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Books on the topic 'Video as learning media'

Author: Grafiati

Published: 7 June 2025

Last updated: 16 July 2025

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1

Washington State University. Media Materials Services. 1992 media for learning video supplement catalog: Washington State University, University of Idaho merged media materials collection. Media Materials Services, Holland Library, Washington State University, 1992.

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2

Center, Washington State University Instructional Media Services Film/Video. 1991 media for learning catalog: Washington State University, University of Idaho merged media materials collection. The Center, 1991.

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3

Freyermuth, Gundolf S., Lisa Gotto, and Fabian Wallenfels. Serious Games, Exergames, Exerlearning: Zur Transmedialisierung und Gamification des Wissenstransfers. Transcript, 2013.

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4

1948-, Laurillard Diana, and National Councilfor Educational Technology, eds. Teaching and learning with interactive media: Interactive video and associated technologies in the school curriculum, report of the evaluation study, September 1992 - June 1994. NCET, 1995.

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5

Nobuyuki, Yagi, ed. Eizō media gijutsu: Video media technology. Ōmusha, 2008.

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6

Nobuyuki, Yagi, ed. Eizō media gijutsu: Video media technology. Ōmusha, 2008.

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7

H, Radtke Paul, and Stern Hervey W, eds. Instructional effectiveness of video media. Lawrence Erlbaum Associates, 1994.

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8

Lonergan, Jack. Video in language learning. Linguaphone Institute, 1987.

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9

Ault, Alicia. Video Games and Learning. CQ Press, 2016. http://dx.doi.org/10.4135/cqresrre20160212.

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10

Alvarado, Manuel, Robin Gutch, and Tana Wollen. Learning the Media. Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18681-5.

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11

Albuquerque, Beatriz. Video games + glitch = learning: Video games vs. teachers. LAP Lambert Academic Publishing, 2012.

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12

Teague, S. John. Microform, video and electronic media librarianship. Butterworths, 1985.

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13

Jancovic, Marek. A Media Epigraphy of Video Compression. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-33215-9.

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14

dalla distribuzione alla circolazione? (Conference) (2016 Università Ca' Foscari) Streaming media e cultura on demand. Streaming media: Distribuzione, circolazione, accesso. Mimesis, 2017.

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15

O'Toole, Ian. Interactive video and student learning. A.V.Consultants, 1992.

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16

Wu, Zuxuan, and Yu-Gang Jiang. Deep Learning for Video Understanding. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57679-9.

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17

Kubicka-Dzieduszycka, Agnieszka. Nam June Paik: Driving media. WRO Art Center, 2011.

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18

Artspace (Sydney, N.S.W.), ed. Mutant media: Essays on cinema, video art and new media. Artspace Visual Arts Centre, 2007.

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19

Evans, Dave, and video2brain. Learning Social Media Marketing: A Video Introduction. Sybex, 2012.

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20

Graham, Jeffrey. Video Games: Parents' Perceptions, Role of Social Media and Effects on Behavior. Nova Science Publishers, Incorporated, 2014.

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21

The Ecology of Games: Connecting Youth, Games, and Learning (John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning). The MIT Press, 2007.

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22

The Ecology of Games: Connecting Youth, Games, and Learning (John D. and Catherine T. MacArthur Foundation Series on Digital Media and Learning). The MIT Press, 2007.

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23

SINGH, Sushma. Self-Learning with Multi Media in Schools: A Research Study Based on Graphics, Pictorial and Video. Independently Published, 2017.

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24

Kwasny, David, and Matthew Humphries. Open Source for Digital Communication & Learning Objects. eCampusOntario Open Authoring Platform, 2022.

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25

Clavio, Galen. Social Media and Sports. Human Kinetics, 2017. http://dx.doi.org/10.5040/9781718221000.

