020): 4–38. http://dx.doi.org/10.51287/cttl_e_2020_2_juho_suokas.

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To make translations better suited for specific target audiences, Suojanen et al. (2015) have suggested applying methods of user-centered translation (UCT). This study examines user-centered translation as part of university translation courses. The aim is to examine how translation students experience using two UCT methods: personas and heuristic evaluation. The students produced written comments during courses where the methods were applied. The student experience was examined by using the principles of qualitative content analysis. The analysis suggests that the methods have benefits for such matters as better understanding of the target audience and a more systematic process of evaluation. However, the methods also have drawbacks, such as the extra time and effort required. The specific heuristics were also found to be problematic to use. User-centered translation has good potential for translator training, but the specific methods require refinement. Keywords: user-centered translation, personas, heuristic evaluation, usability, translator training

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Mardiana, Tri, A. Y. N. Warsiki, and Sucahyo Heriningsih. "Community Development Training with Eco-print Training Wukirsari Village, Sleman District, Indonesia." International Journal of Computer Networks and Communications Security 8, no. 4 (April 30, 2020): 32–36. http://dx.doi.org/10.47277/ijcncs/8(4)1.

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This community empowerment aims to explore the natural potential of the village of Wukirsari, Sleman Regency, as well as develop the villages creative economy through ecoprint training, as a vehicle for the villages creative economy based on leaf potential. The training method using various references and empowering the community to make ecoprints was followed by 15 mothers who were representatives of the joint business group. The results of this community empowerment produce village potential namely leaves, and training approaches by studying the conditions and rural life of, with, and by village communities. The concept of the ecoprint training approach emphasizes community involvement in all activities. The community is involved in the planners and implementers of the ecoprint training program and not just as an audience in ecoprint making training. The results of the ecoprint training are expected to increase the creative economy that has the potential to be developed by villagers, as a form of participation in building village businesses, and to be able to provide welfare for the residents of their village

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Sheremet, O. V. "Modernization of educational translation as a methodical method of teaching Russian in a Turkish audience." Язык и текст 6, no. 1 (2019): 97–104. http://dx.doi.org/10.17759/langt.2019060117.

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The article analyzes the concept of training translation as a means of forming the professional competence of future philologists in the context of Turkish-Russian bilingualism. It is revealed that the using of training translation, along with the methods of comparison and comparative studying, could have made the contribution to the development of students’s communicative personality. It is emphasized that in the functional bilingualism’s conditions modernized training translation has a positive effect on the creation of an assertive educational environment. It also helps to overcome the cultural and speech shock. The features of the using of this method during the study of Russian as a foreign language are considered as well. A wide range of scientific, methodological and linguistic sources has been analyzed, on the basis of which a classification of bilingual translation exercises has been proposed.

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Kleinlogel, Emmanuelle P., Marion Curdy, João Rodrigues, Carmen Sandi, and Marianne Schmid Mast. "Doppelganger-based training: Imitating our virtual self to accelerate interpersonal skills learning." PLOS ONE 16, no. 2 (February 10, 2021): e0245960. http://dx.doi.org/10.1371/journal.pone.0245960.

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Interpersonal skills require mastering a wide range of competencies such as communication and adaptation to different situations. Effective training includes the use of videos in which role models perform the desired behaviours such that trainees can learn through behavioural mimicry. However, new technologies allow new ways of designing training. In the present study, given that virtual reality is emerging as a valuable training setting, we compare two different demonstration conditions within virtual reality by investigating the extent to which the use of doppelgangers as role models can boost trainees’ interpersonal skills development as compared to a role model that does not resemble the trainees. We also assess trainees’ level of self-efficacy and gender as potential moderators in this relationship. Participants delivered a speech in front of a virtual audience twice. Before delivering their second speech, they watched a role model giving a speech in front of the same audience. The role model was either their doppelganger or an avatar of the same gender depending on the condition they were randomly assigned to. Results showed that the doppelganger-based training was the most beneficial for male trainees low in self-efficacy. These findings have important implications for training design, suggesting that doppelganger-based training might be effective only for a specific subset of trainees.

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Vodičková, Kristýna. "New approach to VFR pilot training." MAD - Magazine of Aviation Development 6, no. 1 (January 21, 2018): 6. http://dx.doi.org/10.14311/mad.2018.01.01.

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With an increased usage of GNSS navigation devices as one of the primary navigation means during VFR flights, it was necessary to address the issue of proper usage of such devices and to educate pilots about this new trend. Until a recent period, there was no existent comprehensive material that would enable pilots in training to get access to new evolution in navigation. Therefore, a project named CaBilAvi (Capacity Building for Aviation Stakeholders) was launched under the HORIZON 2020 framework. In this article, the author addresses the changes that were derived in VFR pilot training syllabus and pilot education materials. Furthermore, the author mentions specific activities introduced during the project, that were necessary to support the dissemination of new knowledge to the proper audience interested in general aviation.

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Allan, John, Michele O'Dwyer, Naomi Lawless, and Eamon Ryan. "Face-to-Face or Distance Training?" Industry and Higher Education 15, no. 2 (April 2001): 135–41. http://dx.doi.org/10.5367/000000001101295579.

