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Dissertations / Theses on the topic 'Audio-visual aids'
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1
Tucker, Roy Wyndham. "The use of audio visual aids in four polytechnics." Thesis, University of Bradford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317000.
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O'Connor, Peter J. "Audio-visual information programs as health promotion aids in hospital waiting rooms /." Title page, contents and abstract only, 1987. http://web4.library.adelaide.edu.au/theses/09ARM/09armo18.pdf.
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Hobson, David Allen. "Developing transparency masters for Introduction To Construction Technology for Indiana's industrial technology education curriculum." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/544154.
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This creative project is an approach to assist the Industrial Technology Educators of Indiana in Implementing the Introduction to Construction Technoloay Course. The necessity for high quality instructional materials has set the objectives for a valuable and productive creative project: to research and collect pertinent data from Indiana's state curriculum guides, and recommended texts for the development of transparency masters for the Introduction to Construction Technology Course. The instructional benefits to both prospective and veteran teachers is well worth the effort.<br>Department of Industry & Technology
4
Apple, Steven David. "Developing transparency masters for Product and Manufacturing System Design to support Indiana's industrial technology education curriculum." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/544152.
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The purpose of this creative project is to develop transparency masters for the course, Product and Manufacturing System Design, as outlined in the Indiana Industrial Technology Education Curriculum Guide. Since the curriculum's acceptance, there has been a need for visual instructional material to support the new courses. The author identified this need by assembling a committee to advice his creative project and thus developed instructional media in the form of transparency masters. Now that the transparency masters are developed, instructors in the field of industrial technology education may now benefit by utilizing the materials to help convey the information to their students.<br>Department of Industry & Technology
5
Mulford, Kymberli Fahlbeck. "A multimedia paradigm of engaged learning: An intergenerational approach." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1790.
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Knauf, Mark Christopher. "Setting the stage for Japanese language learning with AVAIL (Audio-Visual Aids Indexed Library)." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1413371656.
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PORRECA-EASLEY, ZANA. "THE RELATIONSHIP BETWEEN THE TEACHING OF SHAKESPEAREAN DRAMA USING MEDIA AND STUDENT RETENTION AND APPRECIATION (HAMLET)." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184117.
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The study described in this dissertation was conducted during a three week period and encompassed four senior high school English classes. The data derived from the study were elicited from a pre test of knowledge and a pre treatment attitude survey; a post test of knowledge and a post treatment attitude survey and a delayed post test of knowledge. The four groups of students were given the following treatments within the Shakespearean drama unit on Hamlet: (1) Group I - Students in this group were shown four teaching films on Hamlet and read the play aloud in class with students taking parts. (2) Group 2 - Students listened to a taped recording of the play and followed along with their books. (3) Group 3 - Students in this group listened to the taped recording of the play and were shown the four teaching films. (4) Group 4 - Students in this group, which was the control group, read the play aloud in class with students taking parts. The research questions which guided the research and were addressed through the statistical analysis were as follows: (1) What significant knowledge differences, if any, exist between and among the groups receiving the non-print media treatments and that group which did not? (2) Is there a difference in appreciation (attitudes) of Shakespearean drama between the groups which received the non-print media treatments and the group which did not? The statistical analysis of the data revealed that although all groups improved on the knowledge post test, groups 1 and 2 improved the most. Attitude scores also increased for group 1. Interestingly, the difference between pre treatment and post treatment attitude scores for group 2 was negligible, and for groups 3 and 4 decreased. The following conclusions were then drawn from the statistical analysis: (1) The use of non-print media does improve knowledge of and attitude about Shakespearean drama. (2) The use of non-print media should be limited, for example, to either taped recording or film for optimum results.
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Al-Fier, Al-Sharif M. "An investigation into the use of audio-visual aids in teaching in Saudi Arabian universities." Thesis, Cardiff University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334949.
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Robertson, Charles Kenneth. "Developing edutainment principles and practices for audio-visual representations of Biblical books." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52185.
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Dissertation (PhD)--University of Stellenbosch, 2001.<br>ENGLISH ABSTRACT: The main purpose of the study is to develop a model and to establish certain principles for
writing a script treatment (personal pictures) of a book of the Bible. Personal pictures can be
identified as the most important component of the production (filmic creation) and marketing
(promulgation) processes of a fully dramatised audio-visual representation of a biblical book.
The study deals primarily with personal pictures.
Changes in the communication and perception of biblical content are investigated. The study
focuses mainly on the dissemination of such content through audio-visual Bible products (end
products).
The study contends that audio-visual Bible communications for children and adults should have
an educational foundation. The other main dimension of all audio-visual Bible is the
entertainment it provides to viewers (patrons). The educational and entertainment facets of end
products are described here as edutainment. It is important for end products to have edutainment
value as perceived by socio-economically diverse peoples, of both Christian and non-Christian
(non-religious) persuasions.
Aspects which can contribute to the edutainment value of fully dramatised audio-visual Bible
products are expounded. An audio-visual model, which defines the basis for the filmic creation
and promulgation of an end product, is explained and its elements described. The determinants of
the filmic creation and promulgation processes, some of which have a greater educational impact
and some which have a greater entertainment impact, are explicated. An important factor is to
involve patrons in the filmic creation and promulgation processes, and to help them to feel part of
these processes.
Writing the personal pictures of a Bible book is investigated. A personal pictures model is put
forward to explain how the personal pictures can be written. A variety of guidelines to help the
writer (owner) write the personal pictures of a book are presented. These guidelines deal with
aspects such as writing the narrative, selecting the context of the storytelling, gathering and using
background information, using enhancement factors, and implementing requirements of the users.
The personal pictures already written of two Bible books are assessed. An explanation is given
of why the books of Ruth and Hebrews, one from the Old and one from the New Testament, are
chosen for such assessment. These personal pictures are found to be deficient and new personal
pictures are written for both books, using the model and guidelines given.
An empirical survey is undertaken of the personal pictures of one of the two books assessed,
namely Ruth. The analysis of the empirical research finds that the respondents are able to
visualise a film of Ruth with edutainment value after reading the personal pictures. The results of
the survey point to the importance of both the educational and entertainment aspects in end
products. Some further valuable deductions can be made from the study:
Audio-visual Bible products are beneficial to convey biblical content to patrons.
A model and guidelines are presented for writing good quality personal pictures.
Patrons can profitably be engaged in the filmic creation and promulgation processes of fully
dramatised audio-visual Bible products.
A few constraints have been encountered which have a limiting effect on the study. The study
highlights a number of important areas which can be further researched.<br>AFRIKAANSE OPSOMMING: Die hoofdoel van die studie is om sekere riglyne neer te Ie vir die skryf van 'n draaiboeksinopsis
of visuele voorstelling ("personal pictures") van 'n Bybelboek. "Personal pictures" van 'n
Bybelboek is waarskynlik die belangrikste komponent van die vervaardigings- en
verspreidingsprosesse van 'n volledig-gedrarnatiseerde oudio-visuele weergawe van so 'n boek.
Die studie handel hoofsaaklik oor "personal pictures".
Veranderinge in die kommunikasie en in die begrip van die inhoud van die Bybel word
ondersoek. Die studie fokus hoofsaaklik op die uitdra van die inhoud van Bybelboeke deur
middel van oudio-visuele Bybelprodukte.
Die studie toon aan dat oudio-visuele Bybelkommunikasie vir kinders en volwassenes 'n
opvoedkundige grondslag het of behoort te he. Die ander belangrike grondslag van 'n oudiovisuele
Bybel is die vermaaklikheidsaspek. Die opvoedkundige en vermaaklikheidsfasette van
oudio-visuele Bybelprodukte word hierin beskryf as opvoedkundige vermaak ("edutainment").
Dit is belangrik dat oudio-visuele Bybelprodukte "edutainment'' verskaf aan uiteenlopende sosio-
. ekonomiese groepe van sowel Christel ike as nie-Christelike oortuiging.
