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1
Campinha-Bacote, Darius Dexter. "Pre-Group Preparation in College Counseling Centers: Through the Use of an Audio-Visual Aid." Wright State University Professional Psychology Program / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1308772857.
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Knyszek, Brittney Lynn. "The Impact of Visual Aids on Prenatal Genetic Counseling Session Patient Outcomes." Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1338515186.
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Peck, Christian. "THE EFFECTIVENESS OF VISUAL AIDS IN MOTIVATIONAL COUNSELING ON ORAL HEALTH LITERACY." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2750.
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Purpose: The purpose of this study is to determine if motivational interviewing with written/illustrated infant oral health education provided to caregivers of pediatric dental patients increases caregivers’ oral health literacy compared to verbal only motivational instruction. Methods: This is a cohort study of caregivers and their child receiving oral health anticipatory guidance utilizing motivational interviewing with and without visual aids. Caregivers (N=20) of pediatric dental patients age 0-4 that presented to the Virginia Commonwealth University School of Dentistry for a new patient exam were recruited for the study. Caregivers were randomly assigned into 2 groups: the intervention group (IG), and the control group (CG). Each caregiver took a pre-test to determine their infant oral health literacy. Then the IG received infant oral health education using a flipbook, and the CG received the same information in verbal form. Each caregiver had a brief motivational interviewing session. The caregivers then took the same test (post-test). At the pre-test time period, groups were compared by Fisher’s exact test or a two group t-test, as appropriate. The post-test score of the two groups were compared using an ANCOVA. Results: Currently, 20 patients have been enrolled in the study. There was no significant difference between the CG and the IG in the pre-test scores (P= 0.3913) or the post-test scores (P=0.3022). The intervention group had a nominally higher score after the education. Conclusions: This study was only a pilot study with N=20 caregivers. This study may be used to estimate the number of subjects needed to demonstrate a significant difference.
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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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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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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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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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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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Caldwell, Nicole. "Applied Use of Video Modeling in Educational and Clinical Settings: A Survey of Autism Professionals." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984262/.
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Individuals with autism spectrum disorder (ASD) display deficits in communication and social interaction that can impact their ability to function in daily environments. To remediate these deficits, it is critical for professionals to use effective interventions. While there are many evidence-based practices (EBPs) identified for ASD (e.g., video modeling), the adoption of these EBPs may not occur automatically. Existing research suggests professionals have a generally favorable impression of video modeling. However, little research has examined opinions and applied use of video modeling, which was the purpose of the present study. Using survey methodology, data were collected from 510 professionals in various disciplines (e.g., special educators, speech-language pathologists [SLPs], and behavior analysts [BCBAs]). Data were analyzed primarily via factor analysis and multiple regression. Factor analysis was used to examine the underlying structure of the instrument, revealing two predominant factors: (1) interest in and (2) perceived accessibility of video modeling. Multiple regression was used to examine which demographic characteristics (e.g., age and years of experience) were associated with each factor. Results indicated that BCBAs and SLPs perceived video modeling as more accessible. In terms of interest, professionals who worked with preschool-aged students, who worked in a suburban location, and who had an extended family member with ASD showed higher interest in video modeling. Implications for practice and future research are discussed.
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Hess, Daniel Lund. "The Evolution of Media in the Church Educational System of The Church of Jesus Christ of Latter-Day Saints." BYU ScholarsArchive, 2002. https://scholarsarchive.byu.edu/etd/4787.
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This thesis will chronicle the efforts of Church Educational System employees, those in the Church Audiovisual Department, and those in Church Correlation of the Church of Jesus Christ of Latter-day Saints, in the development of media produced specifically for use in the CES classroom.Following a brief overview of the history of Church Education and LDS motion picture production, this thesis will document the efforts in producing media support for CES from 1965 to the present. It will chronicle how CES media development, approval, and production have mirrored changes and developments in CES curriculum philosophy, Church organization, and advances in motion picture production technology. The creative and collaborative processes during each phase of media development will also be explored.
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Anguiano, Arcelia. "Visual literacy in kindergarten: How can visual literacy be used as a tool to promote student learning in the kindergarten classroom?" CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2559.
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The purpose of this project is to create a guide for planning effective use of visuals. Recent studies demonstrate the effectiveness of using visuals in classroom instruction, including the fact that English language learners benefit from using this tool.
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White, Richard Neal. "A high school physics instructor's website: Design, implementation, and evaluation." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2062.
