Relevant bibliographies by topics / Educational programme (video)

Academic literature on the topic 'Educational programme (video)'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Educational programme (video)"

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Lewis, Rebecca, Marilyn Fleer, and Marie Hammer. "Intentional teaching: Can early-childhood educators create the conditions for children’s conceptual development when following a child-centred programme?" Australasian Journal of Early Childhood 44, no. 1 (March 2019): 6–18. http://dx.doi.org/10.1177/1836939119841470.

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This study investigated the practice of two early-childhood educators and their interactions with 24 children (mean age 5.2 years) in an inner-suburban Australian preschool setting. The study specifically examined the nature of how educators ‘intentionally teach’ concepts to young children in a child-centred programme. Six hours of educator–child digital video observations and three hours of educator interviews were gathered and analysed using Kravtsova’s (2009) concept of ‘subject positioning’. The findings suggest that it was challenging to teach intentionally in a child-centred programme based on children’s interests. This research is the first phase of a larger study. It is argued that the tensions between educators’ beliefs about child learning and their role in relation to fostering children’s conceptual development in child-centred programmes could make it difficult for educators to implement intentional teaching as presented in the Australian Early Years Learning Framework (DEEWR, 2009).
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Ureta, M. Antonieta García. "Implementing an education and outreach programme for the Gemini Observatory in Chile." Proceedings of the International Astronomical Union 2, SPS5 (August 2006): 63–66. http://dx.doi.org/10.1017/s1743921307006722.

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AbstractBeginning in 2001, the Gemini Observatory began the development of an innovative and aggressive education and outreach programme at its southern hemisphere site in northern Chile. A principal focus of this effort is centered on local education and outreach to communities surrounding the observatory and its base facility in La Serena, Chile. Programmes are now established with local schools using two portable StarLab planetaria, an internet-based teacher exchange called StarTeachers and multiple partnerships with local educational institutions. Other elements include a CD-ROM-based virtual tour that allows students, teachers and the public to experience the observatory's sites in Chile and Hawaii. This virtual environment allows interaction using a variety of immersive scenarios such as a simulated observation using real data from Gemini. Pilot projects like “Live from Gemini” are currently being developed which use internet video-conferencing technologies to bring the observatory's facilities into classrooms at universities and remote institutions. Lessons learned from the implementation of these and other programmes will be introduced and the challenges of developing educational programming in a developing country will be shared.
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Sakamoto, Takashi. "E-Learning in Japanese Universities." Industry and Higher Education 17, no. 6 (December 2003): 397–404. http://dx.doi.org/10.5367/000000003322776299.

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Higher education institutes in Japan are making serious efforts to introduce the use of information and communications technology (ICT), or e-learning, into their teaching programmes. Three types of educational reform in relation to e-learning are in evidence nationally and internationally: interactive satellite communications; the Internet and video-conferencing systems; and one-way satellite broadcasts. The Virtual University Forum of Japan's National Institute of Multimedia Education (NIME) has identified key requirements for the adoption of such techniques, based on findings from a series of symposia. The Japanese government is promoting strategies for educational reform through e-learning: the IT Basic Law, the e-Japan Strategy Statements I and II, the e-Japan Priority Policy Programme, and the e-Japan 2002 programme are examples of its efforts. Finally, the Science Council of Japan has emphasized the challenges facing those who work in higher education institutions in connection with the future development and application of e-learning. The paper reviews these various statements and initiatives and sets out key actions that need to be taken by individual academics, academic institutions, business and government.
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Vilppu, Henna, Ilona Södervik, Liisa Postareff, and Mari Murtonen. "The effect of short online pedagogical training on university teachers’ interpretations of teaching–learning situations." Instructional Science 47, no. 6 (October 23, 2019): 679–709. http://dx.doi.org/10.1007/s11251-019-09496-z.