Sekere aspekte word verduidelik wat die waarde van "edutainment" in gedramatiseerde oudiovisuele
Bybelprodukte kan verhoog. 'n Oudio-visuele model, wat die grondbeginsels vir die
vervaardiging en verspreiding van so 'n Bybelproduk uiteensit, word verskaf en die onderskeie
beginsels word gedefinieer. Die bepalende faktore in die vervaardigings- en
verspreidingsprosesse, waarvan sornmige 'n groter opvoedkundige en ander 'n groter
vermaaklikheidsimpak het, word uitgewys. 'n Belangrike faktor is dat verbruikers by die
vervaardigings- en verspreidingsprosesse betrek word, en op 'n wyse wat hulle dee I van hierdie
prosesse laat voel.
Hoe om "personal pictures" van 'n Bybelboek te skryf, word ondersoek. 'n "Personal
pictures"- model word aangebied, asook 'n verskeidenheid riglyne vir die skryfvan die "personal
pictures" van 'n boek. Hierdie riglyne omvat aspekte soos die storielyn, die keuse van die
konteks waarin die storie afspeel, die inwin en gebruik van agtergrondinligting, die gebruik van
effekte wat die storie bevorder, en die toepassing van spesifieke vereistes van die
vervaardigingspersoneel.
Die "personal pictures" wat reeds van twee Bybelboeke bestaan, word beoordeel. 'n
Verduideliking word gegee waarom Rut en Hebreers, boeke uit onderskeidelik die Ou en die
Nuwe Testament, vir so 'n evaluering gekies is. Hierdie "personal pictures" word as
ontoereikend bevind, en nuwe "personal pictures" word vir beide boeke geskryf deur van die
genoemde model en riglyne gebruik te maak.
'n Empiriese ondersoek word gedoen om die "personal pictures" van een van die twee boeke,
naamlik Rut, te evalueer. In die ontleding van die empiriese ondersoek word bevind dat
respondente in staat is om 'n film van Rut met "edutainment"-waarde te visualiseer, nadat hulle die "personal pictures" gelees het. Die resultate van die ondersoek wys op die belangrikheid van
die opvoedkundige sowel as die vermaaklikheidsaspekte van oudio-visuele Bybelprodukte.
Die volgende verdere waardevolle afleidings word uit die studie gemaak:
Die inhoud van Bybelboeke kan met vrug deur middel van oudio-visuele Bybelprodukte
oorgedra word.
Goeie kwaliteit "personal pictures" kan geskryf word deur gebruik te maak van die
voorgestelde model en riglyne.
Dit kan voordelig wees om verbruikers by die vervaardigings- en verspreidingsprosesse van
gedramatiseerde oudio-visuele produkte van die Bybel te betrek.
Die faktore wat 'n beperkende uitwerking op die studie gehad het, word aangetoon. Die studie lig
'n aantal belangrike areas uit vir verdere navorsing.
10
Meehan, Brendan. "Using digitally versatile disk (DVD) video technology for teaching disability sport, games, and activities to general physical educators." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1277065.
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The purpose of this project was to design, create, and implement a pilot for an adapted physical education (APE), DVD-Video teaching aid. This creative project has resulted in a DVD-Video that can be used as an instructional tool and resource for physical educators. It follows the teaching methods and skills from the wheelchair basketball chapter in Davis (2002), featuring strategies and ideas that can aid in the successful teaching of physical education (basketball) to individuals of all abilities.The use of interactive DVD-Video in a learning environment is seen as an innovative and exciting delivery method for instructional purposes. It is proposed that the majority of learners would enjoy using, and acquire a very significant learning experience from using, interactive DVD-Video instruction. Therefore, it is anticipated that physical educators would get a meaningful APE training experience from an interactive instructional DVD-Video such as the one piloted for this creative project.<br>School of Physical Education, Sport, and Exercise Science
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Stahl, Karen Ann. "TEACHING VISUALLY IMPAIRED STUDENTS CLOTHING SELECTION THROUGH AUDIO AND PRINT INDIVIDUALIZED INSTRUCTION (CASE STUDY)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275328.
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Akker, Dale L. "An experiment to determine the effectiveness of the use of audio-visual aids in the teaching of church school curriculum." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
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Lee, Judy Raven. "Learning when using an instructionally designed mediated lecture compared with traditional lecture." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184385.
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This study focused on the differences in the knowledge gained between instructionally designed mediated lecture instruction and traditional lecture instruction. The sample used in this study consisted of 107 new hospital employees required to attend an orientation. The experimental group consisted of 43 subjects and the control group consisted of 64 subjects. Each group was given a pre-, post- and post-delayed knowledge test and an attitude test. The following hypotheses were tested: (H₀1) There will be no differences in post-test scores between groups. (H₂) There will be no differences in post-delayed test scores between groups. (H₃) There will be no differences in attitudes between groups. An analysis of covariance was computed on the data to test hypothesis one and hypothesis two and a one-way analysis of variance to test hypothesis three. The results indicated no significant differences on post-test scores and Hypothesis One was retained. Hypothesis Two was rejected as a significant difference indicated an increase in knowledge retained over time by the experimental group. Hypothesis Three was rejected with the experimental group reacting much more favorably to the mediated lecture. The conclusions reached as a result of this study were that both groups were learning, regardless of the method of instruction. Also knowledge was retained over time much better by the experimental group when the information was presented in the instructionally designed mediated format. Finally, the favorable response by the experimental group to the mediated lecture indicated a preference for this teaching format. Recommendations for additional investigations were discussed.
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Smith, William Ernest 1950. "THE USE OF VIDEOTAPE AS AN ENVIRONMENTAL PRESENTATION MEDIUM IN ENVIRONMENTAL PREFERENCE RESEARCH." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275249.
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Dumville, Stuart Lloyd. "An investigation into the alignment of illustration in higher education practices and the visual communications industry." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/2282.
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Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2012.<br>University graduates entering the graphic design, advertising and publishing industries do so
with the hand and digital illustration knowledge and skills that they acquired during their time
of study. As a result of the ever-changing developments in technology, the parameters of
hand-generated illustration within the visual communications industry have increasingly
progressed toward digitally generated artwork. This thesis investigates the alignment or nonalignment
between illustration teaching and learning practices in higher education and
professional practice in the visual communications industry, with a view to identifying the
gaps, and their causes, in the knowledge and skills of graduates entering the workplace.
The study uses the lens of Activity Theory (Enqestrorn, 1987) to investigate practices in
higher education and industry sites. Both the higher education and workplace investigation
was guided by the research questions: 1) What comprises an activity system in the training
of illustrators in higher education? 2) What comprises an activity system in professional
illustrators' practice? and 3) How can the higher education and professional activity systems
be aligned for their mutual benefit? The comparative study uses both quantitative questionnaire data and qualitative data derived
from interviews conducted in both higher education and workplace sites, including the
analysis of samples of illustration at both sites. The research reveals areas where there is
both alignment and non-alignment and recommendations are made with a view to ensuring
that illustration programmes in higher education are aligned as closely as possible to the
needs of the workplace.
The contribution made by this research is both theoretical and practical. The theoretical
knowledge framework that has been developed outlines academics' and practitioners' of
illustration theorising of current trends in both hand and digital illustration curricula in higher
education and current trends and needs of digital and hand illustration in the visual
communication industry. In broad terms, there is alignment with regard to technical skills and
the tools used across both sites, while there is non-alignment with regard to knowledge of
and preparation for the workplace and self employment, for example, time management,
interpersonal skills and the acceptance of critique. The practical contribution is in the form of
recommendations to curricula, which when applied should better prepare graduates with the
practical and skills required of illustrators in the unpredictable, demanding world of work,
which they encounter on leaving their academic institutions.
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Laflamme, Denise Marie. "The brain-based theory of learning and multimedia." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/1002.
