Academic literature on the topic 'Digital video: professional'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Digital video: professional.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Digital video: professional"
1
Hrastinski, Stefan. "Digital tools to support teacher professional development in lesson studies: a systematic literature review." International Journal for Lesson & Learning Studies 10, no. 2 (2021): 138–49. http://dx.doi.org/10.1108/ijlls-09-2020-0062.
Full textAbstract:
PurposeLesson study is one of the most adopted models of teacher professional development. However, as education has become increasingly digital, this study aims to investigate the use of digital tools to support teacher professional development in lesson studies.Design/methodology/approachThis article systematically reviews journal articles on the use of digital tools to support teacher professional development in lesson studies.FindingsWhile the lesson study model is typically based on the premise that teachers prepare and observe a lesson at a school, the reviewed research suggests that digital tools open new ways to conduct lesson studies. Six themes on the use of digital tools to support teacher professional development in lesson studies are identified: analyzing videos from the teachers' classrooms, analyzing external video resources, fictional animations as a complement to videos, structured digital lesson study work, hybrid teacher collaboration and digital teacher collaboration. Opportunities for further research are suggested.Practical implicationsThe identified themes can inspire practice on how to use digital tools to support teacher professional development in lesson studies.Originality/valueLittle attention has been paid to the use of digital tools to support teacher professional development in lesson studies.
2
Mäenpää, Jenni. "Rethinking Photojournalism: The Changing Work Practices and Professionalism of Photojournalists in the Digital Age." Nordicom Review 35, no. 2 (2014): 91–104. http://dx.doi.org/10.2478/nor-2014-0017.
Full textAbstract:
Abstract Public service, ethics, objectivity, autonomy and immediacy are still often considered the core values of professional journalism. However, photojournalistic work has confronted historic changes since the advent of digitalization in the late 1980s. Professional photo-journalists have been caught manipulating news images, video production has become a major part of news photographers’ work, and newspapers freely publish photographs and videos taken by the general public. The present article examines how news photographers negotiate these changes in photo-journalistic work practices, and how they define their professional ambitions in the digital age. Photojournalists’ articulations of professionalism are approached in relation to three digital innovations in photojournalism: digital photo editing, video production and user-generated images in newspapers. The empirical data consist of an online survey of and interviews with photojournalists in Finland. In the final analysis, it is suggested that the core ideals of photojournalism have to be renegotiated, because the work environment has changed drastically.
3
Dumbraveanu, Roza. "Considerations in the development of video lessons." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 45, no. 2 (2020): 4–22. http://dx.doi.org/10.46727/jshs.2020.v45.i2.p4-22.
Full textAbstract:
Video lessons are one of the main teaching resources in distance learning, representing video recordings of educational content. In the conditions of forced transfer of schools to distance learning in an emergency regime, teachers had to face this challenge, without regard to their degree of readiness to develop digital educational resources. The paper describes various features of video lessons, the professional skills that teachers must demonstrate, criteria for evaluating digital educational resources. Some aspects related to the quality of video lessons, placed in the public domain and intended for students and teachers in pre-university education are discussed.
4
Østereng, Dag Øivind. "“I believe in video!” An Interpretative Phenomenological Analysis of Video as an Educational Resource." Discourse and Communication for Sustainable Education 13, no. 2 (2022): 133–49. http://dx.doi.org/10.2478/dcse-2022-0023.
Full textAbstract:
Abstract Elevkanalen is a web-based digital educational resource containing videos, animations, pictures, learning paths, texts, quizzes, and many features that meet the Norwegian authorities’ requirements for adapted and inclusive learning issued by The Norwegian Directorate for Education and Training (UDIR). The interest of this paper is to examine how the editors of Elevkanalen comprehend video as an educational resource and accordingly contribute to a discussion of professional assessment and didactical utilisation of video in teaching and learning. The protagonists of video-based learning are generally not reluctant to advocate the benefits of using video in education. Nevertheless, in order to be beneficial, it is reasonable to suppose that a deliberate and professional didactical utilisation is required. Video-based learning is at the centre of this study, and the ICAP theory is applied to critically assess video as a learning resource. Moreover, this is discussed in relation to perspectives on education for sustainable development
5
Kasimovskaya, N. A., G. S. Lebedev, and I. A. Poleshchuk. "ASSESSMENT OF NURSES ' READINESS TO INTRODUCTION OF DIGITAL TECHNOLOGIES AND VIDEO MONITORING SYSTEMS INTO CARE DELIVERY TO SERIOUSLY ILL (LOW-MOBILITY) PATIENTS." Social Aspects of Population Health 66, no. 5 (2020): 9. http://dx.doi.org/10.21045/2071-5021-2020-66-5-9.