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Abstract The aim of the study was to explore whether short online pedagogy courses can have an effect on university teachers’ interpretations of teaching–learning situations. Before and after participating in a short online pedagogical training programme, a total of 66 participants wrote their interpretations of two short video clips, which depicted a content-focused teacher and a learning-focused teacher, respectively. The training was successful in changing participants’ interpretations from a knowledge-transmission view to a learning-facilitation view of teaching. This result indicates that even short online training programmes have the potential to affect participants’ interpretations of teaching–learning situations, especially when participants are not very experienced in teaching. Therefore, pedagogical training should be offered already at the early stages of teaching careers.
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Fischer, Tillmann, Paul Stumpf, Gesine Reinhardt, Peter E. H. Schwarz, and Patrick Timpel. "Video-based smartphone app (‘VIDEA bewegt’) for physical activity support in German adults: a study protocol for a single-armed observational study." BMJ Open 10, no. 3 (March 2020): e034027. http://dx.doi.org/10.1136/bmjopen-2019-034027.

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IntroductionInsufficient physical activity is one of the most important risk factors for non-communicable diseases. Physical activity should therefore be intensively promoted in all age groups. Several trials suggest that it can be effectively increased through smartphone interventions.However, few of the smartphone-interventions available on the market have been scientifically evaluated. Therefore, the described study aims to assess the short-term and long-term effects of the smartphone intervention ‘VIDEA bewegt’ to increase physical activity. The trial is designed as a single-armed observational trial to assess effects under real-life conditions.Methods and analysisThe intervention consists of the smartphone-application ‘VIDEA bewegt’, which is a video-based preventative programme to improve physical activity in everyday life. The application contains several features and components including educational videos, documentation of activity and motivational exercises. A sample size of at least 106 participants is aimed for.The primary objective of this study is to determine the effect of the application on physical activity in German adults. Secondary objectives are to evaluate the self-efficacy, health-related quality of life and usability of ‘VIDEA bewegt’.Data collection is based on online questionnaires, as well as system-internal recorded data.Changes of outcomes from baseline to programme completion and follow-up will be calculated.Ethics and disseminationThe Ethics Committee of the Technical University Dresden approved the study on 25 May 2019 (EK 272062019). All data are processed anonymously and stored on servers only accessible by authorised personnel. The results of the study and the results of the usability test are aimed to be published in a scientific journal.Trial registration numberGerman Clinical Trials Registry (DRKS00017392).
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Laycock, John, and Piranya Bunnag. "Developing teacher self-awareness: feedback and the use of video." ELT Journal 45, no. 1 (January 1, 1991): 43–53. http://dx.doi.org/10.1093/elt/45.1.43.

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Abstract Video is often seen as a useful means of providing feedback to teachers in various kinds of training situation. This article looks at its role in the overall context of feedback, and then outlines its use in a programme with regular practical teaching of real classes, which resulted in the need for generalized viewing guides. Design considerations are outlined, and the guides actually devised are summarized. Experience indicated that the guides had a positive effect in increasing self-awareness, but that they cannot be used in isolation from other forms of feedback.
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Garcia-Mila, Merce, Andrea Miralda-Banda, Jose Luna, Ana Remesal, Núria Castells, and Sandra Gilabert. "Change in Classroom Dialogicity to Promote Cultural Literacy across Educational Levels." Sustainability 13, no. 11 (June 4, 2021): 6410. http://dx.doi.org/10.3390/su13116410.

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In a highly diverse world, cultural literacy is an essential tool for living together in harmony, and dialogic teaching may be a way to promote and develop it among children and adolescents. We define cultural literacy as a set of attitudes (inclusion, tolerance, and empathy) and skills (dialogic argumentation) needed to understand others in our everyday lives. This paper focuses on the effect of a professional development programme to promote dialogue and argumentation to help children and adolescents overcome pre-existing stereotypes and prejudices and foster students’ participation in discussions that contrast divergent viewpoints. This was done through debates on social responsibility issues, living together, and belonging as presented in books and short films addressing the following topics: citizenship, the celebration of diversity, democracy, globalisation, human rights, cooperation, sustainable development, and climate change. After the professional development programme was implemented, we video-recorded two of the 15 student–teacher interaction sessions during the project’s implementation (session #3 and session #8). We analysed the data using a validated coding scheme across three educational levels (three preschool, four primary school, and four secondary school classrooms). We observed moderate gains in secondary education and preschool, but statistically significant gains in primary education.
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Mikulik, Robert, Lucie Vondráčková, Hana Pokorná, Veronika Svobodová, Andreea Madalina Grecu, Jiří Vítovec, Jiří Neumann, and Ondřej Suchý. "Feasibility and efficacy of an educational programme to increase awareness of stroke and heart attack in children." Health Education Journal 78, no. 7 (May 22, 2019): 812–23. http://dx.doi.org/10.1177/0017896919849080.