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In order to test the ability of the Internet to supplement classroom instruction, an instructor-authored WWW site crashwhite.com was developed for two Berkeley High courses: Advanced Placement (AP) physics, and college-prep physics class. The website was intended to supplement classroom instruction by making classroom materials available to students and parents outside the classroom, and to facilitate increased teacher-parent, teacher-student, and student-student communication.
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Basson, Erika Helen. "Die doeltreffendheid van psigotegnologie in huweliksvoorbereiding." Thesis, 2014. http://hdl.handle.net/10210/11841.
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M.A.1. Introduction There is a need for more effective ways in which marital preparation programmes can be presented, as the demand for psychological services exceeds the supply. Psychological education and the application of psychotechnological aids, consisting of printed and video material, computer technology and interactive video-systems may be a major source through which a solution for the above-mentioned problem may be found. 2. Aim of the present study The object of this study was to compare two ways of presenting marital preparation. The effectiveness of the traditional way in which marital preparation is presented, consisting of the help of a program presenter, was compared with the effectiveness of marital preparation presented by psychotechnological aids. 3. Method of research 3.1 The research design The research design selected for the purpose of this investigation was the N = 1 sample design. This design enables one to study a single subject or a couple intensively. The effect of certain interventions can thus be evaluated. Experimental evaluation in research where the N = 1 sample design is used, is found through graphical representation, visual inspection as well as a description of the graphics and visual interpretation. 3.2 The subjects Two engaged couples participated in the research project. Neither had any former experience of a marriage preparation programme. 3.3 The measuring instruments The measuring instruments used in this investigation were: (1) The Dyadic Adjustment Scale; (2) The Empathy Scale; (3) The Communication Skills Test; (4) The' Questionnaire on Positive Reinforcement; (5) The Scoring Procedures for Problem Solving Skills; (6) The Intimacy Questionnaire; (7) Qualitative evaluation. 3.4 The experimental procedure The subjects were exposed to the marriage preparation programme in separate ways. Both couples received a workbook for engaged couples. Supplementary to the workbooks the researcher served as the presenter to the control couple. The experimental couple received interactive video modules, to be completed after each session in the workbook. In spite of the different ways of presentation the subjects had to complete the above-mentioned measuring instruments after specific sessions. It was of utmost importance that the measuring procedure was precisely the same for both couples. On the completion of the program, an-interview situation was used to obtain the qualitative evaluation from each independent couple, in regard to content and presentation of the marital preparation programme. 5. Results of the investigation In regard to the results obtained in the investigation, it appeared that both forms of presentation was duly effective. Both the control and the experimental couples showed a definite improvement with regard to relationship adjustment, from being exposed to the marital preparation programme. It was irrespective of the form of presentation. The conclusion gained was that both forms of presentation should be used supplementary to each other to achieve optimal efficiency. It was shown that both forms of presentation had valuable learning processes.
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Ferreira, Elizabeth. "Media in die ontwikkeling van waarnemingsvaardighede by die junior sekondêre leerling." Thesis, 2014. http://hdl.handle.net/10210/10784.
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M.Ed.Man lives in a specific reality which directs a distinctive appeal towards him so that reality becomes accessible to him. Perception enables the composition of total impressions to form meaningful detail. Man's consciousness to achieve cannot perform if there is no mention of perception. This finding contains special significance for education, since it now becomes the task of the educator to build specimen structures for perception so that the developing character of perception is reflected in it. To make effective use of media in a class situation, general perception principles must be reflected in it, namely, that perception is relative, selective and organised, and are influenced by expectations. In the past, human communication was performed mainly verbally and through the written word, however, with media, new variations of communication and learning have become possible. It is, nevertheless, important to remember that the use of specific media should always be a method to achieve a field goal. Symbols and symbol systems are the most important characteristic of media that can make a contribution to education and learning. On account of different symbol systems exploited by modern media, the preceptor is enabled to perceive the environment in different ways and other cognitive processes are then involved with perception.
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Snyman, Darelle. "Media in die onderrig van die gehoorgestremde leerling." Thesis, 2014. http://hdl.handle.net/10210/9977.
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M.Ed.Hearing-impaired pupils differ from normal-hearing ones in that they have neither language nor speech. The result is an incapability to communicate. To overcome this immense problem, hearing-impaired children are educated with great empathy. The teachers of these children need to have patience, dedication and the capability to implement any available means to fulfil the special needs of their pupils. Media gives the teacher the ways and means to introduce the real world and its components to the child, starting with the wearing of a hearing aid. The hearing aid allows the child to step out of silence into a world of some sound. The education of the hearing-impaired relies on the use of media (that is: printed material, the overhead projector and transparencies, the computer, video, television, music, hearing aids and real objects). Each of the ,above mentioned, fulfils a special need in the education of the hearing-impaired - it brings about more effective teaching and learning. It gives the hearingimpaired the chance to be part of the normal living life .
