《无机及分析化学》在多媒体教学的应用及思考

对多媒体技术在无机及分析化学教学的应用进行了，阐述和分析，指出使用多媒体教学应注意的问题。     

基于HEVC的帧内快速模式选择算法

为了解决高效率视频编码(High Efficiency Video Coding,HEVC)复杂度过高的问题,基于粗粒度模式选择(Rough Mode Decision,RMD)过程提出一种降低编码复杂度的方法。该算法充分利用了RMD候选队列的相似程度和预测模式在方向上的相关性这两个特性,进一步减少了进入率失真优化过程(Rate Distortion Optimization,RDO)的预测模式数量,达到了降低编码复杂度的目的。实验结果表明,该算法在编码质量损失0.5%的情况下节省了近22%的编码时间。     

基于网络中控技术的多媒体教室管理与监控系统的应用

设计基于网络中控技术的多媒体教室管理与监控系统,该系统能够将高校各个独立的多媒体教室管理与监控系统关联到一起进行管理,实现集远程管理、监控、维护于一体的应用系统,提高高校多媒体应用水平。     

Flash在多媒体教学课件中的应用

本文针对fash在教学活动中的应用特征做出了明确的分析,介绍了fash的功能,制作课件的优势,方法,以及在教学中的作用分析等等。     

一种基于指纹和可视可擦除水印的安全广播视频分发方案

提出了一种基于可视可擦除水印和数字指纹的多媒体安全分发方案.利用可视水印提供预览视频,支持用户获得授权后的可视水印擦除,伴随擦除过程同时完成用户指纹的嵌入.     

Joint fingerprinting and encryption in hybrid domains for multimedia sharing in social networks

The advent of social networks and cloud computing has made social multimedia sharing in social networks become easier and more efficient. The lowered cost of redistribution, however, also invites much motivation for large-scale copyright infringement, so it is necessary to safeguard multimedia sharing for security and privacy. In this paper, we proposed a novel framework for joint fingerprinting and encryption (JFE) based on Cellular Automata (CA) and social network analysis (SNA) with the purpose of protecting media distribution in social networks. The motivation is to map the hierarchical community structure of social networks into the tree structure of Discrete Wavelet Transform (DWT) for fingerprinting and encryption. First, the fingerprint code is produced by using SNA. Then the obtained fingerprints are embedded into the DWT domain. Afterwards, CA is used for permutation in the DWT domain. Finally, the image is diffused with XOR operation in the spatial domain. The proposed method, to the best of our knowledge, is the first JFE method using CA and SNA in hybrid domains for security and privacy in social networks. The use of fingerprinting along with encryption can provide a double-layer protection for media sharing in social networks. Both theoretical analysis and experimental results validate the effectiveness of the proposed scheme.     

基于authorware的交互并可扩展的多媒体课件设计

auhtorware是用来开发多媒体应用程序的设计软件.本文以一个院级获奖作品为例介绍了使用authorware开发一个多媒体课件的关键技术,如交互技术,外部程序调用技术,界面设计技术等.     

全媒体时代新闻学专业实践教学模式的研究

全媒体时代,需要全媒体型新闻传播人才。新闻学专业教育者,要顺应时代要求,转变教育、教学观念,不断探索教学模式,加大实践教学内容比重,使课堂理论知识和实践教学环节相融合。营造多层次的实践平台,注重单项实践与综合实训相结合,增加"双师型"的教师比例,提高实践教学质量。     

多媒体网络技术环境下大学英语教学模式的思考

随着多媒体网络技术引入大学英语教学 ,传统的教学模式面临极大的冲击。本文在学生中心论和建构主义学习理论的基础上 ,总结了基于多媒体网络的人机结合的教学模式。通过对比分析传统教学与多媒体网络教学班级学生的学期能力综合测试成绩 ,阐述了实施这种教学模式的制约因素和对策     

Embedded blended learning within an Algebra classroom: a multimedia capture experiment

This two‐group, pretest‐posttest, quasi‐experimental study compared secondary students' learning of Algebra II materials over a 4‐week period when identical instruction by the same teacher was delivered through either embedded blended learning (treatment group; n = 32) or a live‐lecture classroom (control group; n = 24). For both groups, instruction was delivered in a normal classroom setting. A math test and a student survey were used to measure students' learning of Algebra II and satisfaction with the instruction. Students in the treatment group showed significantly greater gains in Algebra II test scores and evaluated their learning experiences significantly more positively than did the control group. The great majority (80%) of students in the treatment group preferred the embedded blended learning over traditional live lectures for future learning of math. Students' responses to open‐ended survey questions suggested that students in the treatment group appreciated the: (a) ability to control the pace of instruction; (b) new role of the classroom teacher; (c) lack of distraction in the blended learning environment; and (d) accessibility of the embedded multimedia lessons outside the classroom. This study suggests that screen‐capture instructional technology can be used towards establishing a teacher‐based, embedded blended learning environment within a secondary algebraic classroom.