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Objective:The objective of this study was to evaluate the feasibility and effectiveness of an innovative school stroke and heart attack educational programme for children.Design:Non-randomised controlled trial with intervention and control group conducted in set time periods. Results were compared among time periods in both groups and also between both groups.Setting:The study included children from 47 schools in Czech Republic. Children from 37 schools in one county ( N = 2,436) participated as the target population. The control group involved 900 pupils from 10 schools in another county.Methods:The 45-minute multimedia Web-based video programme was designed to teach the appropriate response to stroke and heart attack symptoms. The target population received education and testing. The control population received only testing and no education.Results:Baseline knowledge assessment was identical across the target and the control populations. After education, knowledge in the target population had improved significantly. After 3 months, knowledge assessment scored 65% in the target population and 66% in the control population (intergroup difference p = .75).Conclusion:The educational programme increased response to stroke and heart attack symptoms compared to the control group, although in the target group comprehension improved only in short term when compared to the baseline. Knowledge for heart attack was better than for stroke.
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MEVARECH, ZEMIRA, NURIT SHIR, and NITSA MOVSHOVITZ-HADAR. "IS MORE ALWAYS BETTER? THE SEPARATE AND COMBINED EFFECTS OF A COMPUTER AND VIDEO PROGRAMME ON MATHEMATICS LEARNING." British Journal of Educational Psychology 62, no. 1 (February 1992): 106–16. http://dx.doi.org/10.1111/j.2044-8279.1992.tb01002.x.

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Popova, Nina V., Anna V. Gavrilova, Anna V. Kuzmina, and Elizaveta L. Popova. "Psychological features of listening comprehension of English-language video materials by technical university students in flipped classroom mode." Tambov University Review. Series: Humanities, no. 185 (2020): 41–55. http://dx.doi.org/10.20310/1810-0201-2020-25-185-41-55.

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Listening comprehension, as the most challenging receptive aspect of learning a foreign language at a technical university, is considered. It is noted that in addition to linguistic difficulties, students experience such psychological difficulties as a lack of recipient’s own perceptual experience, uncomfortable perception conditions, anxiety and fear of failure to perform this type of speech activity. It is shown that the perceptual activity of students, aimed at the auditory perception of English discourse, is naturally included in the most relevant students’ communicative competence. The study is aimed at considering psychological and pedagogical aspects in teaching ordinary listening comprehension without a video sequence and with the use of video materials. We reveal the advantages of using video materials that contribute to the creation of psychologically comfortable conditions for students in the educational process. Opinion analysis of first-year students of the St. Petersburg State University of Telecommunications on conducting listening comprehension in regular and flipped classroom modes is presented: it turns out that most students prefer to perform listening practice at home. We describe the audiovisual technology of advanced independent work on listening comprehension to professionally oriented video materials using the electronic resources VideoAnt, Mindmeister, LMS MOODLE. An advertising film of the computer company CISCO (USA) was used as video course basis, with its subject fully corresponding to the “Service” programme of St. Petersburg State University of Telecommunications.
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Dissertations / Theses on the topic "Educational programme (video)"

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Flandin, Simon. "Analyse de l’activité d’enseignants stagiaires du second degré en situation de vidéoformation autonome : contribution à un programme de recherche technologique en formation." Thesis, Clermont-Ferrand 2, 2015. http://www.theses.fr/2015CLF20013/document.

