PHOTOSHOP 7．0教学的探讨

Photoshop 7.0是Adobe公司2002年5月推出的最新图像设计软件。作为业界标准的图像解决方案,Photoshop一直以强大的功能而被广泛应用于平面设计、网页设计和多媒体制作等诸多领域。兴趣是激发学生学习积极性的动力,兴趣是激发创造力的必要条件。俗语说的好知之者不如好之者,好之者不如乐之者。因此,在计算机教学过程中,教师的重要任务之一就是培养学生的学习兴趣。从引导学生理解Photoshop中概念开始,逐渐深入学习Photoshop的应用技巧和创意理念。     

多媒体教学的几点体会

多媒体教学作为现代教育改革的一个重要手段,在教学中得到广泛的应用,在一定程度上提高了课堂教学的效果和教学质量。但是,随着多媒体技术的推广普及,也出现了许多亟待解决的问题。作者根据几年来的教学实践及探索,对多媒体技术谈一些粗浅的体会,供同行参考。     

分布式多媒体技术的研究及其展望

伴随着“信息高速公路”的兴起,分布式多媒体这一综合的跨学科的研究领域越来越受到人们的重视。如何认识分布式多媒体技术,以及如何把握其未来的发展方向对于从事这一领域工作的科研开发人员是十分必要的,本文从计算机学科的角度出发,对分布式多媒体技术的产生、分布式多媒体的通信平台、分布式多媒体通信协议、分布式多媒体数据库及其应用等方面做了概要的阐述,并对每一部分的发展做了展望。     

Recent Advances in Passive Digital Image Security Forensics: A Brief Review

With the development of sophisticated image editing and manipulation tools, the originality and authenticity of a digital image is usually hard to determine visually. In order to detect digital image forgeries, various kinds of digital image forensics techniques have been proposed in the last decade. Compared with active forensics approaches that require embedding additional information, passive forensics approaches are more popular due to their wider application scenario, and have attracted increasing academic and industrial research interests. Generally speaking, passive digital image forensics detects image forgeries based on the fact that there are certain intrinsic patterns in the original image left during image acquisition or storage, or specific patterns in image forgeries left during the image storage or editing. By analyzing the above patterns, the originality of an image can be authenticated. In this paper, a brief review on passive digital image forensic methods is presented in order to provide a comprehensive introduction on recent advances in this rapidly developing research area. These forensics approaches are divided into three categories based on the various kinds of traces they can be used to track—that is, traces left in image acquisition, traces left in image storage, and traces left in image editing. For each category, the forensics scenario, the underlying rationale, and state-of-the-art methodologies are elaborated. Moreover, the major limitations of the current image forensics approaches are discussed in order to point out some possible research directions or focuses in these areas.     

非专业计算机基础课程教学实践与研究

文章总结了计算机基础新大纲试点教学的经验,从教学内容、教学方法、考试形式等诸多方面进行了分析,指出了存在的问题并提出了相应的对策。     

浅析高职教育中多媒体教学与传统教学的优势互补

早在20世纪80年代初期,多媒体技术作为一门全新的技术诞生以来,多媒体技术不断完善,为人们的工作和生活提供了便利。在高职教育中多媒体技术的发展改进和丰富了教学手段,实现了教学模式的转变。当前多媒体教学与传统课堂教学两种方式并存,目的为了在教学过程中能更加充分地调动学生的各种感觉器官来获取知识。本文针对多媒体教学与传统课堂教学的优点与缺点,并结合高职教育的特点,在多媒体教学与传统课堂教学中寻找它们的优势互补。     

Augmented AVI video file for road surveying

This paper presents a novel video augmentation approach: a video recording of a real entity augmented by structured data. This augmented video is a self-contained entity integrating values of perceptible and non-perceptible attributes of the same real entity. It simplifies data search, storage and management. Streaming, sharing, collaboration and synchronization are also simplified by the fact that the structured data (so-called augmented data) are integrated in the video file and therefore only one file needs to be manipulated. Our approach was applied to address the issues which road engineers experience while using the ROad Measurement and Data Acquisition System (ROMDAS). The ROMDAS system collects and analyses the road-condition state through video recordings and the data corresponding acquired by specific measuring devices. Currently, however, road engineers have to search the videos manually in order to find details of interest provided by the analysis of the data measured due to the separation of the video from the data. The ROMDAS system manages a large collection of road-condition data. It does not offer history management of video recordings of the same road captured at different time. We present this hybrid video augmentation system: the Augmented Video stream Framework (AVF). It allows creation, search, history management and playback of such augmented video files for effective road surveying based on the discrete data recorded in parallel to the video recordings. The AVF provides road engineers with effective and more comfortable perceptible and non-perceptible data search, storage and history management to be used for (collaborative) road inspection and maintenance.     

Self-assessment and task selection in learner-controlled instruction: Differences between effective and ineffective learners

Learner-controlled instruction is often found to be less effective for learning than fixed or adaptive system-controlled instruction. One possible reason for that finding is that students – especially novices – might not able to accurately assess their own performance and select tasks that fit their learning needs. Therefore, this explorative study investigated the differences in self-assessment and task-selection processes between effective and ineffective learners (i.e., in terms of learning gains) studying in a learner-controlled instructional environment. Results indicated that although effective learners could more accurately assess their own performance than ineffective learners, they used the same task aspects to select learning tasks. For effective learners, who were also more accurate self-assessors, the self-assessment criteria predicted subsequent task selection. The results are discussed, particularly with regard to their potential to provide guidelines for the design of a self-assessment and task-selection training.     

Learning science in a virtual reality application: The impacts of animated-virtual actors’ visual complexity

As the technology in computer graphics advances, Animated-Virtual Actors (AVAs) in Virtual Reality (VR) applications become increasingly rich and complex. Cognitive Theory of Multimedia Learning (CTML) suggests that complex visual materials could hinder novice learners from attending to the lesson properly. On the other hand, previous studies have shown that visual complexity correlates with presence and may increase the perceived affective quality of the virtual world, towards an optimal experience or flow. Increasing these in VR applications may promote enjoyment and higher cognitive engagement for better learning outcomes. While visually complex materials could be motivating and pleasing to attend to, would they affect learning adversely? We developed a series of VR presentations to teach second-year psychology students about the navigational behaviour of Cataglyphis ants with flat, cartoon, or lifelike AVAs. To assess learning outcomes, we used Program Ratings, which measured perception of learning and perceived difficulty, and retention and transfer tests. The results from 200 students did not reveal any significant differences in presence, perceived affective quality, or learning outcomes as a function of the AVA’s visual complexity. While the results showed positive correlations between presence, perceived affective quality and perception of learning, none of these correlates with perceived difficulty, retention, or transfer scores. Nevertheless, our simulation produced significant improvements on retention and transfer scores in all conditions. We discuss possible explanations and future research directions.     

The influence of collaboration styles to children’s cognitive performance in digital problem-solving game “William Adventure”: A comparative case study

Since a large variety of digital games have been used in many fields for educational purposes, their real functions in learning have caught much attention as well. This study first defines learning characteristics of problem-solving digital games and their corresponding cognitive levels, then designs and develops a problem-solving game in accordance to the criteria. Tasks in the game context are inter-related to each other so that players need to critically and creatively think about problem solutions. Learners’ task analyses are performed to observe four elementary learners’ gaming paths, behaviors and cognitive activities, individually and collaboratively. System documentation, video recording, researcher observation, and interviews are conducted to analyze learners’ learning strategies and their cognitive performance during the gaming process.