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For this project the brain-based theory of learning, an eclectic theory that incorporates the cognitive and humanistic views was researched. Multimedia, a technology which supports the principles of brain-based learning, was then selected as the vehicle to present historical materials to students.
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Fullwood, Christopher. "Video-mediated communication : psychological and communicative implications for advice on good practice." Thesis, University of Stirling, 2003. http://hdl.handle.net/1893/932.
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This thesis investigates whether certain practices improve the use of video-mediated communication; specifically video-mediated gazing (the act of looking directly into the camera) and face-to-face familiarisation prior to video-mediated meetings. This is done through comparisons of conditions where such practices are employed and control conditions. The successful adoption of these practices is assessed using a multi-level approach: investigating the communicative process, participant perceptions and task outcome. Participant perceptions are directed towards assessing the media, assessing other participants using the media, perceptions of task performance and communicative success, and perceptions of social co-presence. In cases where task outcome is assessed, an objective measurement of performance is taken. Communicative process is assessed through investigating participants use of gazing behaviour and verbal aspects of process: for example turn length, dialogue length and the numper of interruptions. Verbal aspects of process are also measured using Conversational Games analysis, where the functions of participants' utterances are assessed. The results show that participants who gaze at the camera are perceived more favourably. Accompanying speech with video-mediated gazing also results in improved recall of information. Face-to-face familiarisation alters participant perceptions of others using the media and feelings of social co-presence. It is concluded that for certain applications (specifically social tasks) and with an appropriate level of training (specifically with the use of video-mediated gazing) the use of such strategies benefits video-mediated communication.
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Åbom, Karl. "Comparison of effectiveness in using 3D-audio and visual aids in identifying objects in a three-dimensional environment." Thesis, Blekinge Tekniska Högskola, Institutionen för programvaruteknik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-2068.
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Context: Modern commercial computer games use a number of different stimuli to assist players in locating key objects in the presented Virtual Environment (VE). These stimuli range from visual to auditory, and are employed in VEs depending on several factors such as gameplay design and aesthetics. Objectives: This study compares three different localization aids in order to evaluate their effectiveness in VEs. Method: An experiment is carried out in which testplayers are tasked with using audio signals, visual input, as well as a combination of both to correctly identify objects in a virtual scene. Results: Results gained from the experiment show how long testplayers spent on tests which made use of different stimuli. Upon analyzing the data, it was found that that audio stimulus was the slowest localization aid, and that visual stimulus and the combination of visual and auditory stimulus were tied for the fastest localization aid. Conclusions: The study concludes that there is a significant difference in efficiency among different localization aids and VEs of varied visual complexity, under the condition that the testplayer is familiar with each stimuli.<br>3D-ljud och visuella hjälpmedel är vanliga i moderna datorspel. I denna uppsats detaljeras en studie kring effektivitet vid använding av 3D-ljud och visuella hjälpmedel i tre-dimensionella miljöer. Studien använder sig av en experimentiell design där testspelare får sitta i ett datorspel-liknande upplägg och använda sig av visuella och auditoriska hjälpmedel för att identifiera objekt i dessa miljöer. Studien bekräftar att det finns en signifikant skillnad i effektivitet mellan olika visuella och auditoriska hjälpmedel i tre-dimensionella miljöer.
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Meyrow, Arnold Burt. "The effect of on-screen instructor gender and expressivity upon adult learning of basic computer skills from an instructional videotape." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39875.
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Ruttun, Rishi Dev. "The effects of individual differences and instructional aids on learners' disorientation, learning performance and attitudes in a hypermedia learning system." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/6506.
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Hypermedia Learning Systems (HLS) are being used increasingly widely in Higher Education, offering non-linear navigation through complex learning materials and, it is argued, leading to improve cognitive flexibility. For some learners, though, nonlinear navigation in HLS leads to higher levels of disorientation, which can have an impact on their learning performance and attitudes towards the learning system. There has been significant research into the factors that can influence individual learners‘ experiences. For example, a number of studies have confirmed that individual differences such as cognitive style, domain knowledge and computer experience affect individuals‘ levels of disorientation and learning performance, and influence their attitudes towards HLS. It has also been suggested that instructional aids (in the form of certain visual elements and audio elements) can reduce levels of disorientation and, in turn, increase learning performance in, and positive attitudes towards, HLS for some learners. However, existing studies have tended to look at only a subset of these three individual differences in relation to an individual and/or consider only a small number of visual instructional aids. No study up to this point has considered the impact of cognitive style, domain knowledge and computer experience on disorientation, learning performance and attitudes in a HLS that incorporates a full range of visual instructional aids. In terms of the research related to audio instructional aids, no studies have looked into the effects of audio aids and these three individual differences in relation to disorientation, learning performance and attitudes in HLS. This thesis addresses these two shortcomings through two experiments. The aim of experiment 1 was to examine the effects of and between these three individual differences with respect to disorientation, learning performance and attitudes in two versions of a HLS: one that incorporated the set of visual instructional aids and one that did not. Experiment 2 aimed to do the same, but with respect to a HLS that provided audio instructional aids. The experiments used quantitative and qualitative approaches to gather data to address a set of research questions and research hypotheses. The participants were 384 university students from across London. The Cognitive Style Analysis (CSA) test was administered to determine participants‘ field dependence, and participants‘ demographic information, levels of computer experience and levels of prior knowledge were gathered using questionnaires. Learning performance was measured through achievement tests and a practical task. Levels of disorientation were measured using questionnaires, and attitudes were assessed using questionnaires and interviews. Participants were also observed when they were interacting with the HLS to perform learning tasks. A number of interesting results were revealed. Significant effects were found between the three individual differences with respect to disorientation, learning performance and attitudes in the HLS that provided no instructional aids. No significant effects were found between the three individual differences with respect to disorientation or learning performance in the other two versions of the HLS – those providing visual and audio instructional aids. Significant effects were found between the three individual differences with respect to the use of the visual and audio instructional aids to perform learning in the HLS. No significant effects were found between the three individual differences with respect to attitudes in the HLS that provided visual instructional aids. Significant effects were found between the three individual differences with respect to attitudes in the version that provided audio instructional aids. Analysis of the results led to the framing of a set of HLS design guidelines which are presented in this thesis. Finally, an agenda for future research leading on from the study‘s findings is presented.
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Libler, Rebecca W. "A study of the effectiveness of interactive television as the primary mode of instruction in selected high school physics classes." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776632.
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The study gathered and analyzed data about the impact of interactive television on student achievement and attitude in high school physics classes. Students enrolled in a distance learning program using interactive television to teach physics were the study population. Data were obtained from eighty-five students at six remote sites and the originating site. Z-tests of the mean scores obtained by the study population on each section of the American Association of Physics Teachers/National Science Teachers Association (AAPT/NSTA) Introductory Physics Examination Version 1988R indicated the study population achieved at a level significantly lower than the test norming population in all four areas analyzed. A one-way analysis of variance (ANOVA Model) was completed on achievement data arranged by group according to type of classroom monitoring. Group 1 had certified teachers acting as on-site facilitators; Group 2 had no on-site facilitators. There was no significant difference (p > .05) in achievement between the two groups. A survey was administered to determine the attitudes of students toward interactive television as the method of instruction and to assess student attitude toward the course content. Frequency and percentage distributions of responses to each question on the student survey were descriptive of student attitude. A one-way analysis of variance (ANOVA Model) failed to demonstrate any significant difference at the .05 level in attitudes between the group in classrooms monitored by certified teachers and the group in classrooms which were self-monitored. Students enrolled in the interactive television physics course held slightly more positive than negative attitudes toward interactive television as the method of instruction. Student attitude toward interactive television was less positive after taking the course than prior to taking the course. Students in interactive television classes generally held positive attitudes toward the content of physics.<br>Department of Educational Leadership
22
Chiu, Chi-Hsun. "Multimedia technology enhances library services : creating an interactive DVD for Muncie Public Library." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1345334.