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Cette thèse rend compte d’une recherche inscrite dans le programme empirique et technologique du « cours d’action », un programme d’anthropologie cognitive poursuivant conjointement (i) un but épistémique par la production de concepts sur l’activité humaine et (ii) un but transformatif par la conception d’aides favorisant des transformations majorantes de cette activité. La thèse s’inscrit plus particulièrement dans un volet consacré à la vidéoformation des enseignants. La recherche dont elle rend compte poursuit des travaux antérieurs décrivant, analysant et modélisant l’activité des enseignants débutants afin de mieux comprendre les difficultés qu’ils rencontrent et les aider à mieux y faire face. Elle fait plus particulièrement suite à ceux qui ont abouti à la conception de NéoPass@ction (neo.ens-lyon.fr), un dispositif de vidéoformation en ligne basé sur la modélisation de l’évolution de l’activité typique des débutants du second degré dans une situation identifiée comme critique : l’entrée en classe et la mise au travail des élèves.L’objectif principal de la thèse est l’étude systématique de l’activité d’enseignants stagiaires du second degré en situation d’utilisation autonome de NéoPass@ction. Son objectif secondaire est l’étude exploratoire de l’influence de cette vidéoformation autonome sur l’activité enseignante en classe. La thèse vise ainsi à (i) investir la modalité d’autonomie en vidéoformation, originale sur le plan empirique ; (ii) contribuer à la connaissance de l’activité et des modalités d’apprentissage des enseignants en situation de vidéoformation, essentiellement étudiées à partir d’objets intermédiaires et rarement à grains fins et de façon holistique ; (iii) alimenter un processus de conception continuée de NéoPass@ction ; et (iv) proposer des pistes technologiques pour la conception et la mise en oeuvre de dispositifs de vidéoformation. Six enseignants stagiaires ont participé à l’étude par deux utilisations autonomes deNéoPass@ction, de quarante-cinq minutes chacune, et en accueillant le chercheur trois fois dans leur classe. Quatre types de données ont été recueillies : des données d’observation (i) de l’activité de vidéoformation (capture dynamique d’écran) et (ii) de l’activité en classe(enregistrements vidéo), et des données d’entretien (iii) de remise en situation à l’aide des traces numériques de l’activité de vidéoformation et (iv) d’autoconfrontation aux enregistrements en classe.Les résultats (i) montrent des structures typiques de différents niveaux dans l’organisation de l’activité en situation d’utilisation de NéoPass@ction ; (ii) montrent des concordances entre activité attendue par les concepteurs et activité réelle des enseignants, mais aussi des décalages motivant des aménagements ; (iii) modélisent un processus typique d’apprentissage (iv) articulant des séquences d’exploration (orientées-dispositif) et d’enquête (orientées-travail), (v) impliquant différents niveaux d’immersion mimétique correspondant à différents types d’enquête, (vi)ouvrant des séquences d’enquête consistant en l’identification et l’évaluation conjointes et spontanées de couplages significatifs [enjeu/action], (vii) aboutissant à la typification des couplages perçus et évalués comme viables et enviables, et (viii) pouvant participer d’une trajectoire de développement et s’accompagner d’échos significatifs en situation de classe. Un premier niveau de discussion globale des résultats mobilise des concepts essentiellement sémiotiques et narratologiques et présente des aménagements effectués et possibles pourNéoPass@ction ; un second niveau repositionne les résultats dans l’état de l’art empirique et technologique et propose des pistes de conception en vidéoformation
This thesis reports on a research included in the empirical and technological program of "course-of-action", a program of cognitive anthropology jointly endorsing (i) an epistemic aim by producing concepts on human activity and (ii ) a transformative aim by designing aids enhancing the improvement of that activity. The thesis is part of a particular strand to video-enhanced teacher development. The research which it reports builds on previous work describing, analyzing and modeling the activity of beginning teachers in order to better understand the challenges they face and help them cope better. It especially follows on those that led to the design of NéoPass@ction (neo.ens-lyon.fr), an online video-enhanced device based on the modeling of the evolution of the typical activity of secondary school beginners in a situation identified as critical : entrying into the classroom and getting students to work. The main aim of the thesis is the systematic study of the activity of trainee teachers of secondary school in a situation of autonomous use of NéoPass@ction. Its secondary aim is the exploratory study of the influence of this autonomous video-enhanced training on teaching activity in the classroom. The thesis thus aims to (i) investigate the modality of autonomous videoenhanced training, an empirically original object; (ii) contribute to the knowledge of activity and of learning conditions for teachers in video-enhanced situations, that are mainly studied from intermediate objects and rarely in a fine-grained and holistic way; (iii) feeding a design-in-use process of NéoPass@ction; and (iv) make technological propositions for the design and implementation of video-enhanced devices and training sessions. Six trainee teachers participated in the study by two autonomous uses of NéoPass@ction, forty-five minutes each, and by hosting the researcher three times in their classroom. Four types of data were collected: observation data (i) of video-enhanced training activity (dynamic screen captures) and (ii) of teaching activity (video recordings); and interview data (iii) of re-situation using digital traces of the video-enhanced training activity and (iv) self-confrontation to classroom recordings. The results (i) identify typical structures of different levels in the organization of the activity in the situations of NéoPass@ction use; (ii) show matches between activity expected by the designers and actual activity performed by the teachers, but also offsets motivating design developments; (iii) model a typical learning process (iv) articulating exploration sequences (device-oriented) and inquiry sequences (work-oriented), (v) involving various levels of mimetic immersion corresponding to various types of inquiry, (vi) opening inquiry sequences consisting in the joint and spontaneous identification and evaluation of significant couplings [issue / action], (vii) resulting in the typification of the couplings perceived and evaluated as viable and “enviable”, and (viii) that can foster vocational growth and generate significant echoes in teaching situations. A first level of overall discussion of the results mobilizes primarily semiotic and narratological concepts and presents completed and possible design arrangements of NéoPass@ction; a second level repositions the results in the state of empirical and technological art and makes propositions for video-enhanced design
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Paula, Bruno Henrique de 1987. "Jogos digitais como artefatos pedagógicos : o desenvolvimento de jogos digitais como estratégia educacional." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/285203.