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Calder, Bruce Donovan. "A psycho-educational programme using audio-visual media for the prevention of adolescent substance abuse." Thesis, 2012. http://hdl.handle.net/10500/8127.
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South Africa has been witnessing an escalation in drug use amongst adolescents in
high school. Thus, the main question that motivated this research was: How can a
psycho-educational programme, using a selected audio-visual media resource, assist
teachers and parents in an effort to prevent adolescent students’ substance abuse
problem behaviour?
Social cognitive theory (SCT) and self-efficacy theory (SET) were used as a
conceptual framework. The study explained these theories in-depth. Adolescent
substance abuse was also studied as well as programmes to address this problem.
This was followed by a perusal of numerous audio-visual resources for their possible
incorporation into prevention programmes. The ‘Above The Influence’ (ATI) resource
was selected for the psycho-educational programme which was designed for the
study. The programme was put into action during seven sessions over a period of
about two months, and implemented with a group of 26 Grade 10 and Grade 11
students in Pietermaritzburg, South Africa, to evaluate its relevance for adolescent
substance abuse prevention. To evaluate the programme, a qualitative approach was used. The data were
gathered during the programme implementation by means of in-person and online
focus groups, individual interviews, written open-ended questions, observation notes
and follow-up interviews some time after the programme had ended. Eleven
principles were identified from the literature to evaluate the potential of the
programme to be effective in preventing adolescent substance abuse. In particular
the programme needed to increase adolescents’ skills related to studying,
communication, peer relationships, self-efficacy, assertiveness, and drug resistance.
The programme also had to employ interactive techniques and needed to address
the type of drug abuse problem in the local community, for example, the ‘gateway’
substances of marijuana, alcohol and tobacco. In addition, the programme potential
was evaluated in the light of SCT and SET. The findings indicated that the psycho-educational programme, using ATI as audiovisual
medium, can be used very effectively by teachers to raise students’ awareness
and develop particular skills that could contribute towards the prevention of adolescent substance abuse. It is recommended that the programme should be used
in the long-term with repeated reinforcing sessions over time.Psychology of Education
D. Ed. (Psychology of Education)
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Hibbert, Melanie C. "Student experiences with instructional videos in online learning environments." Thesis, 2016. https://doi.org/10.7916/D8HQ3ZZ6.
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Drawing upon qualitative methods of semi-structured interviews and observational talk-through interviews, this qualitative dissertation investigates the ways in which graduate students in an online course context experience online instructional videos. A conceptual framework of user experience and multimodality, as well as the framework of sense-making developed by McCarthy and Wright (2004) guided this study and data analysis. The findings of this dissertation have implications for how students are participating in, interacting with, and making sense of online learning environments. Some of the findings of this research include: (a) students do not necessarily experience course videos as discrete elements (or differentiate them with other aspects of the course); (b) the times and contexts in which students view instructional videos shifts (e.g., between home and commuting); (c) student motivations and expectations shape how they approach and orient themselves towards watching online course videos; and (d) multimodal design elements influence students’ meaning-making of online instructional videos. These data findings are all in support of the overarching conclusion of this dissertation, which is that students have significant agency in these online environments, and their meaning-making of online videos may not align with designers’ intentions. This conclusion argues against deterministic views of design. The emerging findings have design implications related to the creation of learning environments in online spaces, such as: (a) fully integrating videos within the broader instructional design of a course; (b) foregrounding the embedded context of instructional videos; and (c) accounting for the shifting times, places, and contexts in which viewers watch instructional videos. This dissertation is situated in the growing field of online education, in particular higher education, where significant money and resources are increasingly dedicated towards the development of online spaces while still much is unknown in relation to the design, experiences, and impact of these online learning environments.
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"Media in die begeleiding van die voorskoolse Down-sindroomkind." Thesis, 2014. http://hdl.handle.net/10210/12854.
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"Evaluation of an educational video for mothers caring for their preterm infants following hospital discharge." 2005. http://library.cuhk.edu.hk/record=b5892432.
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Lee Chor To.Thesis (M.Phil.)--Chinese University of Hong Kong, 2005.
Includes bibliographical references (leaves 102-112).
Abstracts in English and Chinese.