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Social media communications play a huge role in the day-to-day operations of sport teams and organizations. Both current and aspiring sport business professionals need to know how to best leverage social media to meet their organizational goals, and Social Media and Sports With HKPropel Access will help pave the way by emphasizing the strategic, creative, and logistical elements of effective social media practices. Beginning with foundational concepts, students will first examine the history of social media and its impact on sports. They will learn about the categories of content used, including written content, images, produced video, live video, audio, graphics, dynamic visuals, and responses. They will then gain a better understanding of the social media environment by learning how to think about audiences and networks, evaluating how online communities act and interact, and considering key issues that may be encountered. The final chapters of the text assemble the building blocks from previous chapters into practical application, covering brand management strategies and overall social media presence from the perspective of a member of the sports media, a representative of a team or league, or an individual athlete. Related online learning aids, delivered via HKPropel and reviewed annually to stay current with evolving trends, provides a detailed look into major social networks and their technological elements, plus best practices, tips, and tricks for utilizing a variety of social media platforms. It also examines content methodologies, including podcasting, live video, and prerecorded video, and it discusses the use of social management software. Markers throughout the text refer students to the web resource when additional related content is available. Learning aids for students include Professional Insights, sidebars containing interviews with industry insiders; these real-world examples and professional advice provide depth and context to each chapter's content. Key Points highlight important points, end-of-chapter review questions promote practical application and ensure content comprehension, and bolded key terms are defined in an easy-to-reference glossary. Social Media and Sports offers a practical approach to understanding social media communications in the sports industry, with application extending to those working in journalism, public relations, broadcasting, advertising, and other sport business careers where knowledge of effective social media usage will maximize career potential.

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26

Freyermuth, Gundolf S., Lisa Gotto, and Fabian Wallenfels. Serious Games, Exergames, Exerlearning: Zur Transmedialisierung und Gamification des Wissenstransfers. Transcript Verlag, 2014.

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27

Toscano, Aaron A. Video Games and American Culture. The Rowman & Littlefield Publishing Group, 2019. https://doi.org/10.5040/9781978738393.

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Digital media are immersive technologies reflecting behaviors, attitudes, and values. The engrossing, entertaining virtual worlds video games provide are important sites for 21st century research. This book moves beyond assertions that video games cause violence by analyzing the culture that produces such material. While some popular media reinforce the idea that video games lead to violence, this book uses a cultural studies lens to reveal a more complex situation. Video games do not lead to violence, sexism, and chauvinism. Rather, Toscano argues, a violent, sexist, chauvinistic culture reproduces texts that reflect these values. Although video games have a worldwide audience, this book focuses on American culture and how this multi-billion dollar industry entertains us in our leisure time (and sometimes at work), bringing us into virtual environments where we have fun learning, fighting, discovering, and acquiring bragging rights. When politicians and moral crusaders push agendas that claim video games cause a range of social ills from obesity to mass shooting, these perspectives fail to recognize that video games reproduce hegemonic American values. This book, in contrast, focuses on what these highly entertaining cultural products tell us about who we are.

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28

Learning Autodesk 3ds Max Design 2010: Essentials. Autodesk/Focal Press, 2009.

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29

Bickford, Tyler. Intimate Media In and Out of the Classroom. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190654146.003.0005.

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This chapter considers how girls and boys view the conflict between media consumption and learning in class, focusing on uses of portable media in classroom that take place mostly in secret in the classroom. It compares listening practices in school and at home to bring the institutional structure of kids’ listening practices into relief, and it compares kids uses of portable video gamed devices with MP3 players to explore the gendering of kids’ media consumption. The contrast between discourses of “multitasking” that are volunteered differently by boys and girls suggest that each group sees the fine-grained details of their media interactions as deeply tied up in their social identities in school.

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30

Tech, Jury. Deepfakes, Social Media, and Celebrities: A Technology for the Combination of Fake and Deep Learning Used for Swapping Faces of People in a Video. Independently Published, 2018.