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Orientador: José Armando Valente
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes
Made available in DSpace on 2018-08-26T17:13:59Z (GMT). No. of bitstreams: 1 Paula_BrunoHenriquede_M.pdf: 4362042 bytes, checksum: 6f3afbfc8ebe39bb7d3985f8ff4bf5d5 (MD5) Previous issue date: 2015
Resumo: Nos últimos anos, nota-se um grande aumento do interesse quanto ao uso de jogos digitais na Educação. Esta aproximação se dá especialmente como uma tentativa para modificar o processo educacional, de modo a conectá-lo às tecnologias digitais, tão ubíquas na atualidade. Contudo, não se pode imaginar que a integração entre videogames e Educação seja trivial: é preciso conhecer as especificidades destes artefatos para então poder explorar ao máximo seu potencial educacional. Da mesma forma, esta integração pode ser realizada de diferentes maneiras, das mais tradicionais, utilizando jogos educativos ou comerciais em contextos escolares, ou através de uma nova abordagem, que propõe que os educandos criem seus próprios jogos e, com isso, possam construir conhecimento e desenvolverem habilidades importantes para a vida contemporânea nesse processo. Destaca-se ainda como essa última abordagem é ainda pouco explorada no Brasil. Através deste projeto, pretende-se refletir tanto sobre as características específicas de um jogo digital, bem como sobre as maneiras nas quais a integração entre jogos digitais e Educação podem ser realizadas, suas potencialidades e dificuldades, com especial atenção ao uso pedagógico da criação de jogos digitais. Dessa forma, espera-se produzir referencial teórico que seja capaz de auxiliar educadores interessados no uso de jogos digitais, bem como disseminar, através de uma experiência de aplicação, a abordagem pedagógica que defende a criação de jogos digitais por parte dos educandos.
Abstract: In recent years, there has been a great interest in the use of digital games in Education. This could be analysed as an attempt to modify the educational process, in order to connect it to digital technologies, which are becoming even more pervasive nowadays. However, one cannot imagine this integration between games and education as trivial: the specific features of these artefacts must be understood to explore their educational potential. Likewise, this integration can be accomplished in different ways, from the most traditional ones, like those which propose the use of commercial or educational games in schools, to new ones, such as students producing their own games and, through this production, construct knowledge and develop relevant skills and competences. It is important to remark that there has been little exploration of this latter approach (game production by students) in Brazil. Through this project, I intend to reflect both on the specific characteristics of a digital game, as well as the ways in which the integration between digital games and education can be carried out, their strengths and difficulties, with special attention to the pedagogical use of game-making. By doing so, I expect to produce a theoretical framework that would assist educators interested in using digital games, as well as to disseminate, through an applied experience, the pedagogical approach which advocates for the creation of digital games by students
Mestrado
Artes Visuais
Mestre em Artes Visuais
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RENAUT, PASCALE. "Proposition d'un programme d'education des asthmatiques par cassette video : pour une meilleure prise en charge de l'asthme chronique." Nantes, 1993. http://www.theses.fr/1993NANT011M.