Full textAbstract:
Significance. The professional activity of nurses in multi-specialty hospitals includes a wide range of responsibilities with a high shift load, which can result in lower quality of care delivery to seriously ill (low-mobility) patients. At the same time, digital technologies are yet to be widely used in the professional activities of inpatient nurses, which serves basis for improving care delivery to seriously ill (low-mobility) patients through digital technologies and video monitoring systems. The purpose of the study: to assess readiness of nurses to the introduction of digital technologies and video monitoring systems in care delivery to seriously ill (low-mobility) patients. Material and methods: a study on readiness of nursing staff to the introduction of digital technologies and video monitoring systems in care delivery to seriously ill (low-mobility) patients was implemented (n=565). The analysis was carried out on the basis of descriptive statistics methods. The significance level is set equal to p<0.05. Results. The study shows that almost every fifth nurse 19.0% ±1.65% (CI 15.7% - 22.30%) is ready to carry out professional activities for seriously ill (low-mobility) patients under the control of a video monitoring system in order to improve quality of care delivery; almost every fifth nurse 19.9%±1.68% (CI 16.54% -23.26%) considers it possible to evaluate quality of care delivery to seriously ill (low-mobility) patients using digital technologies (surveillance systems, video cameras. Conclusions. Nurses of medical organizations (hospitals) are not always ready for the use of digital technologies and introduction of the round-the-clock video monitoring system, however they show readiness if quality of care to patients improves. Keywords: digital technologies; modern methods to monitor work of nurses; nursing; professional activities of nurses.
6
Voronin, D. М., T. A. Koloskova, and O. A. Astafieva. "Innovative Master’s program “Digital Pedagogy”." SHS Web of Conferences 113 (2021): 00031. http://dx.doi.org/10.1051/shsconf/202111300031.
Full textAbstract:
This work is devoted to the development of a new master’s program, created on the basis of a sociological study of stakeholders, including an innovative digital component. As a result of the sociological research, the main interests of stakeholders and the requirements for the competencies of teachers were identified. The stakeholders were the heads of educational organizations and students of pedagogical universities. A survey of 823 students of higher educational institutions and more than 200 principals of Russian schools was conducted through Google forms using open questions. Based on the received request, a pool of competencies was formed, which is necessary for a teacher in professional activity. As a result, the master’s program “Digital Pedagogy” was developed, which includes a digital component of each universal and general professional competence, as well as three professional competencies developed by the university for this program. The competence model of a graduate assumes that he / she has the skills to develop and use digital educational solutions, technologies for developing and implementing digital gaming practices, skills for using STEAM training, skills for creating and promoting online courses, and the use of virtual and augmented reality in the educational process. The graduate should be able to use digital tools for collective and project work, video conferencing tools, video processing programs, video hosting services, apply digital learning management systems and activity planning, digital tools for searching, storing, processing and presenting educational information in the educational process.
7
Samoуlenko, Oleksiy. "Method of conducting video lectures and online broadcasting in the system of preparation of bachelors from cyber security in the conditions of educational digits." Pedagogìčnij časopis Volinì 1(16), no. 2020 (2020): 80–84. http://dx.doi.org/10.29038/2415-8143-2020-01-80-84.
Full textAbstract:
The article presents the method of conducting video lectures and online broadcasts in the system of training bachelors in cybersecurity in an educational and digital environment. It is determined that professional training of personnel in various industries in the modern world is an extremely important task of the state. Its solution becomes significant depending on how close these or those specialists are to the sphere of society. The meaning of the concept of "training" is defined, which is defined as a set of special knowledge, skills, qualities, work experience and norms of behavior that provide the opportunity to work successfully in a particular profession; as a process of communicating relevant knowledge and skills. " It is specified that the educational and digital environment can be understood as a set of organizational and pedagogical conditions for learning that contribute to the motivation of higher education students to self-development, self-education and is a key component of professional development of future professionals through information resources and services. It is emphasized that video lecture is the main form of conducting educational classes in the educational-digital environment, intended for mastering theoretical material. Each individual lecture is a component of the course of lectures in the educational and digital environment of the course discipline. Let's outline the general requirements for video lectures for bachelors in cybersecurity in the educational and digital environment. It has been determined that online broadcasting is a convenient way to communicate with bachelors in cybersecurity in real time in an educational and digital environment. At the expense of such broadcast it is possible to arrange for them game streams, to hold online seminars or to answer questions. The presented method of conducting video lectures and online broadcasts for the training of bachelors in cybersecurity is characterized by mandatory professional training for bachelors to obtain the qualification of information security specialist in information and communication systems and provides practice to provide training conditions in the real environment of future professional activities. Prospects for further research are the development of technology for the introduction of video lectures and online broadcasts in the system of training bachelors in cybersecurity and verification of the results.
8
Faust, Kyle, Joseph Meyer, and Mark D. Griffiths. "Competitive and Professional Gaming." International Journal of Cyber Behavior, Psychology and Learning 3, no. 1 (2013): 67–77. http://dx.doi.org/10.4018/ijcbpl.2013010106.
Full textAbstract:
Competitive and professional gaming, in which video game players participate in tournaments, offers numerous opportunities for much-needed research and enhanced knowledge about digital technology. To date, competitive gaming has received scant scientific attention, even though it may foster the development of adaptive skills or, in other instances, carry adverse consequences. Examining the lifestyles and successes of competitive gamers can increase our knowledge of gaming and yield useful information about extreme or excessive involvement in digital technology. Studying the most successful competitive gamers, who appear to develop exceptional skills, could be highly beneficial. Suggestions for research are provided.