List of appendices --- p.xi
List of tables --- p.xii
List of figures --- p.xii
Chapter CHAPTER 1. --- INTRODUCTION --- p.1
Chapter CHAPTER 2. --- LITERATURE REVIEW
Introduction --- p.3
Prematurity --- p.3
Parental feelings of a preterm birth --- p.5
Transition from hospital to home care --- p.11
Maternal information need --- p.13
Discharge education --- p.15
Use of video education --- p.18
Summary --- p.21
Chapter CHAPTER 3. --- OBJECTIVES AND METHODOLOGY
Aims and Objectives --- p.22
Operational definitions --- p.23
Research design --- p.23
Sample --- p.24
Inclusion criteria --- p.24
Sample size --- p.25
Sampling procedure --- p.26
Educational program of infant care --- p.27
Usual care --- p.27
Educational video --- p.27
Data collection methods --- p.30
Phase I:
Instruments --- p.31
Chinese version State Scale of the State-Trait Anxiety Inventory for Adults --- p.31
The Chinese version of the Maternal Confidence Questionnaire --- p.31
Knowledge Test Infant Care --- p.33
Social Support Questionnaire --- p.35
Demographic information --- p.35
Satisfaction Questionnaire of the Video Education --- p.36
Date Collection procedure in Phase I --- p.37
Phase II:
Instrument --- p.39
Interview guide --- p.39
Data collection procedure in Phase II --- p.39
Data analysis --- p.40
Phase I of the quantitative data --- p.40
Phase II of the qualitative data --- p.41
Pilot study --- p.42
Ethical considerations --- p.42
Chapter CHAPTER 4. --- FINDINGS
Introduction --- p.44
Phase I
Sample --- p.45
Sociodemographic and other characteristics of participating women --- p.45
Demographic characteristics of infants --- p.46
Comparison of sociodemographic data between groups --- p.47
"Maternal outcomes of knowledge, confidence and anxiety about infant care" --- p.52
Knowledge of infant care --- p.52
Confidence in infant care --- p.53
Anxiety concerning infant care --- p.55
Correlation between outcome measures and sociodemographic data --- p.56
Video group women perceived satisfaction of the study video --- p.58
Summary of major findings in Phase I --- p.61
Phase II
Characteristics of informants --- p.62
Six categories emerged from the content analysis --- p.63
Feelings about infant care at home --- p.64
Concerns about the infant --- p.65
Perceptions of the discharge process --- p.67
Sources of support --- p.69
Help-seeking activities --- p.70
Perceptions of the usefulness of video education --- p.74
Differences and similarities in the perceptions of the video group and non-video group women about the experience of caring for their infants at home --- p.77
Summary of major findings in Phase II --- p.78
Chapter CHAPTER 5. --- DISCUSSION
Introduction --- p.80
Sociodemographic characteristics of participants --- p.80
Effects of video education on knowledge of infant care --- p.83
Effects of video education on confidence about infant care --- p.85
Effects of video education on anxiety about infant care --- p.88
Women's feelings about caring for infants at home and their information need --- p.90
Preferred methods of learning about infant care --- p.92
Contributions of the study video --- p.93
Chapter CHAPTER 6. --- CONCLUSION
Limitations --- p.96
Implications for nursing practice --- p.98
Recommendations for farther research --- p.100
Conclusion --- p.101
REFERENCES --- p.102
APPENDICES
Appendix 1a State Scale of State-Trait Anxiety Inventory for Adults (English) --- p.113
Appendix 1b State Scale of State-Trait Anxiety Inventory for Adults (Chinese) --- p.114
Appendix 2a Maternal Confidence Questionnaire (English) --- p.115
Appendix 2b Maternal Confidence Questionnaire (Chinese) --- p.116
Appendix 3a Knowledge Test of Infant Care (English) --- p.117
Appendix 3b Knowledge Test of Infant Care (Chinese) --- p.120
Appendix 4a Social Support Questionnaire (English) --- p.123
Appendix 4b Social Support Questionnaire (Chinese) --- p.125
Appendix 5 Demographic information --- p.127
Appendix 6a Satisfaction Questionnaire of the Video Questionnaire (English) --- p.128
Appendix 6b Satisfaction Questionnaire of the Video Questionnaire (Chinese) --- p.129
Appendix 7a Interview guide (English) --- p.130
Appendix 7b Interview guide (Chinese) --- p.131
Appendix 8a Ethics approval 2001 --- p.132
Appendix 8b Ethics approval 2004 --- p.133
Appendix 9 Permission from Prince of Wales Hospital --- p.134
Appendix 10 Consent form --- p.135
Appendix 11 Comments about the video provided by video group women --- p.136
Appendix 12 Other topics of interest provided by video group women --- p.137
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Labuschagne, Martha Maryna. "Kurrikulêre mediagebruik in primêre skole." Thesis, 2014. http://hdl.handle.net/10210/9801.