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This creative project is to create a DVD as an interactive tool for Muncie Public Library librarians, introducing the library's environment and promoting programs to local residents. The DVD provides a friendly interface and utilizes the latest technology, such as Quick Time movies, 360° Virtual pictures and animations in introducing the library's facilities and guiding Muncie residents visually around the library. Additionally, the DVD provides a new method instead of a traditional flyer for residents to access the library's services and programs.<br>Department of Telecommunications
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Maury, Donna Lynne, and Mary Ann Burke. "Educational use of video tape and cable to communicate information." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1450.
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As educators, communicating timely, important information to parents and to the community is a challenge. By using video technology, the ability to convey such information is not only possible but rather simple. Taking it one step further, utilizing cable television allows for the transmission of a variety of information to every living room in our community.
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Macmillan, Bonnie Jean. "The effects of two methods of picture-oriented instruction on the comprehension and recall of grades 8 and 11 social studies text." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/32285.
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Two non-traditional picture related methods of instruction were developed for this study: a picture-oriented method and an altered-pictures method. They were designed to determine whether either method was more effective than traditional content area instruction in helping students to remember and understand social studies text. In addition to the immediate effects on text comprehension and recall, the delayed effects of these two pictorial methods were examined. Also investigated were the effects of individual imagery ability and gender on a student's potential to profit from such methods. The teachers giving conventional instruction focused students' attention on the text passages only, although pictures did accompany the text. In the picture-oriented method of instruction teachers directed attention to both pictures and text, developing picture/text integration. Finally, teachers using the altered-pictures method of instruction discussed the meaning of mnemonically recodable elements which had been added to the pictures. In both the grade 8 and 11 samples the two experimental groups outperformed the conventional groups on measures of immediate and delayed recall. For the grade 8 sample, it was found that the altered-pictures method of instruction resulted in superior recall compared not only to that level of recall produced by the conventional method but also to that produced by the other experimental method (picture-oriented). In addition, when considering immediate with delayed performance two weeks after instruction, the grade 11 students who received the altered-pictures instruction outperformed the conventional group. For both grade samples, an additional finding was that males outperformed females in their overall recall (both immediate and delayed measures) regardless of imagery ability or type of instruction received. At both grade levels, no particular type of instruction was of benefit to one gender more than to the other, and students of high or low imagery ability were able to profit similarly from all forms of instruction.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate
25
Dyer, James U. "Evaluation of physical chemistry in practice (PCIP) DVD modules." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318447.
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Bell, Donna J. "A comparison of the use of video and slides in testing landscape scenic preference." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/543775.
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Landscape scenic preference based on user input is an important element in planning decisions. On-site observation is generally not the most efficient method. As a consequence, various landscape simulations have been used including black and white pictures, color pictures, color slides, models, and 16mm film.Recognizing the need to simulate the landscape for user preference testing, the limitations of the presentation media currently being utilized were investigated. Shuttleworth (1980) discussed three possible limitations with photographic simulations: the restrictive field of vision found in a camera, the lack of three-dimensional objects and movement and the need to include landscape elements to resolve conflicts of where objects are in the landscape.Video was selected as the focus of this research because it was a medium which might mitigate the problems found in the use of other media. It was tested against an established presentation medium in the form of slides.Four formats were developed to test forty rural Indiana landscape scenes. All of the thirty respondents in the study participated in the landscape scenic preference testing using slides. The same group was then randomly assigned to three video formats for the second day of testing. Thethree video formats were video pan with sound (video pan is the rotation of the camera on its axis for ninety degrees), video pan without sound, and video hold (video hold is a focus on a particular scene for five to eight seconds).The respondents preference ratings were analyzed using three approaches: Analysis of Variance, Mean ratings of the various scenes, and a questionnaire. The results of this study clearly indicate that video pan with sound is the most accurate presentation medium than can be used to elicit observers' responses to landscape scenery. In addition, this study also suggests that video could have a major impact on understanding observers' preferences and revolutionize current approaches to understanding human behavior in the areas of planning and design.<br>Department of Landscape Architecture
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Sexton, Robert A. "The designing and developing of transparency masters for Introduction to Manufacturing." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/539800.
Full textAbstract:
During the 1987-88 academic year at Ball State University, it was decided that a series of transparency masters should be produced to support changes occurring in the state's curriculum for industrial technology education. With my interests in instructional material, I felt that this was the year to produce such materials. The instructional benefits to prospective and veteran teachers seem well worth the time and effort.Upon the discussion of changes in the curriculum conclusions as to personal feelings have ranged from panic to delight. Most feelings of panic stemmed from unpreparedness and lack of high quality instructional material. The observation has formed the objective for this creative Project: to use data gathered from Indiana's State Curriculum Guides, recommended textbooks and interviews with high school instructors to design transparency masters for instructional implementation.<br>Department of Industry & Technology
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Francoeur, Eric. "The forgotten tool : a socio-historical analysis of the development and use of mechanical molecular models in chemistry and allied disciplines." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/NQ44433.pdf.
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Liebenberg, Linda. "The use of visual research methods in the South African research context." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50532.
Full textAbstract:
Thesis (DPhil)--Stellenbosch University, 2005.<br>ENGLISH ABSTRACT: South African society presents a complex and diverse environment to social scientists.
Within immense economic stratification; a multitude of cultures and classes; languages and
their dialects; and varied racial groups, researchers attempt to produce information that
contributes constructively to policy, programs and a host of services. Beneath the surface
also lay complex power issues informed by both political and cultural histories. Many
contexts in which researchers find themselves continue to be marginalised and oppressed
due to factors such as illiteracy and low-levels of education, age, gender and poverty. These
groups often include women and children, in particular adolescents. Qualitative visual
methods may provide researchers with a tool by which to address many of the concerns
raised in the literature surrounding research carried out under such conditions. Visual
methods may remove inherent power imbalances, as well as traditional barriers, such as
culture and language, that stem from more 'conservative' research methods. Images may
allow participants to vocalise the taken-for-granted in their lives in an empowering manner.
The recognition and use of visual images in research with marginalised and oppressed
groups is being increasingly recognised by the larger research community. A preliminary
overview of the available literature highlights existing disagreement surrounding the
theoretical underpinnings of visual methods. This is particularly seen in the various and
confusing levels of abstraction presented in the literature. The primary aim of this study is
therefore, to gain clarity and understanding as regards the methodological and
epistemological underpinnings of visual research methods within the social sciences. As
such, a comprehensive literature review has been conducted. A second aim of the study is to
set out a typology of methods that would be relevant for use in marginalised communities.
The third aim of the study is empirical in nature and aims to highlight the role and/or
possibilities of visual research methods within the South African social sciences research
context. This is achieved by means of a case study which explores how motherhood is
experienced by five teenagers in a sub-economic community outside of Cape Town. It does
this by providing participants cameras with which to visually express their understanding and
experiences of motherhood. Processed photographs in this case study have been analysed
by means of informal discussion, directed by the images, with the participants themselves.