9
Romig, Kevin. "Creating Video Vignettes to Enhance Urban Design Learning." International Journal of Applied Geospatial Research 3, no. 4 (2012): 123–34. http://dx.doi.org/10.4018/jagr.2012100107.
Full textAbstract:
Most classroom instruction related to urban geography and design relies heavily on static photographic images that highlight form, but don’t necessarily engage the idea of function. Because of the relative ease of digital video editing and the portability of high-definition digital video cameras, using instructor-collected video in the classroom is less-demanding than in the past. This paper highlights how short video vignettes can better elucidate urban concepts and explains best practices in crafting educational objectives and professional video products.
10
Dorfman, Bat-Shahar, Bronwyn Terrill, Kate Patterson, Anat Yarden, and Ron Blonder. "Teachers personalize videos and animations of biochemical processes: results from a professional development workshop." Chemistry Education Research and Practice 20, no. 4 (2019): 772–86. http://dx.doi.org/10.1039/c9rp00057g.
Full textAbstract:
Despite the advancements in the production and accessibility of videos and animations, a gap exists between their potential for science teaching and their actual use in the classroom. The aim of this study was to develop and evaluate an approach to boost chemistry and biology teachers’ Technological Pedagogical Content Knowledge (TPACK) and their confidence regarding the use of videos and animations in class, which are required for their effective implementation. Twelve experienced high-school chemistry and biology teachers participated in a professional development workshop including biochemistry and technological–pedagogical lectures along with video-editing instruction and practice. Teachers were provided with digital videos including high-resolution scientifically based animations and were encouraged to edit them based on their pedagogical experience and the needs of their class. We investigated how the workshop affected teachers' TPACK-confidence and TPACK. TPACK-confidence was assessed by pre- and post-workshop questionnaires and open-ended feedback questionnaires. TPACK was assessed by analyses of the edited digital videos and pedagogical considerations submitted by the teachers. It was found that teachers' TPACK-confidence was significantly higher following the workshop. There was also a development in the teachers' TPACK. They were able to recommend to use digital videos in a variety of classroom situations based on the technological pedagogical knowledge (e.g., as an opening to a new topic) and their TPACK (e.g., to visualize complex biochemical processes). We also found a development in their video-editing skills and their knowledge of how to use this technology effectively in biochemistry lessons. Results indicate that training teachers in using technological tools while providing them with relevant Content Knowledge and TPACK, and relying on their pre-existing Pedagogical Content Knowledge may assist them develop their TPACK and TPACK-confidence. This may promote the effective use of videos and animations in biochemistry teaching.
Dissertations / Theses on the topic "Digital video: professional"
1
Weber, Jonathan. "At Your Fingertips: A Case Study Exploring the Effects of Sharing Digital Video Teaching Tips within a Learning Community of Family Medicine Professionals." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/33351.
Full textAbstract:
Today’s medical faculty members are faced with different challenges than their predecessors in teaching tomorrow’s physicians. Medical faculty members are now expected not only to be medical content experts, but also expert educators. The majority of the professional development activities available to them, however, are still focused on biomedical knowledge or the improvement of clinical practices. This article explores a faculty development project at the University of Ottawa’s Department of Family Medicine (DFM) aimed at improving teaching skills through the online sharing of video teaching tips created by DFM faculty members. Guided by the W(e)Learn Framework, a validated theoretical framework for the design and evaluation of online learning resources, a mixed-methods case study was designed and executed to investigate the impact of this faculty development project on the medical educator learning community. Data from the survey (N=33) and interviews (N=10) were analysed and relevant themes were identified and discussed in the context of the literature. Survey participants responded positively towards the project, finding the tips to be useful, enjoyable, and to have the potential to stimulate knowledge sharing between colleagues and within a learning community. Interview participants corroborated the survey results and additionally reported positive aspects to their colleagues being tip presenters; to the videos being concise; and to the tip videos being accessible anywhere and at any time via the Internet. Issues and concerns with organizational integration and support, as well as with integration into a curriculum were also reported by interview participants. Recommendations were then provided for improving the project as well as suggestions to support the development of similar online professional development resources based on the study findings. Finally, future directions for related research were suggested and other areas of research interest were identified.
2
Le, Bellu Sophie. "Capitalisation des savoir-faire et des gestes professionnels dans le milieu industriel : mise en place d’une aide numérique au compagnonnage métier dans le secteur de l’énergie." Thesis, Bordeaux 2, 2011. http://www.theses.fr/2011BOR21825/document.
