The purpose of this study was to identify teaching styles in higher art education. The research was qualitative, and the methodology was one of triangulation, involving the views of lecturers, students, and the observer (author). Preliminary interviews with students and staff at one college provided the framework for the research and highlighted basic important variables in teaching art at college level. A 3D perspex model was designed to encourage lecturers to exteriorize and articulate in a visual/spatial way the various emphases they had in their teaching. The resultant form was a 3D 'concept map', indicating the person's approach or style. The research was replicated at another college, and extended by videotaping lecturers teaching, and interviewing students. Cluster analysis was used with the model data to establish groupings of lecturers, and when cross-referenced with the analysis of student interviews and videotapes/observations resulted in four different styles of teaching, which were labelled 'Fundamentalist', Structurist', 'Objectivist', and 'Artist'. There was found to be no real difference in style that could be attributed to the two different institutions; length of teaching experience markedly influenced styles; aims objectives and philosophies of courses had a strong influence on teaching styles.

Lecture: Igor Stravinsky's stylistic shift: A comparative analysis of the 1911 and 1947 versions of Petrushka -- Petrushka (1947) / Igor Stravinsky / text

Recent studies of instruction have been concerned with the cognitive processes of learners as they interact with instructional material. Researchers pursuing this line of research consider the learner to be very active, mediating between instructional stimuli and learning outcomes. Using the mediating process paradigm to formulate research on instruction in college classroom settings, the present study investigated two specific questions: (1) What attending strategies generate effective encoding during a lecture so that comprehension is enhanced? (2) What is the influence of reviewing processes on encoding and retrieval of lecture information when review occurs immediately after a lecture and/or just before a test? Four different methods for attending to a college lecture were studied (listening, listening with an outline, note-taking, note-taking with an outline). Each method was designed to influence the student's level of processing, and, therefore, to effect the encoding and retrieval of information from a lecture. In addition, the effects of no review or review after a lecture and no review or review before a test were also studied. The experiment used an intentional learning paradigm, with a 4(encoding) x 2(after-lecture review) x 2(before-test review) between-subject design. Comprehension was measured by a multiple-choice recognition test of 20 questions and a short-answer recall test of 10 questions given three weeks after lecture instruction. Statistically significant findings provide evidence that the level of processing is an important variable in learning from college lecture. Other findings, though not statistically significant, lent support to the external storage hypothesis. These data help to explain why note-taking and/or lecture outline are advantageous in lecture learning. Findings from the present study suggest ways to improve learning from college lecture. If lecturers were to provide outlines to students while the students listen or take notes; require a review after a lecture is given; and require a review before a test on the content of the lecture is given; learning would probably be facilitated. Further study of these recommendations is needed.

People often have difficulties finding specific information in video because of its linear and unstructured nature. Segmenting long videos into small clips by topics and providing browsing and search functionalities is beneficial for information searching. However, manual segmentation is labor intensive and existing automated segmentation methods are not effective for plenty of amateur made and unedited lecture videos. The objectives of this dissertation are to develop 1) automated segmentation algorithms to extract the topic structure of a lecture video, and 2) retrieval algorithms to identify the relevant video segments for user queries.Based on an extensive literature review, existing segmentation features and approaches are summarized and research challenges and questions are presented. Manual segmentation studies are conducted to understand the content structure of a lecture video and a set of potential segmentation features and methods are extracted to facilitate the design of automated segmentation approaches. Two static algorithms are developed to segment a lecture video into a list of topics. Features from multimodalities and various knowledge sources (e.g. electronic slides) are used in the segmentation algorithms. A dynamic segmentation method is also developed to retrieve relevant video segments of appropriate sizes based on the questions asked by users. A series of evaluation studies are conducted and results are presented to demonstrate the effectiveness and usefulness of the automated segmentation approaches.

Thèse diffusée initialement dans le cadre d'un projet pilote des Presses de l'Université de Montréal/Centre d'édition numérique UdeM (1997-2008) avec l'autorisation de l'auteur.

The purpose of this research is to investigate the relationships between the movement time, travel speed and occupant density during trial evacuations, particularly for theatre-type rooms. The study mainly focuses on crowd movement behaviour within a restricted space and covers aspects of human behaviour and issues needed to be considered in terms of the characteristics of lecture theatres. A set of experiments were carried out in three building blocks at the University of Canterbury in order to obtain the actual data for analysis. The number of students evacuating from each exit and the evacuation time were recorded, and their movement behaviour was monitored by video camera. Based on the experimental data, a numerical analysis was undertaken to formulate an equation for the prediction of evacuation time applying to lecture theatres. The developed equation was compared with other available relationships from the literature. An evacuation model under development, named EvacuatioNZ, was applied to simulate the experiments and the results were compared with the experimental data. The comparison showed that the developed equation showed a better performance in predicting evacuation time of lecture theatres than other available methods however, had some limitations. The EvauctioNZ model was able to be improved by using an alternative geometry input but was still not as accurate as the developed method. A recommended modification of the model was presented for improvement.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 108-114).

Thèses (Ph.D.)--Université de Sherbrooke (Canada), 2004. / Titre de l'écran-titre (visionné le 20 juin 2006). Publié aussi en version papier.

Thèses (M.A.)--Université de Sherbrooke (Canada), 2006. / In ProQuest dissertations and theses. Titre de l'écran-titre (visionné le 17 oct. 2007). Publié aussi en version papier.

Th.--Faculté des lettres--Lausanne--Université, 1990.