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M.Ed. (Media Studies)Curricular media use can be considered as the utilisation of media by a subject-teacher. This implies the selection and integration of media in the tuition study procedure in order to form an integral part of the total teaching-learning procedure. The problem identified in this study is that no research has been done on the Witwatersrand to establish the position of curricular media use in primary schools in the senior primary phase. The objective of this study is to attempt to establish the position of curricular media in the senior primary school phase on the Witwatersrand. This study will essentially be undertaken on the basis of literature and empirical research. In chapter one the context in which the study will be done is set, after which the problem and purpose of the study will be mentioned. In chapter two a study of the literature is undertaken with the focus on curricular media use in the senior primary school phase. Chapter three devotes attention to an exposition of the method of the empirical investigation, the use of this research instrument and the interpretation of the data obtained from the questionnaire. In chapter four a resume is given of the findings in an attempt to consolidate and a few recommendations regarding curricular media use are made. Within the context of the set target and on the grounds of the findings in chapter two and three, the following conclusions are made: It would appear that the position of and attitude towards curricular media use are reasonably positive. Not all of the respondents received tuition in curricular media use during their training as teachers and this is a field that calls for improvement. In-service training is given at schools but not on a regular basis. Teachers are not fully informed on curricular media use and media selection and they are aware of the features of the various educational media but their choice of media in the implementation of curricular media use contradicts their replies. Lack of funds is an important factor. Most of the schools do not have a budget for each subject for curricular media. There is a need for guidelines for the implementation of curricular media use in the senior primary school phase. The following recommendations are made: Primary schools need guidelines on how curricular media use can be implemented. In-service training must be given on a quarterly basis. In-service training must include curricular media use, media selection and media features make provision for this. Teacher training must also Funds must be made available by management for the purchase of curricular media. Further research can be done to establish guidelines for the implementation of curricular media use in the different subjects in the senior primary phase. A comparative study can be done to establish the difference (s) between scholars receiving education through curricular media use and those who do not. Herewith the research into the status of curricular media use in the senior primary school phase within the context of the set aim is provisionally completed.
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"The use of educational video (EV) to facilitate learning of mathematics education in grade ten : a case study of two secondary schools in Durban KwaZulu-Natal province in South Africa." Thesis, 2008. http://hdl.handle.net/10413/1074.
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The integration of technology into teaching and learning has come as new in education. It is a shifting of paradigm from one way of educational thinking to the other. Before entering their classrooms for the first time students already have been using technology devices and educators’ cannot ignore this facts. The South African Ministry of Education has responded to this issue by designing implementation strategies and has mandated all schools in the country to have integrated Technology in the curriculum by 2013. The study anticipated to understand how Educational Video (EV) is used to facilitate learning of mathematics in two Secondary schools in Durban, KwaZulu-Natal Province. The underlying principle was to ascertain the challenges educators encounter in facilitating teaching and learning of mathematics, using EV in two secondary schools in Durban, KwaZulu-Natal Province. A qualitative research approach and case methodology were used to explore these experiences of educators in mathematics instruction. Semi-structured interviews, classroom observations and documents review methods were used to collect data that were analysed and discussed, using the principles of Engagement and Activity theories. Four purposively selected educators and ten grade ten students were interviewed and their mathematics lessons observed. The findings indicated that the integration of video in teaching and learning appears to assist both learners and educators in two schools, and the educators from the two Secondary Schools in Durban, KwaZulu-Natal Province have shown to be comfortable with its use in facilitating mathematics instruction for it enables authentic and higher order thinking in learners by engaging them in complex tasks within collaborative learning contexts. Issues of professional empowerment financial support, and lack of materials, delay the integration of EV in two schools. This would be solved easier if all stakeholders in the education sector were effective in their individual roles for the betterment of education in the whole country.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.
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Bjork, Olin Robert 1970. "Interfacing Milton: the supplementation of Paradise lost." Thesis, 2008. http://hdl.handle.net/2152/3835.
