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In times of PodCast and MOOCs, a rebirth of the "classical" academic lecture in the form of modern technology-mediated communication as video-conserve can be observed. Current technological developments in the field of audiovisual media reduce the distance between a recorded action and its reception. By using high immersive technologies presence experiences can introduce new qualities of communication. In a study undertaken with freshmen we first explored the everyday use of video technologies by students and their experiences and expectations with regard to their use in formal learning contexts. I addition we investigated the question whether and how learning abilities of the recipients are impacted by immersive technologies (360-degree video on Head Mounted Display/VR headset) compared to classical LectureCast technologies (16:9 Video via Desktop). All things considered, it can be stated that an immersive media format alone does not generate added value: there is no increase of attention that further enhances learning, which can be derived from the feeling (of presence) of sitting in a lecture room, even beyond the possibly initial distraction of the appeal of novelty. Furthermore, the teacher-centered mode is unsuitable for a spherical projection due to its spatial setting, where only one direction is being employed. In order to exploit possible media-specific values of 360-degree video in the context of LectureCasts, it is consequently necessary to work either with a modified concept of a teacher-centered lecture, using the entire space, or to set a focus on the content by combining the recorded lecture with additional visual elements.

Football's (soccer's) EURO 2016 in France marked a high point for sport journalism and broadcasting. Due to the implementation of a uniform multilateral image feed by the European Football Association (UEFA), differences in the verbal live commentary became significant. This study investigated commentary of the live television broadcasts of 4 matches in a specific country. Using social identity and self-categorization, a mixed-methods analysis was employed to quantitatively analyze the commentary and qualitatively assess content for notions of nationalism, patriotism, or globalization. Instead of notions of ideological nationalism, coverage emphasized sporting action and Europeanization of the event. Excluding forms of "banal nationalism" like introducing the teams and playing national anthems, live commentary presented fair or positive patriotism, together with remarks of transnational friendship and comradeship of the players. Based on the increasing frequency of sport organizations using similar image feeds in the future, a decreasing relevance for live commentary by national broadcasters is discussed. [ABSTRACT FROM AUTHOR]