Full textAbstract:
Dans les grandes entreprises industrielles, la transmission des savoirs incorporés dans les gestes professionnels s’opère traditionnellement au sein d’une articulation de stages de formation animés par d’anciens opérateurs, et de pratiques de compagnonnage réalisées directement sur site. Cette situation est amenée à évoluer car aujourd’hui, beaucoup d’entreprises industrielles sont confrontées au problème d’un départ à la retraite massif d’opérateurs. Cela nécessite, d’une part, la conservation des gestes professionnels adaptés au maintien des installations techniques vieillissantes, et d’autre part une adaptation des gestes professionnels à la mutation technologique. Dans le secteur de l’énergie, Electricité de France (EDF) est confrontée à cette problématique d’évolution du compagnonnage. Pour cette entreprise, la situation est complexifiée par la variabilité des pratiques : présence d’un parc de près d’une centaine de centrales de production électrique fortement distribuées géographiquement avec des modes de production énergétique diversifiés impliquant des pratiques culturelles différentes (nucléaire, thermique, hydraulique).Le présent travail de recherche vise deux objectifs :(1) Sur le plan théorique, nous avons cherché à comprendre, à partir de données de terrain, la nature de la transmission et de la formalisation des savoirs – aussi bien explicites qu’implicites – sous-jacents à l’exécution des gestes professionnels. Cela passe : - d’une part, par la confrontation des approches existantes dans les différentes écoles, au niveau international, à la réalité empirique ; - et d’autre part, par l’identification du fossé existant dans la littérature quant au traitement et à la modélisation des connaissances tacites et des savoirs incorporés par rapport aux nécessités pratiques de la transmission.(2) Sur le plan pratique, nous avons cherché à développer une approche de capture située des savoirs incorporés en explorant le recours aux instruments d’ethnographie numérique. Ceci vise :-d’une part, à pérenniser les connaissances liées aux gestes ;-et d’autre part, à concevoir une méthode de création de supports pédagogiques structurés, à base de vidéo. Cette phase pratique a permis de tester nos modèles sur des cas réels. L’articulation des outils techniques, théoriques et méthodologiques que nous avons appliqués a conduit à la conception de plusieurs produits.Nous avons conçu et confronté au terrain une méthode de capture et d’analyse des gestes professionnels. Cette méthode s’appuie sur un double enregistrement vidéo : caméra externe et caméra subjective embarquée sur le casque de l’opérateur réalisant le geste. Cet enregistrement est couplé à un protocole de verbalisation spécifique en situation de réalisation du geste.Nous avons également maquetté, testé en situation pédagogique, et formalisé une ressource didactique : le Multimédia Apprenant (MAP). Ce dernier se base sur une décomposition et une structuration du geste illustrée principalement par de la vidéo annotée mais aussi par des schémas fonctionnels, des images, des photos, etc. Cette décomposition du geste est issue de l’analyse réalisée en amont sur fond de théorie russe de l’activité et de qualité perçue.Ces deux produits fournissent une chaîne opérationnelle, à destination des formateurs de la branche formation d’EDF, pour la capture et la transmission du savoir tacite et explicite incorporé dans les gestes professionnels. L’insertion du MAP dans le dispositif pédagogique d’EDF, au sein des sessions de formation réelles, a été évaluée et accueillie très positivement par les formateurs et les stagiaires. Il a été décidé au mois de mai 2011 de lancer la phase d’industrialisation de la méthode et du MAP dans l’entreprise<br>In large industrial companies, the transmission of the embodied in professional practices traditionally takes place as part of a series of training courses given by former operators and of journeyman practices implemented directly on site. This situation will undoubtedly change, because nowadays many companies are facing the problem of a massive departure of operators into retirement. This requires, on the one hand, the preservation of the appropriate professional gestures for the maintenance of aging technical plant, and on the other hand an adaptation of the professional gestures to technological evolution. In the energy sector, Electricité de France (EDF) is also confronted with this issue of the evolution of these journeyman practices. For the company, the situation is rendered more complex as a result of highly variable practices due to the presence of almost one hundred power generation plants with a wide geographic distribution, and with diversified generation methods involving different cultural practices (nuclear, thermal, hydraulic).The present research addresses two objectives:(1) On the theoretical level, we sought to understand, based on field data, the nature of the explicit and implicit transmission and formalization of knowledge underlying the performance of professional gestures. This takes place: - on the one hand, by means of the confrontation of the existing approaches in the different schools, at international level, with the empirical reality; - and, on the other hand, by means of the identification of the gap in the literature as concerns the treatment and modelling of tacit knowledge and embodied know-how as compared to the practical requirements of transmission.(2) On the practical level, we sought to develop an approach to situational learning of embodied know-how by exploring the recourse to digital ethnography tools. This aims:- on the one hand, to perpetuate the knowledge linked to the gestures;- and, on the other hand, to devise a method for the creation of structured, video-based educational supports. This practical phase has afforded the opportunity to test our models on real life cases. The combination of technical, theoretical and methodological tools we applied has led to the design of several products.We designed, and tested on the field, a method for the capture and analysis of professional gestures. This method is based on dual video recordings: an external camera and a subjective camera mounted on the safety helmet of the operator performing the gesture. This recording is coupled to a specific protocol of oral expression whilst performing the gesture.We also modelled, tested and formalised a teaching resource in an educational setting: the Multimedia platform for APprenticeship (MAP). It is based on a decomposition and structuring of the gesture illustrated primarily by annotated video but also by means of functional schematics images, photos, etc. This decomposition results from the analysis of the gesture carried out upstream and based on Russian Activity Theory and Perceived Quality.These two products provide an operational chain intended for the trainers of EDF’s Training Division, for the capture and transmission of the tacit and explicit knowledge involved in professional gestures. The incorporation of the MAP into EDF’s educational system, in real life training sessions, has been very positively evaluated and received by both trainers and trainees. In May 2011 it was decided to launch the industrialization phase of the method and the MAP throughout the company
3
Kellam, Hugh. "Designing Digital Video to Support Learner Outcomes: A Study in an Online Learning Resource for Healthcare Professionals and Students." Thesis, University of Ottawa (Canada), 2011. http://hdl.handle.net/10393/28902.