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Jacques Derrida argued that a supplement "adds only to replace." Since the blind Milton dictated his epic to amanuenses, the text of Paradise Lost may be conceived as a supplement to an aural performance. This dissertation itself supplements another project, a digital "audiotext" or classroom edition of Paradise Lost on which I am collaborating with Professor John Rumrich and others. In the audiotext, we reassert the duality of the work as both a print text and an oral epic by integrating an audio recording with an electronic text of the poem. This pairing is informed by our own experiences teaching Paradise Lost as well as by cognitive research demonstrating that comprehension increases when students read and hear a text sequentially or simultaneously. As both a wellspring of the audiotext project and a meditation on its aims, this dissertation investigates the actual effects on readers of print and digital supplements putatively designed to enhance their appreciation or study of the work. The first two chapters examine the rationale and influence of the authorial and editorial matter added to early editions. The final two chapters explore the ways in which digital technology is changing how scholars and readers interact with Paradise Lost and other works of literature. I begin by examining why the first edition of Paradise Lost arrived in 1667 bearing no front matter other than a title page. In Chapter Two, I argue that critics have undervalued the interpretive significance of the prose summaries or Arguments that Milton appended to Paradise Lost and Samson Agonistes. Chapter Three relates the current emphasis on electronic textual encoding in editorial theory to the ideological dominance of Richard Bentley's conjectural approach in the early seventeenth century and of Fredson Bowers's copy-text approach in the 1960s and 70s. Chapter Four introduces the audiotext project and contrast its goals with those of other projects in the Digital Humanities. The audiotext's interface offers multiple viewing modes, enabling the user to display the reading text alone or in parallel with annotations and other supplements. Unlike prior editions and archives, therefore, it accommodates both immersive and analytical reading modes.text
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Swanepoel, Sarita. "Media en die hantering van wanbegrippe in Natuur- en Skeikunde." Thesis, 2014. http://hdl.handle.net/10210/10127.
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M.Ed.Students exhibit misconceptions or deviations from universally accepted concepts. Constructivists trace these misconceptions back' to the unique conceptual frames of reference of students. Ausubel (1985:82) named prior knowledge as the single most important factor influencing learning. New teaching strategies were designed to prevent or eliminate these misconceptions. The strategies are based on guidelines postulated by researchers such as Posner and his co-workers (1982:211). Several strategies use media to motivate students or provide a more concrete base for concept formation. The side effects of the utilization of media are important to designers and users of media. An empirical investigation was launched to determine whether media could also stimulate the formation of misconceptions. The investigation indicated that two dimensional representations of atoms, molecules and ion lattices can lead to misconceptions. Greater care should be taken in the selection of illustrations for textbooks and other media. If these side effects are taken into account by media designers and teachers, media can play a major role in the prevention and elimination of misconceptions.
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Long, Leanne M. "Factors in media selection for quality distance education: a survey of issues and recommendations for practice." Thesis, 2000. http://hdl.handle.net/10413/4753.
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This dissertation examines the contribution that media make in quality distance education and seeks explanations for poor media selection processes. Distance education is viewed in policy documents as playing a crucial role in the development of South Africa and the provision of a wide range of education opportunities through distance methods has increased rapidly. There are however grave concerns about the quality of much of this provision. This reflects global disappointment where many technology-based educational operations failing to meet expectations.
In Part One, the study scrutinizes the role of media in distance education and concludes that conceptually and in practice technology is indeed viewed as a crucial component of distance provision and consequently decision around the selection and usage of media will be significant in quality distance education. Thereafter the study analyses possible reasons for poor media choices, highlighting aspects such as over-enthusiastic beliefs in technology, a neglect of educational issues and an under theorized approach. Given that there has been considerable research activity into media usage, the study then examines why previous research has not been influential in media decisions, concluding that the research is conceptually flawed and overly crude. Having identified and discussed bad practice, Part Two moves into the positive and identifies basic principles in making better choices (such as examining our own beliefs, conceptualizing the relationship between education and technology and mobilizing team approaches). Developing more sophisticated understandings of education and technology and ways in which can be utilized forms the bulk of this section and includes a focus on current notions of quality education. Rather than concluding with strong recommendations, two specific areas for consideration - convergence and media combinations- are suggested.Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 2000.
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Pretorius, Beatrix Aletha. "Media-integrering in onderwysersopleiding." Thesis, 2014. http://hdl.handle.net/10210/9473.