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In the past, too many government-sponsored initiatives have presented learning resources that have been wasted because the target small business audience has failed to make use of them. This paper explores the issue of offering learning materials to small and medium-sized enterprises (SMEs) in a manner that recognizes their working environment, mode of operation and preferred learning methods. It then outlines methods currently being tested in the UK and Ireland, and indicates preliminary findings. The two methodologies are different in that the UK (LSSB – Learning Support for Small Businesses) programme is aimed at distance learning in primarily small businesses, whilst the Irish (University of Limerick and Limerick City Enterprise Board) programme is aimed at face-to-face learning primarily in micro-enterprises. Preliminary findings are presented.

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Minter, Mary Kennedy. "Learner-Centered (LCI) Vs. Teacher-Centered (TCI) Instruction: A Classroom Management Perspective." American Journal of Business Education (AJBE) 4, no. 5 (April 26, 2011): 55–62. http://dx.doi.org/10.19030/ajbe.v4i5.4225.

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Teacher education should incorporate management and leadership training with an emphasis on student audience analysis. Macro perspectives of teaching are needed for a workable approach to the management of education.

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Osburn, John, and Richard Stock. "Playing to the technical audience: evaluating the impact of arts‐based training for engineers." Journal of Business Strategy 26, no. 5 (October 2005): 33–39. http://dx.doi.org/10.1108/02756660510700519.

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Crutchfield, John. "Creative Writing and Performance in EFL Teacher Training: A Preliminary Case Study." Scenario: A Journal of Performative Teaching, Learning, Research IX, no. 1 (January 1, 2015): 1–34. http://dx.doi.org/10.33178/scenario.9.1.1.

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The following case study was conducted in 2014 in the Department of Didactics of the Institute for English Language and Literature at the Freie Universität Berlin. It was conceived as a preliminary investigation for an ongoing qualitative research project called The Experience of Theatrical Performance in EFL Teacher Education. The purpose of this larger project is to study the effects of the experience of theatrical performance (i.e. live performance before an audience) on EFL teachers-in-training. For this preliminary study, qualitative data were obtained from a group of seven undergraduate English Education students in conjunction with a course focused on the use of creative writing in the EFL classroom. As part of the course work, the students produced a small number of original creative texts in traditional literary genres: a personal essay, two short stories (using 1st and 3rd person point-of-view), a poem and a short play. Each student also kept a Course Journal, in which he or she wrote daily in-class creative writing exercises as well as critical and personal reflections. The course ended with a Public Reading: the students presented their creative work before an audience comprised of peers, faculty, and members of the general public. The following paper considers in particular the students' personal reflections both before and after this Public Reading. What emerges is a coherent emotional and cognitive trajectory, determined in all of its moments by the theatrical event (as future, present, and past experience) of performing original creative work before a live audience. Because the investigation was conducted by a participant in the course (i.e. the teacher himself, a native English speaker born in the United States), the report also includes thick description of the intersubjective and intercultural contexts of the study, as well as ethnographic reflections on its limitations.

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Høiby, Marte, and Mariateresa Garrido V. "Reconsidering Journalist Safety Training." Media and Communication 8, no. 1 (February 25, 2020): 68–77. http://dx.doi.org/10.17645/mac.v8i1.2525.

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Safety training courses and manuals are designed to provide journalists with guidance to assess and mitigate risk. In this article, we ask whether content of such training and guidance is informed by actual threats and risks relevant to journalists working in the field. Departing from our own previous research about threats and dangers faced by journalists working in conflict zones or covering dangerous beats, and a review of the literature addressing the issue of safety manuals for journalists, we evaluate the content of five safety-training documents. Of these, two are descriptions of internationally-focused safety courses, two are safety manuals produced for a national audience, and one is a handbook focusing specifically on safety for women reporters in the Arab region. The purpose is to identify various aspects of safety addressed in training and manuals offered to locally and internationally-deployed journalists—and illuminate how they may differ in focus and approach. Through a comparison of the content of the selected manuals and course descriptions, we conclude that these trainings and manuals to some extent address specific variations in context, but that detailed attention towards gender differences in risk and other personal characteristics are not given equivalent weight. The international training focuses excessively on physical environment issues (such as those of a ‘hostile environment’), while the manuals with national or regional focus are practice-oriented and largely take a journalistic point of departure. We argue that training and manuals can benefit from considering both these aspects for risk assessment, but recommend that addressing journalistic practice and personal resources is fundamental to all journalist safety training since it is at the personal, practical, and media organisational levels that the mitigation encouraged by these trainings can happen.

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Pennisi, Bodie. "Interactive Web-based Technology Has Wide Applications for Extension Programs." HortScience 40, no. 4 (July 2005): 1112D—1112. http://dx.doi.org/10.21273/hortsci.40.4.1112d.

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The Internet has become a valuable tool in education in the traditional classroom. Although electronic publications and other visual information in the form of PowerPoint presentations, with or without streaming video, have proven very effective in disseminating information, these forms lack interaction with clientele. Horizon Wimba software circumvents this limitation by allowing interaction between presenter and remote audience as well as between individual students while the lecture is in progress. This Web-based tool was evaluated in two Extension programs, Master Gardener and county agent trainings. With both types of audience, evaluations showed high satisfaction and effectiveness of the delivery of information. Evaluations also showed that Master Gardeners who use the Internet on a regular basis considered the Web-delivered interactive lecture format similar to face-to-face interaction. Master Gardeners who do not use the Internet on a regular basis listed that Web-delivered interactive training could be used as a supplement to traditional face-to-face interaction. County agents were very comfortable with the format and indicated high interest in participating in future trainings via the Internet.

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Journal articles on the topic 'Training audience'

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