Full textAbstract:
Instructors are incorporating video into their blended and web-based courses at an ever increasing rate. Thus the need for research in this area is required to understand how to design, utilize, and incorporate video most effectively as a pedagogical tool. This study explored how the design and implementation of digital video resources in an online educational environment affected learning outcomes. Forty-five health professionals and students evaluated the digital videos incorporated into ePhysicianHealth.com. Three types of digital video genre were examined in this study: modeling/demonstrations, personal stories/commentaries, and content expert narratives. The findings suggested that the majority of the participants found that the digital videos to be a valuable addition to ePhysicianHealth.com, as they made the learning environment more authentic, memorable, realistic, varied, and accommodating to different learning styles.
Key Words: eLearning; online learning; video; healthcare education; physician wellness; disruptive behaviour; emerging technologies
4
Westling, Jonas. "HDR and the Colorist : How new technology affects professionals in the motion picture industry." Thesis, Högskolan Dalarna, Ljud- och musikproduktion, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30398.
Full textAbstract:
By utilizing a Research through Design approach this master thesis studies how technological changes might affect professionals working in the motion picture industry, specifically; how the advent of HDR (High Dynamic Range) affects the colorist. The research questions formulated are the following; (1) How can color grading in HDR be approached? (2) What effect can HDR have on visual modality? (3) What specific affordances can HDR offer the colorist? (4) How can HDR affect the creative space of the colorist? Three of the research questions are derived from the theoretical framework applied in this master thesis; starting with the social semiotic implementation of the term modality (models of reality), the Gibsonian term affordance (possibilities for action and meaning making) and its use in communications research, and lastly; the concept of creative space in motion picture production. Analytic autoethnography was used to generate primary data by documenting the process of color grading a 13-minute short film, and also performing semistructured interviews with four colorists. Amongst other findings, this study found that HDR offers a wider range of modality expression than SDR (Standard Dynamic Range); regarding several visual modality markers. Four HDR-specific affordances were formulated; (1) color expandability, (2) highlight differentiability, (3) tonal rangeability, (4) brightness disturbability. Relating to the concept of creative space; the colorists expressed a concern that they will have to create multiple versions when delivering HDR, but not get a bigger budget for it, therefore having less time to spend on other aspects of color grading.
5
Carlsson, Gras Emelie. "REEL ME : När home movies flyttar hemifrån – Om vloggar som en del i filmhistorien." Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-66014.
Full textAbstract:
Amatörfilmandet har med digital teknik fått en explosionsartad utvecklig och ett offentligt rum genom internet. Om amatörfilmer i hem, home movies, främst skapades av familjefadern, så har ny teknik gett upphov till nya grupper av filmskapare då många är unga kvinnor eller barn. Ny teknik har också bidragit till uppluckrade gränser mellan det offentliga och privata samt fört amatörfilmaren närmare den professionella filmskaparen. På YouTube har ett nytt filmyrke vuxit fram, en YouTuber eller vloggare som producerar digitala filmer, även kallade videor eller vloggar. Denna uppsats undersöker ett antal populära vloggar i Sverige på YouTube och sätter dessa i ett filmhistoriskt sammanhang samt visar hur dessa uttryck kan utmana ett mer traditionellt filmskapande.
6
Chen, Yu-Shan, and 陳玉珊. "A study of by digital-realistic teaching video promoteting the in-service elementary school teachers' professional growth in mathematics." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/50113320871325143690.
Full textAbstract:
碩士<br>臺北市立教育大學<br>數學資訊教育學系數學資訊教育教學碩士學位班<br>98<br>The purpose of this research is to investigate in-service teachers consiste of the discussion group, situation which to promote the teachers’ professional growth in mathematics by discussing DRTV of the case teachers when to study mathematics teaching. The focusing of the teachers on mathematics knowledge, the student cognition, the teaching method, and then by way of interactioning and reflecting between the teacher nursers and companions, makes the linking of the theory and the practice.
This is a case study. The study has three teachers, who teach in second, fourth and sixth grades separately. After 14 times commentary, the case teachers have the growth in mathematics teaching knowledge, and could be using the theory to commentare the practice. Their teaching practices also have the change. Before the interaction they take the teacher as the central teaching orientation transferred gradually take the student as the central teaching orientation, will paid great attention to the representation in using, the students' reply, and inquire the reasons students make mistakes, simultaneously also will attempt to make the effective communication with the students.