These discussions were recorded and transcribed. The results of the interviews were then
analysed using grounded theory (Glaser & Strauss, 1967). The results emerging from this
have been compared with relevant literature. In this way, results are also triangulated, adding
to their reliability (Lucchinni, 1996). Consequently, results of this case study provide a
comparative component by which to assess the applicability of visual methods in the South
African research context. Both the literature review as well as experiences of the case study
also form the basis of suggestions for further exploration.<br>AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse gemeenskap bied 'n komplekse en diverse omgewing aan sosiale
wetenskaplikes. Binne hewige ekonomiese stratifikasie; 'n verskeidenheid kulture en klasse;
tale en dialekte en diverse rassegroepe, poog navorsers om inligting te verskaf om 'n
konstruktiewe bydrae te maak aan riglyne, programme en 'n legio dienste. Onder die
oppervlakte lê daar ook komplekse magstryde afkomstig van beide 'n kuitereie en politieke
geskiedenis. Vele omstandighede waarin navorsers hulself vind word steeds oorheers deur
marginalisasie en onderdrukking as gevolg van faktore soos ongeletterdheid, lae vlakke van
opvoeding, ouderdom, geslag en armoede. Hierdie groepe bestaan dikwels uit, onder
andere, vroue en kinders. Kwalitatiewe visuele tegnieke mag navorsers van die nodige
metodes voorsien waarmee verskeie probleme wat in die literatuur uitgelig word aangaande
hierdie navorsing, aangespreek kan word. Visuele tegnieke mag inherente
magsongelykhede, sowel as tradisionele struikelblokke, soos kultuur en taal wat afkomstig is
uit meer 'konserwatiewe' navorsingstegnieke, verwyder. Uitbeeldings mag deelnemers
toelaat om die vanselfsprekende in hullewens in 'n opbouende wyse te vokaliseer. Die
identifisering en gebruik van visuele uitbeeldings in navorsing met gemarganaliseerde en
onderdrukte groepe word tot 'n toenemende mate erken deur die uitgebreide
navorsingsgemeenskap. 'n Voorlopige oorsig van die beskikbare literatuur beklemtoon
bestaande onenigheid met betrekking tot die teoretiese fondamente van visuele tegnieke. Dit
is veral duidelik sigbaar in die uitgebreide en verwarde vlakke van abstraktheid wat in die
literatuur voorgestel word. Die primêre doelwit van hierdie studie is dus om groter helderheid
en insig met betrekking tot die metodologiese en epistemologiese grondbeginsels van
visuele metodes, soos dit in die sosiale wetenskappe voorkom, te verkry. Met hierdie doel
voor oë is 'n uitgebreide literatuurondersoek onderneem. 'n Tweede doel van die studie is
om 'n tipologie van metodes uiteen te sit wat relevant kan wees in gemarginaliseerde
gemeenskappe. 'n Derde doel van die studie is empiries van aard en beoog om die rol en/of
moontlikhede van visuele tegnieke binne die Suid-Afrikaanse sosiale wetenskaplike
navorsings konteks te beklemtoon. Dit word bereik deur middel van 'n studie wat ondersoek
hoe moederskap ondervind word deur vyf tieners in 'n sub-ekonomiese gemeenskap in die
buitewyke van Kaapstad. Dit word uitgevoer deur deelnemers te voorsien van kameras
waarmee hul begrip en ondervindings van moederskap visueel uitbeeld. 'n Verdere analise
van hierdie studie is deur middel van informele besprekings uitgevoer met die deelnemers,
begelei deur die uitbeeldings. Sodanige besprekings is opgeneem en getranskribeer. Die
resultate verkry vanuit die onderhoude is daarna geanaliseer deur middel van begronde
teorie (Glaser & Strauss, 1967). Die resultate wat hieruit afkomstig was, is vergelyk met
relevante literatuur. Op hierdie wyse is resultate bevestig, wat ook verder tot hul
betroubaarheid gespreek het (Lucchinni, 1996). Die gevolg is dat die resultate van hierdie
studie 'n vergelykende komponent verskaf waarmee die toepaslikheid van visuele tegnieke in
die Suid-Afrikaanse navorsingskonteks gemeet kan word. Beide die literatuurstudie, asook
die ondervindings vanuit die gevallestudie vorm die basis vir aanbevelings vir verdere
ondersoek.
30
Zhang, Xiangmei. "Authentic materials in English as a Second Language conversation instruction." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2526.
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Ou, Yingzhe, and 区颖哲. "Teaching Chinese as a second language through video." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368714.
Full textAbstract:
在科技发展的引导下，现今不少学校或者教育机构都提倡把多媒体引入课堂，而视像教学也在多媒体教学的范畴当中。目前对于多媒体应用于课堂的问题研究已有不少，但是多集中在需要图解分析的科目范畴，在语言教学研究方面相对较少，而在第二语言教学领域中又以英文作为第二语言教学的课题研究占多数。本研究旨在探讨在中文作为第二语言教学中，视像教学否能够有助于学生提高学习成效，同时又能达到活跃课堂，提高学习动机的目的。本研究通过借鉴已有的关于多媒体应用于教学或语言习得方面的相关文献，结合笔者所在实习学校的实验，透过课堂数据收集、对比分析法、问卷法、访谈法、观课等方法对课题进行分析论证，从而得出以下结论：1.学生在不同学习能力要求下的学习成效不一致，记忆型题目比能力型题目的学习成效要好，而两者与学生的先备知识相关性均不显著；2.视像教学中记忆型题目比非视像教学的记忆型题目成效要差，而两者在能力型题目中的成效差异不显著；3.视像教学能够有效提高学生的学习动机及课堂的集中度。
Under the guidance of scientific development, many schools and education institutions are currently encouraging the introduction of multimedia into the classrooms, with video teaching as one of the methods under multimedia teaching. There have been a lot of researches on the multimedia application into classroom, but most of them focused more on the subjects which need graphic analysis but the language teaching relatively. While the research on the Teaching English as a Second Language mostly account for the research in this field, this study aims to explore whether the video teaching could be helpful to improve students’ learning effects in Teaching Chinese as a second language, as well as enlivening the classroom and improving students’ learning motivation. Using some related literature review about the multimedia application into language teaching or acquisition for references, the author has designed an appropriate experiment fit for the teaching-practicum school, then adopted some methods such as data collection, comparing analysis, questionnaire, interview and class observation to proceed the analysis and demonstration and finally drew a conclusion as follows: 1. Students has different effects under different capability requirements, additionally, they performed better in memory-oriented tests than capability-oriented tests, both of whom have no significant co-relation with prior knowledge; 2.The effect of memory-oriented test in video teaching is worse than that in non-video teaching, but both in the capability-oriented tests have no significant effects; 3.Video teaching can improve students’ learning motivation and concentration in class effectively.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Pridemore, David H. "Interactive CD-ROM computer tour of the Ball State University Department of Art." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/961564.
Full textAbstract:
For my creative thesis project I authored an interactive tour of the Ball State Department of Art. Many underlying factors go into this project. My desire to learn multimedia design, the departments desire to develop a new information tool and having the necessary hardware and software to do such a project were all key to its sucess.In the summer of 1994 I came to Ball State to learn multimedia authoring while getting a master's degree in art. Unknown to me at that time, the department had set a goal of increasing visibility both within and beyond the Ball State community. Faculty members Professor Phil Repp and Professor Christine Paul were collaborating on a promotional identity campaign. From these collaborations grew the idea of a departmental publication to promote the mission and programs of the Department of Art. With the rapid advancement of technology, it seemed appropriate to use computers as part of this promotional campaign.As Professors Paul and Repp researched the possible ways in which computers could be incorporated into this project, many questions remained. Exactly what form should a project like this take and who could do it? Careful discussion and planning also followed over what physical form the project should take (i.e. video tape, a computer disk, or printed material). Eventually the decision was made that an interactive tour of the Department of Art on CD-ROM was the most appropriate solution. For the amount of information that needed to be included and to engage the end user in a dynamic, interactive way, this medium was also the most logical.My decision to return to school coincides perfectly with the departments needs. Professor Paul’s and Professor Repp’s collaboration led to the conclusion that a third person would be needed. Someone who was already literate in advanced computer graphics and had the desire for such an undertaking. Therefore, my goals of advancing my understanding of Macintosh based digital imagery learning multimedia are significant on two levels; my career as a teacher and a professional artist would realize significant gains and this project is an outstanding addition to my portfolio.For the past several years, the primary area of artistic study for me has been in the area of computer graphics and I came to Ball State last summer with some very specific goals. One of them being to learn Macromedia Director (the authoring package I used to create the project). Director is nationally recognized by professionals in this field as the top program for this type of work. Therefore, this was both an opportunity to reach personal goals and to create a thesis project that could be used as an important part of the Department of Arts identity campaign. My thesis project is the result of my own goals and the Department of Arts goals to utilize cutting edge technology for designing innovative computer programs.I’m sure at the onset of this project that I did not understand the full magnitude of an undertaking such as this. However, it is very rewarding to look back and see both how far I’ve come personally and how the piece has progressed into a dynamic information tool.<br>Department of Art
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Daunt, Carol. "The nature of interaction in educational videoconferencing." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36617/1/36617_Duant_1999.pdf.