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Pienaar, Pieter Abraham. "Exploring the impact of narrative arts activities on the self-concept of Grade 9 learners in group context." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10172008-145446.

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Goduto, Leonard R. "Capturing the restructuring of an urban high school on video /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974801.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Typescript; issued also on microfilm. Sponsor: Frank L. Smith. Dissertation Committee: Jeanette E. Fleischer. Includes bibliographical references (leaves 128-130).
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Street, Susan L. "Impact of a participatory ergonomics education programme on work posture and general health status of heavy video display terminal users." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0017/MQ58091.pdf.

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Thull, Jean-Paul. "Management of stock effluent spillage from trucks in New Zealand." Lincoln University, 1999. http://hdl.handle.net/10182/778.

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The key objective of this multi-disciplinary research was to seek for feasible solutions to avoid effluent from livestock trucks spilling onto roads. Stock effluent spillage mainly poses road safety hazards and environmental damage, and also causes offence to road users and tourists. This task required reviewing previous institutional actions, assessing the power of the existing legislation, and evaluating the interests and attitudes of the stakeholder groups involved in the overall livestock supply chain. It was also necessary to consider politics, administration, public policy and economics, gaining the willing cooperation and confidence of the stakeholder groups through application of 'Soft Systems Methodology' (SSM). A key component was the creation of a 13 minute video and its associated brochure as a primary tool for a stakeholder educational awareness programme. It was necessary to analyse the complex relationships between livestock preparation prior to transport; effluent produced in-transit; and end product quality factors. Detailed information pertaining to the nature of livestock shipments by truck in the South Island of New Zealand had to be collected and verified. All the above information were fed into the calculation of an ideal network of in-transit effluent discharge sites on State Highways in the South Island of New Zealand. Assuming the adoption of best practice throughout the supply chain, it was possible to recommend sustainable solutions. The problem is amenable to solution. Adoption of a strong Industry Code of Practice, coupled with the construction of a strategic network of dump sites will enable the industry to avoid the heavy-handed legal consequences of allowing the status quo to continue.
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Westmoreland, Lanier A. "The feasibility of Web-enabled digitized video in a learning environment." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FWestmoreland.pdf.

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Thesis (M.S. in Information Technology Management)--Naval Postgraduate School, September 2003.
Thesis advisor(s): Norman F. Schneidswind, Brian Steckler. Includes bibliographical references (p. 35-37). Also available online.
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Purcell, Steven L. "Integrating digital images into computer-based instruction : adapting an instructional design model to reflect new media development guidelines and strategies /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165453/.

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Fuller, Roger Jason. "Threads in a Tapestry: An Ethnographic Evaluation of Milken Community High School’s Tiferet Fellowship Program." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1285863435.

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Books on the topic "Educational programme (video)"

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Andrea, Ventura, and Hinterberger Hans, eds. Interactive computer programs for education: Philosophy, techniques, and examples. Reading, Mass: Addison-Wesley, 1986.

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Active video: A teaching tool for every classroom. Glenview, IL: Good Year Books, 1998.

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Developing auto-instructional materials: From programmed texts to CAL and interactive video. London: Kogan Page, 1990.

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Romiszowski, A. J. Developing auto-instructional materials: From programmed texts to CAL and interactive video. London: Kogan Page, 1986.