The research showe that affects the profession growth: teachers nurser's commentary, groups' discussion, associates' stimulation, and individual reflection. The teacher nurser's commentary, groups' discussion and associates' stimulation will meet the priming case teachers to carry on the self-reflection, the case teachers' self-reflection will pour into the running water interaction for groups' between.
According to the result, the researcher induces the conclusion: By digital-realistic teaching video could stimulate the case teachers' teaching reflection, thus promote the in-service teachers' professional growth in mathematics. Finally the researcher provides some suggestions, for future research, the teacher will take a reference.
Books on the topic "Digital video: professional"
1
Pitt, Ben. The complete guide to home video: Shoot and edit like a professional. Dennis, 2009.
Find full text
2
Archie, Cocke, ed. Photoshop for digital video: Creative solutions for professional results. Focal Press, 2005.
Find full text
5
Video systems in an IT environment: The essentials of professional networked media. Elsevier/Focal Press, 2006.
Find full text
6
Diana, Weynand, ed. Final Cut Pro HD: [editing professional video]. Peachpit Press, 2004.
Find full text
7
Digital video production cookbook: [100 professional techniques for independent & amateur filmmakers]. O'Reilly Media, 2006.
Find full text
8
Color correction handbook: Professional techniques for video and cinema. Peachpit Press, 2011.
Find full text
10
Paolini, Marco. Shake 3: [professional compositing and special effects]. Peachpit Press, 2004.
Find full textBook chapters on the topic "Digital video: professional"
1
Han, Lu, Jinyao Yan, and Yang Cai. "An Implementation of Capture and Playback for IP-Encapsulated Video in Professional Media Production." In Digital TV and Multimedia Communication. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8138-6_29.
Full text
2
Paschinger, Elena. "Creative tourism marketing and social media management." In Creative tourism: activating cultural resources and engaging creative travellers. CABI, 2021. http://dx.doi.org/10.1079/9781789243536.0020.
Full textAbstract:
Abstract Creative tourism, due to its interactive nature and lively cultural exchange between locals and travellers, particularly lends itself to the opportunities presented by social media marketing. This is especially true when it comes to blogs, video posts, or (live) story updates on social media. Care should be given to always have a professional strategy in content marketing: choosing one social media platform over another has to be in line with your company's strategic communication goals and may be aided by other competent partners, such as professional digital content creators. Further, establishing a publication guideline in the form of an editorial calendar can help creative tourism managers better reap the benefits of social media marketing. This has been demonstrated in highlighting the example of Kreativ Reisen Österreich Creative Tourism Austria, which over the years has successfully built up an online community of creative travellers in the German-speaking parts of Europe. Regarding future trends in digital marketing, suffice to say that good content, and now context, will always matter and interactive content will become increasingly mainstream. An interesting context creative tourism could seek for the purpose of its continued proliferation worldwide is an association with destination video storytelling. As virtually all tourism destinations employ various video platforms, and live video formats, to highlight their travel offers, creative tourism is especially likely to head to the forefront of this type of social media marketing tool.
3
Carlini, Alessandra. "Museum Education Between Digital Technologies and Unplugged Processes. Two Case Studies." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_21.
Full textAbstract:
AbstractThis document presents the results of architectural design and prototyping of educational kits within the museum context, two case studies featuring a combination of digital technologies and unplugged processes. The field of application is cultural heritage and the topics are part of school curricula. The first case study is a museum display of digital video installations and educational kits that reproduce mechanisms of symmetry from patterned flooring (“www.formulas.it” laboratory, Department of Architecture, Roma Tre University and Liceo Scientifico Cavour” high school). The second case concerns the setting up of a school fab lab in which 3D-printed prototype educational kits are made for schools and museums in Rome, in partnership with the Municipality of Rome and the Ministry of Cultural Heritage and Activities (General Directorate for Education and Research). The cases involve professional, research and didactic experiences which led to funding-supported projects. The experiences showcase good practices in informal and cooperative learning, and highlight the relationship between education and popularization that draws on our architectural heritage.
4
Altrogge, Virginia E., and Ruby L. Parks. "Digital Leadership and Professional Development." In Shifting to Online Learning Through Faculty Collaborative Support. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6944-3.ch009.
Full textAbstract:
In order to successfully collaborate—whether in person, through technology, or using a hybrid of both methods—the participants of the collaboration must adopt a shared vision for the product of the partnership. A shared vision can be created by surveying group members' values and communicating about these ideas in order to build trust and respect among the collaborators. Through this process, which will be outlined in more detail in this chapter, collaborative leaders can work together with their partners to envision and realize projects that reach beyond what any individual could achieve alone. On a more concrete level, several practices have been proven to lead to more successful collaborative leadership. The ones that will be discussed in this chapter are learning walks, peer observation, professional learning networks, book studies, social networking, professional learning/networking communities, and video observations.
5
Seedhouse, Paul, Paul Miller, and Jon Haines. "A Practical Framework for Integrating Digital Video and Video Enhanced Observation into Continuing Professional Development." In Video Enhanced Observation for Language Teaching. Bloomsbury Academic, 2022. http://dx.doi.org/10.5040/9781350085060.ch-13.