Full textAbstract:
This study investigates the nature of interaction that can be achieved in educational
videoconferencing and what adaptations (if any) to teaching and learning strategies are
necessary. In particular it examines the following:
1. What impact does the technology have on the interactions?
2. Do lecturers have to make adaptations to teaching strategies?
3. Do students have to make adaptations to learning strategies?
4. Can a 'dialogical' approach be used effectively in videoconferencing?
During the latter half of 1994, two lecturing staff at the Queensland University of Technology
(QUT) used videoconferencing for tutorials, in conjunction with distance education materials,
to deliver one subject of a Master of Education course (Organisational Culture and Education
Leadership) and assess the adequacy of this mode of delivery for quality teaching and
learning in a higher education program.
The lecturers were highly experienced university personnel who had delivered this subject
face-to-face using a dialogical approach in their lectures. The student group comprised eight
mature-age students all located at a provincial centre approximately three hours' drive from
Brisbane. All of the participants were educational practitioners: two school principals, one
deputy principal, one subject master, three education officers at School Support Centres and
one Pre-school teacher (seven females, one male).
A review of the literature showed interaction is an important element in learning, but that
very few studies on the use of videoconferencing for education have focused on the nature of
interaction that can be achieved through the medium. Therefore, this study will make a
significant addition to the body of knowledge about how this relatively new communications
technology can be employed for educational purposes.
This study is based on a mixed-method evaluation design that included an action research
process coupled with an interaction analysis. The two research methods form two distinct
stages of the study, i.e. action research throughout the planning and delivery of the
videoconference sessions, combined with an interaction analysis of videotapes of the
videoconference sessions. This mixed-method design was appropriate for this study in order
to maximise the data that had been collected, allowing a deeper investigation of the nature of
interaction.
This study found that videoconferencing allowed the lecturers to replicate the on-campus
interaction that is often lacking in distance education programs. Of significance was the fact that the technology did permit the full engagement of these students as adult learners, and
experienced professionals, in an approach based on critical reflection, deep learning and
metacognition. The study showed that a very high level of interaction comparable in effect to
the face-to-face situation, can be achieved and students at this level are able to maintain that
interaction for long periods of time.
Major findings of the study include:
• High quality voice and vision contributed to the ability to interact.
• Room layout has an effect on interaction.
• User confidence and competence contributed positively to the ability to interact.
• Sessions in which dynamic interaction and engagement occurred were successfully
conducted for periods of 90 minutes.
• Lecturers were able to replicate their current teaching style that relied heavily on a
dialogical approach.
• Students resented the loss of control in structured videoconferences and expressed higher
levels of satisfaction when they were active in setting the agenda.
• The established group and consequent group dynamics had a positive effect on the
interaction.
• Interaction was valued by the students as a teaching/learning strategy.
• It appears that the nature of interaction is more important than the amount.
This study supports the literature in several areas, but challenges it in others. It confirms
research which found that the technology was conducive to highly interactive sessions and
hence of benefit in the delivery of educational programs, but challenges the assumptions and
recommendations that effective videoconference sessions need to employ different teaching
strategies and be structured and focused, including pre-prepared agendas and controlled
question and answer procedures. However, due to the size and nature of this particular group
of students and lecturers, these notions are not rejected completely, and the conclusions and
findings of the study must be recognised as specific to this group under given conditions.
While the research offers insights into a particular context, it is not proposed that these results
would be replicable in all instances of educational videoconferencing. The study offers
significant insights into the nature of interaction that can be achieved if lecturers desire to
employ a dialogical approach in their educational videoconferencing.
34
Chesus-Beck, Susana. "Multimedia technology in the secondary classroom: Teaching strategies and interdisciplinary curriculum design." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1265.
Full textAbstract:
This is a handbook of multimedia technology and multimedia production teaching strategies that include the following: lesson and unit plans, worksheets, with teacher directions and student instructions, interdisciplinary activities for use in secondary level classrooms, lists of useful reading material, and sources of supplies used in the described student multimedia activities.
35
Penn-Edwards, Sorrel. "Conceptions of information video in university research and teaching: A phenomenographic study." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36565/1/36565_Digitised%20Thesis.pdf.
Full textAbstract:
Video, a major medium of communication with which this study is concerned, is seen to possess characteristics distinguishing it from broadcast television. Five genres of video are identified: Information, Documentary, Entertainment, Enrichment, and Experimental, the first of which embraces usage in research and teaching. In this respect Information Video has two sub-genres, Process Video (unplanned and/or unscripted) and Product Video (planned and/or scripted), both of which are examined in this study.
The locale of the field of study is within post-mass media communication with the theoretical framework deriving from the work of Krippendorff who states that whilst no one individual can share another's thoughts (internal understandings) there can be 'expressed understandings' communicable to others. Because individuals are different, as are their experiences and backgrounds, the extent to which an 'expressed understanding' is shared will vary from person to person.
'Internal understandings' about Information Video as used in research and teaching are only able to be articulated when they become 'expressed understandings'. Those understandings or conceptions, which are 'understood' by others, become shared and form a 'collective pool' of 'expressed understandings'. In specific areas such as jurisprudence, visual anthropology and the quantitative sciences, the 'collective pool' of expressed understandings is formalised in published procedures, codes and texts thus becoming 'procedural'. This study lies in the domain of research and teaching in which there is no formalised recognition of collective 'expressed understandings'; that is, where Information Video is non-procedural.
Problematisation of an issue or process occurs in two distinct stages: awareness of the existence of the context in which the issue or process lies (conceptualisation) and identification of the issue or process within the context (proceduralisation). This study proposes that although the use of Information Video may be non-procedural it is not necessarily 'unconceptualised'. Following this the research questions are 'What conceptions of the phenomenon of Information Video in researc~ and teaching are held by non-procedural users ?'and 'Is it necessary for the use of Information Video to be problematised in all research and teaching?'.
A communication model for Information Video is created to facilitate contextual grouping and discussion of published reports from non-procedural users covering a broad spectrum of use and disciplines. This model comprises five elements; VideoRecording (technological and human factors influencing recording), Video-Viewing (technological and human factors influencing viewing), Video-Medium (characteristics of the video-medium; technical and human aspects), Video-Data (technical considerations and human understandings of the video-data), and Video in a Research and Teaching Context (function of video in a research and teaching context; technical and human aspects).
Documentation of the procedural use of Information Video shows that problematisation includes practical factors (shot sizes and obtrusive placement of equipment), and philosophic considerations (theories of realism and emotive responses), both of which influence the recording, viewing and interpretation. These factors are also applicable in non-procedural use.
The literature makes clear that where non-procedural users consider that Information Video can have measured influence on events it is occasioned by 'chance' and introspection without reference or adequate comprehension and experience of video use.
Twenty staff and postgraduate students are interviewed, their responses phenomenographically analysed and six categories of description of Information Video extracted; Video as Data-Reality, Video as Subject-Facilitation, Video as a DataPackage, Video as Practitioner-Augmentation, Video as a Practitioner-Problem, and Video as a Data-Component.
The multifarious relationships between the six categories and research and teaching are clarified in the diagram where the Outcome Space displays the manner of practitioner approach (grounded either in 'theory' or 'practice'), and a focus on 'video-data' or on 'videoing', the latter being a process which includes the role of people and equipment.
Comparison of categories of description held by the interviewees, and mentioned in the published literature reviewed, shows that although researchers and teachers may use video in a non-procedural way, (the second stage of problematisation), the first stage of problematisation, that of conceptualisation, is present. This is found to be characterised by fragmentation, diversity, non-specific relationships with disciplines, sublimation, and introspection.