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M.Ed. (Media Integration)The curriculum cycle constitutes a simultaneously continuous and interactive teaching design for the training of primary school teachers. Educational theory, as well as educational training, should be presented within this context to ensure that a measure of practical vocational direction is achieved. This is the task of every lecturer at a college of education. The situation analysis, aim and choice of learning content form the leading introduction which culminates in the creation of the learning opportunity. The learning gain is, however, closely linked to the learning experience within the learning opportunity. A learning opportunity in which educational-media are used, can be an effective opportunity if the media are effectively integrated in the teaching situation, so that a two-directional channel of communication is created. The type of learning-experiences acquired by student teachers during learning experiences must therefore be carefully considered, so that the necessity for meaningful media-integration in the teaching and learning situation, and the important functions that this media integration can fulfil, is both witnessed and experienced. This should result in the creation of technological teaching thought processes in the student teacher. The primary school child is still very much bound to concrete ideas and the student teacher needs to be made constantly aware of this. Even the student who functions on an abstract level, has a need of concrete experiences, for example in Pedagogical Studies, to aid and support him during learning occasions. Indirect (concrete) learning experiences are created by the integration of educational media so that a person can also acquire learning experience through symbols, images, et cetera. The creation of learning opportunities is an important aspect of curriculum design. They must, however, be effective learning opportunities that must define the learning gain during evaluation.
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Bezuidenhout, Wynand C. J. "Die opleiding van onderwysers in die gebruik van opvoedkundige televisieprogramme." Thesis, 2014. http://hdl.handle.net/10210/10143.
Full textAbstract:
M.A. (Media Studies)One of the problems facing formal education in South Africa today is that. of coping with the educational needs of a fast developing country. An important recommendation of the De Lange Report was that educational technology should be utilised to alleviate this problem. Educational television, especially the use of video, is regarded as one of the most important technological media which can assist in this matter. A study was undertaken in the use of educational television in developing and developed countries in resolving educational problems. The role of teacher training in the successful implementation of educational television was also scrutinised. It was found that teacher training played a decisive role in the successful use of this medium. Teachers inadequately trained in the use of the medium lacked the knowledge to use it properly in the classroom. They also showed a resistance to the medium. At· present educational television in South Africa is aimed at non-formal educational needs but from 1 April 1986 the SABC will commence the broadcasting of formal educational programmes. In this study it is thus recommended that training courses in the use of educational television should be instituted at all "teacher training centres in South Africa and that all educational departments should give attention to the formal and non-formal training of in-service teachers .. Guidelines for a training course are suggested in this study. The contents of such a course would include components like television literacy, television and cognition, the analysis and evaluation of programmes, integration with the various subjects, the use and compilation of· support material and small scale television production. It is also recommended that the course should comprise lectures in theory and practical work sessions. -These practical work sessions would be regarded as the most important part of the course.
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Ferati, Mexhid Adem. "DESIGN FOUNDATIONS FOR CONTENT-RICH ACOUSTIC INTERFACES: INVESTIGATING AUDEMES AS REFERENTIAL NON-SPEECH AUDIO CUES." Thesis, 2012. http://hdl.handle.net/1805/3084.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)To access interactive systems, blind and visually impaired users can leverage their auditory senses by using non-speech sounds. The current structure of non-speech sounds, however, is geared toward conveying user interface operations (e.g., opening a file) rather than large theme-based information (e.g., a history passage) and, thus, is ill-suited to signify the complex meanings of primary learning material (e.g., books and websites). In order to address this problem, this dissertation introduces audemes, a new category of non-speech sounds, whose semiotic structure and flexibility open new horizons for facilitating the education of blind and visually impaired students. An experiment with 21 students from the Indiana School for the Blind and Visually Impaired (ISBVI) supports the hypothesis that audemes increase the retention of theme-based information. By acting as memory catalysts, audemes can play an important role in enhancing the aural interaction and navigation in future sound-based user interfaces. For this dissertation, I designed an Acoustic EDutainment INterface (AEDIN) that integrates audemes as a way by which to vividly anticipate text-to-speech theme-based information and, thus, act as innovative aural covers. The results of two iterative usability evaluations with total of 20 blind and visually impaired participants showed that AEDIN is a highly usable and enjoyable acoustic interface. Yet, designing well-formed audemes remains an ad hoc process because audeme creators can only rely on their intuition to generate meaningful and memorable sounds. In order to address this problem, this dissertation presents three experiments, each with 10 blind and visually impaired participants. The goal was to examine the optimal combination of audeme attributes, which can be used to facilitate accurate recognitions of audeme meanings. This work led to the creation of seven basic guidelines that can be used to design well-formed audemes. An interactive application tool (ASCOLTA: Advanced Support and Creation-Oriented Library Tool for Audemes) operationalized these guidelines to support individuals without an audio background in designing well-formed audemes. An informal evaluation conducted with three teachers from the ISBVI, supports the hypothesis that ASCOLTA is a useful tool by which to facilitate the integration of audemes into the teaching environment.