Full text
6
Chen, Hua-Tsung, Wen-Jiin Tsai, and Suh-Yin Lee. "Sports Information Retrieval for Video Annotation." In Multimedia Storage and Retrieval Innovations for Digital Library Systems. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0900-6.ch004.
Full textAbstract:
The rapid evolution of digital equipments has led to the explosive proliferation of multimedia data in education, entertainment, sport and various applications. The development of automatic or semi-automatic systems and tools for digital content analysis and understanding becomes compelling. As important multimedia content, sports video has been attracting increasing attention due to commercial benefits, entertaining functionalities and audience requirements. Much research on shot classification, highlight extraction and event detection in sports video has been done to provide interactive video viewing systems for quick browsing, indexing and summarization. More keenly than ever, the audience desires professional insights into the games. The coach and players demand automatic tactics analysis and performance evaluation with the aid of multimedia information retrieval technologies. Therefore, sports video analysis is certainly a research issue worth investigation. In this paper, we review current research and give an insight into sports video analysis.
7
Barradas Jorge, Nuno. "Digital Filmmaking at the Interstices." In ReFocus: The Films of Pedro Costa. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474444538.003.0004.
Full textAbstract:
This chapter offers a comprehensive discussion of the making of In Vanda’s Room (2000). It contextualises Pedro Costa’s use of digital video to sustain a low-budget shooting process that merges personal and professional agency. This filmcan surely be considered the filmmaker’s most radical approach to filmmaking, particularly with regards to its shooting process. Unsurprisingly, it is commonly analysed as the result of a personal endeavour which privileges creative independence and artisanal practices steering away from film industry norms. As this chapter explains, however, the film is as much a result of a low scale digital video artisanal practice as it is of production negotiations commonly observed in European film co-productions. Examining this interstitial quality, this chapter offers a fresh insight into the making of In Vanda’s Room by also scrutinising its finance and post-production processes, overlooked in previous academic and non-academic literature about the film.
8
Taylan, Rukiye Didem. "Promoting Active Learning in Mathematics Teacher Education." In Handbook of Research on Transformative Digital Content and Learning Technologies. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2000-9.ch015.
Full textAbstract:
Teacher educators have a responsibility to help prospective teachers in their professional growth. It is important that teacher educators not only teach prospective teachers about benefits of active learning in student learning, but that they also prepare future teachers in using pedagogical methods aligned with active learning principles. This manuscript provides examples of how mathematics teacher educators can promote prospective teachers' active learning and professional growth by bringing together the Flipped Classroom method with video content on teaching and learning as well as workplace learning opportunities in a pedagogy course. The professional learning of prospective teachers is framed according to the components of the Pedagogical Content Knowledge (Park & Olive, 2008; Shulman, 1986). Implications for future trends in teacher education are provided.
9
"The “look” of the teacher: using digital video to improve the professional practice of teaching." In Teacher Inquiry. Routledge, 2003. http://dx.doi.org/10.4324/9780203417669-24.
Full text
10
Gussow, Adam. "Giving It All Away: Blues Harmonica Education in the Digital Age." In Whose Blues? University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469660363.003.0011.
Full textAbstract:
In 2007, the author uploaded his first video to YouTube, a badly-lit and amateurish blues harmonica tutorial. Within a decade, his Dirty-South Blues Harp Channel had accumulated 500 videos, 20 million views, and 70,000 subscribers, and his website, ModernBluesHarmonica.com was enjoying 750,000 annual page views from 192 countries around the world. This chapter seeks to understand the way in which insurgent digital technologies have impacted the pedagogy of blues harmonica, a coterie pursuit whose trade secrets and professional practices had previously been communicated through face-to-face teaching between masters and apprentices. Acknowledging the ethical dilemmas provoked by a white blues musician who makes the harmonica’s esoteric technique available to a global audience, the author also describes the way YouTube’s “comments” section brought him together with Brandon Bailey, a young Black harmonica player from Memphis. The mentoring relationship they formed helped Bailey win a “Star Search” competition and benefited both men’s careers in unanticipated ways, suggesting that contemporary blues culture, although troubled, is also, if unevenly, a transracial brotherhood—an “inescapable network of mutuality,” in Martin Luther King Jr.’s words.
Conference papers on the topic "Digital video: professional"
1
Diekmann, James E., Anthony D. Songer, and Seung H. Han. "CDAT: Enhancing Professional Experience Using Digital Video." In Construction Congress VI. American Society of Civil Engineers, 2000. http://dx.doi.org/10.1061/40475(278)34.
Full text
2
Velickovic, Zoran S., ZoranN Milivojevic, and Marko Z. Velickovic. "A secured digital video watermarking in chrominance channel." In 2018 23rd International Scientific-Professional Conference on Information Technology (IT). IEEE, 2018. http://dx.doi.org/10.1109/spit.2018.8350858.
Full text
3
Elliott, Joanne, and Chie Adachi. "Creating presence, currency and connection in digital learning with video blogs." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0121.