This study also finds that for texts to be comprehensive and useful to a wide range of Information Video users, individual understandings must be addressed. It proposes that a non-discipline based Information Video in research and teaching text may be a way to improve the use of 'non-procedural' Information Video.
36
Sevik, Ozlem. "Application Of Sleuth Model In Antalya." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607190/index.pdf.
Full textAbstract:
In this study, an urban growth model is used to simulate the urban growth in 2025 in the Antalya Metropolitan Area. It is the fastest growing metropolis in Turkey with a population growth of 41,79&<br>#8240<br>, although Turkey&<br>#8217<br>s growth is 18,28&<br>#8240<br>for the last decade.
An Urban Growth Model (SLEUTH, Version 3.0) is calibrated with cartographic data. The prediction is based on the archived data trends of the years of the 1987, 1996, and 2002 images, which are extracted from Landsat Thematic Mapper and Enhanced Thematic Mapper satellite images and the aerial photographs acquired in 1992 and the data are prepared to insert them as input into the model. The urban extent is obtained through supervised classification of the satellite images and visual interpretation of aerial photographs.
The model calibration, where a predetermined order of stepping through the coefficient space is used is performed in order to determine the best fit values for the five growth control parameters including the coefficients of diffusion, breed and spread, slope and road gravity with the historical urban extent data. The development trend in Antalya is simulated by slowing down growth by taking into consideration the road development and environmental protection. After the simulation for a period of 23 years, 9824 ha increased in urban areas is obtained for 2025.
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DRAUGALIS, JOLAINE REIERSON. "ENHANCING UNDERGRADUATE STUDENT INTEREST IN GRADUATE EDUCATION AND RESEARCH VIA VIDEOTAPE (RECRUITMENT)." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184055.
Full textAbstract:
A number of issues related to graduate education in pharmacy have become apparent in the last several years. Recruitment of pharmacy students into graduate programs is one of the concerns. Currently, little information exists regarding this topic other than annual enrollment data. A certain number of pharmacy undergraduates must pursue graduate education to allow for the continued growth of the profession. A study was conducted to determine if a newly created videotape intervention would change participants attitudes and awareness levels concerning graduate educational pursuits in pharmacy. First and third professional year students at four Colleges of Pharmacy were randomly assigned to the treatment or control groups. Members of the control group were asked to complete the survey instrument only. The instrument consisted of three measures of intention to pursue graduate education, personal attitudes toward this pursuit, and perceptions of how significant others (the subjective norm) felt about these endeavors. The Theory of Reasoned Action (Ajzen and Fishbein) provided the theoretical framework for the research. Results of the study indicated that the intervention was able to change intentions, attitudes, and awareness levels regarding graduate education and research activities. Intentions of enrolling in graduate school did not differ between two entry level degree programs or in males versus females. First year students had higher intentions of obtaining graduate education than third year students. The subjective norm was more important than attitudes in predicting the intentions concerning graduate school attendance. These results demonstrate that positive changes in intentions, attitudes, and awareness levels can be obtained from such videotape interventions.
38
Ma, Richard. "Video-based tutorial on web design for the technophobic teacher." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1975.
Full textAbstract:
The aims of this project hope to trace the factors affecting teachers' use of technology, with a concentration on Internet usage, and offer steps in helping teachers move toward integrating the Internet into their curriculum.
39
Mathey, Alain Bernard. "Teaching languages the natural way with visual cues." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/403.
Full text
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Beck, Elaine K. "An Evaluation of Student Learning and Engagement in a Technology-Enhanced Algebra Unit on Slope." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2658/.
Full textAbstract:
The purpose of this study was to examine the effectiveness of a technology-enhanced unit on slope in algebra. The technology used in the study was the Topological Panorama Camera (Topocam). The research questions explored the learning and transfer of knowledge about slope and the engagement level of students during Topocam learning activities. The Topocam is a computer-controlled camera that moves on a modular track while it scans a scene through a vertical slit. Students can program the speed of the camera and frequency of pictures. They then witness the results of time and motion in the image created by the camera. Data for this study were collected from a pretest/posttest, as well as from observations of indicators of engaged learning. The research population consisted of 46 students from three classes of Algebra I students. Three classroom teachers each taught a unit on slope, while a fourth teacher conducted the activities with the Topocam for all the classes. The classroom activities focused on the concept of slope as a rate of change utilizing coordinate grids. The Topocam activities involved students in collaboratively making and testing predictions about slope. The findings of the study indicate that student learning did occur with this technology-enhanced unit on slope in algebra. Students showed statistically significant improvement in understanding slope and in transferring that concept to other situations. Since technology was only part of the unit presentation, the amount of learning attributed to the Topocam activities cannot be determined. However, students demonstrated a high degree of engagement in learning while working with the Topocam which suggests that the activities were a factor. A low correlation between students slope unit test scores and previous algebra performance may indicate that students who have not been successful in algebra were more successful in the technology-enhanced unit. Some variation was found between classes that could be attributed to other factors than the Topocam.
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Souza, Thiago Barbosa Alves de. "Canal do Thiagson : olhar de artemídia musical sobre o funk e a musicologia como entretenimento /." São Paulo, 2019. http://hdl.handle.net/11449/182103.
Full textAbstract:
Orientador(a): Pelopidas Cypriano de Oliveira<br>Banca: Kathya Maria Ayres de Godoy<br>Banca: Carlos Palombini<br>Resumo: No Brasil do século XXI, o que pode fazer um compositor para falar a todos, para ser visível, relevante socialmente e até mesmo voltar a ser uma figura pública? Uma das ideias que move esta pesquisa artística é que se o compositor quiser realmente falar para a sociedade em que vive, deve fazer outra coisa que não suas composições. Mas fazê-lo como compositor. Assim, esta dissertação de trabalho equivalente de mestrado traz a reflexão teórica do trabalho artístico que desenvolvi: uma série de vídeos para as plataformas digitais YouTube, Facebook e Instagram. Elegendo o Funk como conteúdo dos vídeos, gênero musical em voga no Brasil, trago elaborações artísticas e discussões musicológicas destinadas a todos os públicos̃ A meta principal não é somente repensar e minimizar o preconceito com este gênero e difundir amplamente a produção artística da universidade, mas, principalmente, dar um papel social relevante ao compositor de hoje. O resultado é uma soma do universo musical e artístico do Funk e da Música Clássica e Contemporânea associado à linguagem audiovisual de alguns YouTubers brasileiros, como Julio Cocielo e Whindersson Nunes, tomados como referência<br>Abstract: In Brazil of the 21st century, what can a composer do to talk to everyone, to be visible, socially relevant and even to be a public figure again? One of the ideas that moves this artistic research is that if the composer really wants to speak for the society in which he lives, he must do something other than his compositions But do it as a composer ̃ . In this way, this master's degree dissertation brings the theoretical reflection of the artwork I developed: a series of videos for the digital platforms YouTube, Facebook and Instagram. Choosing Funk as content of the videos, musical genre in vogue in Brazil, I bring artistic elaborations and musicological discussions aimed at all audiences. The main goal is not only to rethink and minimize prejudice with this genre and to widely disseminate the artistic production of the university, but mainly to give a relevant social role to the composer of today. The result is a sum of the musical and artistic universe of Classical and Contemporary Music associated with the audiovisual language of two Brazilian YouTubers like Julio Cocielo and Whindersson Nunes, taken as reference<br>Mestre
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Etters, Stephen Campbell. "Effects of visual performance presentations on student perceptions of the elements of music." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/39133.