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McIvor, Tom. "Continuous speech recognition : an analysis of its effect on listening comprehension, listening strategies and notetaking : a thesis presented in part fulfilment of the requirements for the degree of Doctorate in Education, Massey University." 2006. http://hdl.handle.net/10179/1471.
Full textAbstract:
This thesis presents an investigation into the effect of Liberated Learning Technology (LLP) on academic listening comprehension, notetaking and listening strategies in an English as a foreign language context (L2). Two studies are reported: an exploratory study and subsequent main study. The exploratory study was undertaken to determine L2 and native speaker (L1) students' perceptions on the effectiveness of the technology on academic listening and notetaking. The main study took a more focused approach and as a result, extended the exploratory study that was done in an authentic lecture context in order to gather data to measure listening comprehension and notetaking quality. The participants in the main study comprised six L2 students: five of whom intended to go to university. The methodology was a multimethod one: data was gathered from notetaking samples, protocol analysis, email responses and a questionnaire. Results indicated that continuous speech recognition (CSR) has the potential to support the listening comprehension and notetaking abilities of L2 students as well as facilitate metacognitive listening strategy use and enhance affective factors in academic listening. However, it is important to note that as CSR is an innovative technology, it first needs to meet a number of challenges before its full potential can be realized. Consequently, recommendations for future research and potential innovative uses for the technology are discussed. This thesis contributes to L2 academic listening and notetaking measurement in two areas: 1. the measurement of LLP-supported notetaking; and, 2. the measurement of LLP-supported academic listening comprehension.
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Nowack, Stephanie Katharina. "The role of film in enhancing intern clinical psychologists’ understanding of borderline personality disorder." Diss., 2018. http://hdl.handle.net/10500/25881.
Full textAbstract:
Text in EnglishPsychologists-in-training are often presented with textbook definitions and descriptions of individuals presenting with psychopathologies. A major challenge for such texts is to effectively convey the relational issues and interpersonal dynamics of the mental disorders. The current study explores the role of film in enhancing intern clinical psychologists’ understanding of borderline personality disorder by specifically utilising the films Sylvia and Black Butterflies. A qualitative, phenomenological study was conducted with 15 clinical psychology interns at a tertiary psychiatric hospital in Gauteng, South Africa. The collected data consisted of responses to open-ended questionnaires and semi-structured interviews and was analysed according to an interpretive phenomenological analysis. Although the analysis was conducted inductively, the researcher also made deductive inferences from the data based on contemplations about the link between archetypes and images and learning and archetypal experiences. The importance of and connection to 21st-century learning skills, the creative learning spiral and a pedagogy of play were also taken into consideration while analysing the data. The findings of the current study suggest the ability of the two films to draw one in and to cause one to emotionally connect with the characters. Furthermore, films form an opportunity for trainees to practice psychodynamic formulations and not only focus on biological reductionisms of the disorder.
Psychology
M.A. (Psychology)
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Patel, Naziyabanu Mohmedsalim. "Towards an e-learning adoption framework for rural-based higher education institutions in South Africa." Diss., 2018. http://hdl.handle.net/11602/1363.
Full textAbstract:
MCom (Business Information Systems)Department of Business Information Systems
The aim of this research study is to propose an e-learning framework to deliver a guideline for the adoption of e-learning considering all major determinants such as technical, operational, organisational, cultural and socio-economical domains, in the setting of rural-based higher educational institutions. E-learning is a process which has arisen from ICT advancement, and it is coordinated together with the education programs at many universities. In South African tertiary institutions, the adoption rate for e-learning is higher in urban-based higher education institutions and colleges and lower in rural-based higher education institutions. Even though with the supposed capacity that e-learning provides, the bigger part of the e-learning approach in rural-based higher education institutions does not achieve their potential. This study focuses on identifying factors which impact the adoption of e-learning at rural-based, higher education institutions and its challenges. A case study approach is undertaken, using mixed methods for collection of data from the respondents based on e-learning adoption at student, educator and institutional level. The study identified the factors which influence the adoption of e-learning in rural-based HEIs. Eventually, the researcher proposed an e-learning framework which contributes to the e-learning adoption in rural-based HEIs, by establishing a guide for these institutions for enhanced planning, development and implementation tool for e-learning adoption using the Unified Theory of Acceptance and Use of Technology Model. The study identified that the e-learning usage and perception was lower in rural-based HEIs as compared to urban-based HEIs, and performance expectancy, effort expectancy, social influence and facilitating conditions are all major factors which influence the adoption of e-learning.
NRF