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31

Blender foundations: The essential guide to learning Blender 2.6. Elsevier, 2010.

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32

Cawthon, Stephanie W., and Jessica I. Mitchell. Online Learning and Deaf Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0025.

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Recent advances in online education platforms have the potential to increase access and equity for deaf students. This chapter examines what we know about accessibility in online learning for deaf individuals. Online learning is broad in its reach, including instruction that parallels or is in addition to traditional face-to-face instruction. Discussions about the future of online learning are situated in a larger context of the importance of direct communication for deaf learners, the use of video platforms for dialog, and the role and function of media as a flexible, empowering, and constructed space for learning in multiple language modalities. Yet the capacity of online education to deliver on its potential requires careful attention to the way the education environment is designed. This chapter provides historical and conceptual context for accessibility; summarizes research on critical issues, including captioning, synchronous and asynchronous communication, and accommodations; and offers recommendations for further investigation.

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33

Kinskey, Rebecca. We Used to Wait: Music Videos and Creative Literacy. MIT Press, 2014.

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34

Siyahhan, Sinem, and Elisabeth Gee. Families at Play. The MIT Press, 2018. http://dx.doi.org/10.7551/mitpress/9780262037464.001.0001.

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Video games have a bad reputation in the mainstream media. They are blamed for encouraging social isolation, promoting violence, and creating tensions between parents and children. In this book, Sinem Siyahhan and Elisabeth Gee offer another view. They show that video games can be a tool for connection, not isolation, creating opportunities for families to communicate and learn together. Siyahhan and Gee offer examples of how video games, like smartphones, Skype, and social media, help families stay connected. Further, they describe how families express their feelings and share their experiences and understanding of the world through playing video games like Sims, Civilization, and Minecraft. When designed intentionally to support families, video games can also create conversations around such real-world issues and sensitive topics as bullying and peer pressure. Siyahhan and Gee draw on a decade of research to look at how learning and teaching take place when families play video games together. With video games, they argue, the parents are not necessarily the teachers and experts; all family members can be both teachers and learners. They suggest video games can help families form, develop, and sustain their learning culture as well as develop skills that are valued in the twenty-first century workplace. Finally, Siyahhan and Gee share recommendations for educators and game designers who are interested in supporting intergenerational play around video games.

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35

Orr, Tamra. Video Sharing. Cherry Lake Publishing, 2019.

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36

Orr, Tamra. Video Sharing. Cherry Lake Publishing, 2019.

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37

Paulsen, Karl. Video and Media Servers. 2nd ed. Focal Press, 2001.

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38

Focus. Mind Over Media (video). Tyndale House Publishers Inc., 2001.

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39

Television and Video (Media). Hodder Children's Books, 1987.

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40

WARD, PETER. Digital Video Camerawork (Media Manuals) (Media Manuals). Focal Press, 2000.

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41

Designing interactive digital media. Focal Press, 1998.

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42

We Used to Wait. The MIT Press, 2014.

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43

Kaye, Nick. Multi-Media: Video - Installation - Performance. Taylor & Francis Group, 2007.

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44

Kaye, Nick. Multi-Media: Video - Installation - Performance. Taylor & Francis Group, 2007.

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45

Natkin, Stephane. Video Games and Interactive Media. A K Peters/CRC Press, 2006. http://dx.doi.org/10.1201/9780367807115.

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46

Edwards, Ms Corinne. Media Creation: Interviews - Video - Audio. CreateSpace Independent Publishing Platform, 2012.

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47

TV and Video (Media Watch). Hodder Children's Books, 1993.

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48

editor, Fairclough-Isaacs Kirsty, ed. Music/video: Histories, aesthetics, media. 2017.

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49

MULTI-MEDIA: VIDEO-INSTALLATION-PERFORMANCE. ROUTLEDGE, 2007.

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50

Kaye, Nick. Multi-Media: Video-Installation-Performance. Routledge, 2007.

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