Full textAbstract:
There is a substantial body of work arguing that sense of belonging, connection and interaction is a critical element for students to persist and succeed in learning online. However online students frequently report feeling isolated and disconnected from teachers, peers, and the institution. This paper explores the use of regular, informal video messages to facilitate these connections in a fully online course We argue that such videos can build teacher presence, provide opportunities for sharing feedback, guidance, emerging developments and professional insights, and contribute to a dynamic and engaging learning environment. We share preliminary feedback and reflections on the use of such videos and discuss the next steps in measuring the impact of these videos on student learning and satisfaction.
4
Neubert, Neil, and Hisashige Fujiwara. "A New Digital Video Tape Recording System for Professional Use." In SMPTE Technical Conference. IEEE, 1995. http://dx.doi.org/10.5594/m00493.
Full text
5
Legault, Alain, and Janet Matey. "The Professional Video Industry Needs a Standard, Over-The-Top Digital Audio/Video Expansion Bus." In SMPTE Technical Conference. IEEE, 1996. http://dx.doi.org/10.5594/m00121.
Full text
6
Danilina, Elizaveta V., and Ekaterina V. Milkina. "Video conferencing as a new way of organization educational process in music professional education." In PROCEEDINGS OF THE II INTERNATIONAL SCIENTIFIC CONFERENCE ON ADVANCES IN SCIENCE, ENGINEERING AND DIGITAL EDUCATION: (ASEDU-II 2021). AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0117789.
Full text
7
Mansurova, S. E. "CREATION OF ELECTRONIC EDUCATIONAL RESOURCES IN THE UNIVERSITY LIBRARY." In Dynamics of library and information support for education, science and culture. Omsk State Technical University, 2022. http://dx.doi.org/10.25206/978-5-8149-3568-7-2022-79-91.
Full textAbstract:
The type structure of Electronic Educational Resources (EER) created for students, research and educational employees is considered. The development trends in the digital services of online education are presented. Open access educational materials on websites of the University libraries are analysed. A large amount of factual materials with educational content have been collected and three most common groups of EER have been identified: video-, text- and visual materials. It was found that some types of digital educational content, such as mind maps, animation, educational video games, stop motion videos, computer simulators etc., are almost not presented on the websites of the University libraries although they have significant potential for the modern educational process. The relevance of libraries' EER to the development trends in the digital services of online education is analyzed. The directions in EER development, requiring the attention of library specialists, are determined as follows: modernization of terminology and classification of EER; their verification; the enhancement of the professional competence of employees for improvement of the quality of educational materials; collaboration with the providers of tools and resources for creating educational materials.
8
Kent, Richard A., John T. McGlone, and Norbert W. Zoltowski. "Comparison of Kodak Professional Digital Camera System images to conventional film, still video, and freeze-frame images." In Electronic Imaging '91, San Jose,CA, edited by Winchyi Chang and James R. Milch. SPIE, 1991. http://dx.doi.org/10.1117/12.45343.
Full text
9
Voloshina, Svetlana, and Tat’yana Dubovitskaya. "Practical aspects of the safety of using quasi-scientific video blogging in education." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-19.
Full textAbstract:
The article contains data on the features of using quasi-scientific video blogging in the educational process of a medical College. The main approaches to the definition of "digital security" in the modern Internet environment within the framework of social networks and in the broader aspect of the globalization of the information space are considered. It is proposed to conceptualize social network digital security as an element of the General culture of a modern student. The introduction of interactive methods of engagement using the potential of the Internet makes it possible to update students ' skills in applying the rules of in-network security, as well as to increase the effectiveness of training. The article examines the influence of quasi-scientific video blogging as a system for preparing content, posting it in social networks, and receiving feedback from other network users on the image of students, professional self-determination, and their attitude to intra-network security.
10
Prado, Victor, Carla Delgado, Mônica Ferreira da Silva, Lorena Pires Griõn, Leandro Mendonça do Nascimento, and Waldir Siqueira Moura. "A study with all schools in the city of Maricá during a complete academic year using games to increase students confidence in their professional possibilities in the games industry." In Anais Estendidos do Simpósio Brasileiro de Games e Entretenimento Digital. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/sbgames_estendido.2021.19668.
Full textAbstract:
Brazil is one of the largest video game markets in the world, however, its own game industry is almost nonexistent. Although at first unrelated, Brazil’s public schools focus little on technology use beyond day-to-day affairs, even though Brazil’s National Curriculum guiding document - BNCC, recommends the use of technology in significant ways that stimulate student’s critical thinking. The city of Maricá, Rio de Janeiro, Brazil, decided to legitimize games in schools via a yearlong project, to stimulate local game industry and comply with the National Curriculum guidance. This research was based on results regarding the yearlong experiment with students held during the aforementioned project, called Ti- Games. This initiative involved all fifty schools of the city and is an attempt to answer whether games in schools can or cannot help stimulate student’s confidence in relation to game industry professions. Answers were drawn from 88 students who managed to reach semi-finals and were involved with activities during the whole school year. The study will also show other secondary impacts resulting from the Ti-Games project.