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The purpose of this study was to determine the effects of visual performance presentations on student perceptions of the elements of music. Eighth and 12th grade student groups (n = 155) were randomly assigned from intact music classes into two presentation groups (audio and video). A Posttest Control Group Design was utilized to determine the treatment effects of four videotaped performances on student responses to Olson's <i>Part One: Musical Detail from the Measurement of Musical Awareness</i> (©1987). Two excerpts in Jazz style (big band) and two in Classical style (symphony orchestra) were presented in random order to each of the treatment groups. The experimental group was presented a videotaped music performance of each excerpt while the control group was presented only the audiotaped performances of the same excerpts. The students responded to twenty-eight test statement items regarding melody, form, texture, meter, rhythm, harmony, tone color, tempo, and dynamics in the four different music performances.<br>Ed. D.
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Pitcher, Jeffrey Christian. "Use of a video based instruction program to enhance English literature and writing concepts." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2887.
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In this project an educational DVD about the life and writing styles of John Steinbeck was developed for use in high school freshman classrooms at Yucaipa High School. Additional activities to stimulate students' writing and composition in the style of Steinbeck were created to match educational theory and state standards.
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Russell, Diane. "The effects of prototypic examples and video replay on adolescent girls' acquisition of basic field hockey skills." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30156.
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This study examined and compared the effect of two feedback methodologies (visual and traditional) on the degree of skill acquisition for the two field hockey skills, Indian dribble and moving drive. Forty-seven female physical education students, ages 12 to 14 years, practised two basic field hockey skills for four consecutive classes. The experimental group was presented with a prototypic example, video feedback (VF), and checklist analysis while the control group was taught by traditional feedback methods which included teacher and student demonstrations in conjunction with verbal feedback. Performance evaluations were made by comparing scores on the Russell (1989) Field Hockey Checklist of Critical Behaviours. Motivational and attitudinal aspects were compared by the use of a Learning Perceptions Questionnaire. An ANCOVA of the Indian dribble performances did not reveal a significant difference between the methodologies. Analysis of the degrees of improvement was made using two comparisons (a) percentage improvement calculations revealed a mean of 27% for the control group and 31% for the experimental group, (b) the Hale and Hale (1972) procedure indicated means of 7.42 and 7.24 for the control and experimental groups, respectively. The ANCOVA of the moving drive indicated a significant difference
(F=5.75, p<.05) between the methodologies in favor of the
experimental group. The improvement comparisons revealed (a) mean scores of 10% for the control group and 32% for the experimental group, (b) the Hale and Hale procedure results revealed mean scores of 5 and 13 for the control and experimental groups, respectively. The analysis of the Learning Perceptions Questionnaire revealed that the subjects in the experimental group perceived that the checklists helped them to focus on the correct and incorrect behaviours and that watching the prototypic example in conjunction with personal performances helped to improve their skill level, thus providing a motivational element.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Blake, Todd Arthur. "Micro Coin (TM) Computer Interactive Educational System." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/491464.
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The purpose of this creative project was to develop a promotional videotape to be used in the marketing process of Micro Coin(TM). This area had not been explored before by Micro Coin Electronics Incorporated. Based on the information given to me about Micro Coin I was given total control of the content of the videotape. I based my creative project on comparing current marketing techniques of computers and computer software, and Micro Coin builds and improves those techniques. Micro Coin is such a revolutionary idea, there was the need to show an example of Micro Coin being used. I learned that even with total control creativity is limited.
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Wood, Patricia Loretta. "Effects of an activity/child centered teaching approach upon the achievement of first and second graders in a rural school setting." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184586.
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The purpose of this study was to: (1) ascertain how an activity/child centered approach, in conjunction with student use of manipulatives, affected the mathematics achievement of first and second graders in a rural school setting; and (2) to investigate teacher perception of the success of the specific methodology implemented in the study. The population for this study included the teachers and students in a rural Arizona K-3 elementary school. The study was longitudinal in nature and covered a two year period. The groups used during the first year of the study were first and second graders. The groups for the second year of the study were second and third graders. The K-6 teachers in the district were given an attitude questionnaire constructed to indicate teacher attitude toward worth of the program and various aspects of its implementation. Teacher mathematics lesson descriptions and perceived advantages and disadvantages of the program were also included in the attitude questionnaire. The teacher attitude questionnaires were analyzed in five parts and the findings were represented on charts. Some of the results were determined by a simple tally method and others were converted into percentages. Lesson observations were conducted in each of the six classrooms studied and the results were reported on charts. Achievement for treatment and nontreatment groups was measured by; pre- and post-testing with the Wide Range Achievement Test. T-tests were used to compare student results on the pre- and post-tests each year. In addition, a t-test comparison was made between the first year and second year with Iowa Test of Basic Skills test results. Finally, a one-way analysis of variance was done on the group receiving treatment for only one year, two years, and the non-treatment group. The combined results of the teacher attitude questions, lesson observations and achievement tests were used to make recommendations for program improvements.
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Finn, Cindy A. "Remediating behavior problems of young children : the impact of parent treatment acceptability and the efficacy of conjoint behavioral consultation and videotape therapy." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36768.
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The present study was an exploratory investigation of the efficacy and acceptability of a parent-teacher mediated intervention program for young boys demonstrating externalizing behavior problems. A primary purpose of the study was to compare the efficacy of three indirect models of service delivery: a highly individualized behavioral consultation model (BC); group videotape therapy with minimal consultation (GVT); and a self-administered videotape therapy (VT) program. A second purpose was to investigate the acceptability and satisfaction with these programs as evaluated by parents. More specifically, the relationships between treatment acceptability and outcome as well as factors influencing parent treatment acceptability were examined. Thirty preschool and elementary school children, their parents, and teachers were assigned to one of three intervention conditions (BC, VT, and GVT). A total of 37 parents (29 mothers, 7 fathers, 1 grandmother) participated in the delivery of intervention services over an 8 to 10 week period. An A-B research design was used to analyze the effectiveness of consultation. Outcome variables included parent and teacher ratings of social skills and problem behaviors as well as direct observations. Results indicated that children's target behaviors improved from baseline to treatment in all three intervention conditions. Pretest and posttest parent treatment acceptability was assessed via rating scales, and at the end of the program parents also completed a satisfaction questionnaire. During the intervention phase, a brief semi-structured interview was used to assess parental perceptions of acceptability. High acceptability and satisfaction ratings were reported by parents in all three intervention conditions. There was partial support indicating a relationship between treatment effectiveness and acceptability but there was little evidence of an association between parental perceptions of problem-solving skill, parenting competence, an
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Matlala, Sogo France, and Makoko Neo Matlala. "Reflections on the use of a smartphone to facilitate qualitative research in South Africa." The Qualitative Report, 2018. http://hdl.handle.net/10386/2187.
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Journal article published in The Qualitative Report 2018 Volume 23, Number 10, How to Article 2, 2264-2275<br>This paper describes conditions that led to the use of a smartphone to collect qualitative data instead of using a digital voice recorder as the standard device for recording of interviews. Through reviewing technical documents, the paper defines a smartphone and describes its applications that are useful in the research process. It further points out possible uses of other applications of a smartphone in the research process. The
paper concludes that a smartphone is a valuable device to researchers
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Wolens, Sylvia E. (Sylvia Elaine). "The Effects of a Short-Term Videotape Training Program for Guides Conducting Older Adults on Tours in Public Spaces." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331875/.
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The problem of this study was a test of a specific videotape designed to influence the actions of tour guides for older adult groups. The purposes of the study were to observe guide performances and older adult responses before and after training in techniques for sharing information with older adults in public spaces. The hypotheses were tested. 1) Guides after training would exhibit significant differences in behaviors of pointing, repeating, pausing, questioning, conversing, facing art when talking, talking inaudibly, pacing rapidly. 2) Older adult drop-outs would decrease on tours with especially trained guides.
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Albert, Kimberly Joy. "Using music therapy and visuals to facilitate language in exceptional preschoolers." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3245.
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The purpose of this project is to explore the effectiveness of combining music and visual supports as a means of facilitating communication in exceptional preschoolers. The results indicate that music and visual supports have some merit for increasing verbal responses.