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McConnell, Terry. Video production for school library media specialists: Communication and production techniques. Worthington, Ohio: Linworth Pub., 2000.

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Developing auto-instructional materials: From programmed texts to CAL and interactive video. London: Kogan Page, 1986.

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Nievergelt, Jurg. Interactive computer programs for education: Philosophy, techniques, and examples. Reading, Mass: Addison-Wesley, 1986.

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Beyond TV: Activities for using video with children. Santa Barbara, Calif: ABC-CLIO, 1992.

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Minds in play: Computer game design as a context for children's learning. Hillsdale, N.J: L. Erlbaum Associates, 1995.

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Lisa, Luciano, ed. Ready-to-use literature activities for grades 7-12: With techniques and ideas for using video in the classroom. West Nyack, N.Y: Center for Applied Research in Education, 1989.

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Book chapters on the topic "Educational programme (video)"

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Nolthuis, Joseph. "‘Rights in the Mirror’: An Interactive Video Drama Programme About Human Rights Education." In Multimedia Interface Design in Education, 35–44. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-58126-7_3.

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Aleksić, Veljko. "Interactive TV." In Advanced Technologies and Standards for Interactive Educational Television, 206–12. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0253-2.ch010.

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As the eSports community is growing worldwide, a new modality of interactive television programme dedicated to it is also gaining momentum. eSports' primary purpose was purely recreational, but nowadays, it can be considered as an alternative form of competitive gaming with well-developed infrastructure and a vast number of members and followers. Even at its early stage, followers detached the physical presence at the tournaments from their other activities (socializing, etc.) as they were offered an alternate mean of communication via dedicated video streams. Soon after, an interactive TV eSports programme was introduced making a logical leap towards globalizing. The number of viewers/followers of the Counter-Strike: Global Offensive, League of Legends, Dota2, or Starcraft 2 tournaments is increasing daily, so the specialized TV programmes are providing its content accordingly. This chapter reviews the current trends in eSports community through the prism of interactive TV broadcast and analyzes it future potential.
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Virkus, Sirje. "Blended Learning in a Digital Library Learning Programme." In Advances in Library and Information Science, 238–49. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3688-0.ch017.

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This chapter introduces a blended learning approach within a joint international Erasmus Mundus master programme on Digital Library Learning (DILL) at the Institute of Information Studies (IIS) of Tallinn University. IIS has experimented with technology-based teaching and learning methods and tools since the early 1990s. The DILL programme has been designed to offer ways to integrate traditional strategies with methods offered by the current technology for teaching and learning. The pedagogic approach used advocates using a variety of technology and media for content delivery, communication, collaboration, and student support to meet the needs of diverse student groups and improve the quality of teaching. The chapter introduces using the virtual learning environment, social media tools, open educational resources, and video interactions with remote experts within this programme. A virtual collaboration initiative (Entrepreneurship Seminar on European Virtual Venturing) between the Ecole Supérieure d'Informatique, Réseaux et Systèmes d'Information (ITIN) in Cergy-Pontoise, France, and IIS in Spring 2010 and 2011 within the Human Resource Management Module of this programme is also considered.
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Zdenek, Sean. "Personal Reflections on the Educational Potential and Future of Closed Captioning on the Web." In Communication Technology for Students in Special Education and Gifted Programs, 221–29. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-878-1.ch017.

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This chapter explores the value of closed captioning in universal design. While closed captions positively impact a wide range of our students—deaf, hard of hearing, and hearing—they also have the potential to create more robust and interactive digital learning systems. Caption technology can address the current limitations of video search and retrieval by offering students fully searchable, fully clickable interactive transcripts. The future of closed captioning on the Web will offer students a means to search the video collection of an entire course, or even across all of the videos produced in all of the courses of a department, college, or university. In this future learning environment, captions will enable students to use keywords not only to find and review course content across multiple videos but also to insert their own “margin” notes, share comments with students, and create customizable video mash-ups as study guides.
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Dames, Levette S., and Jennifer Barrow. "Different Enhanced Technology Used in Core Counselor Education Courses." In Handbook of Research on Digital Content, Mobile Learning, and Technology Integration Models in Teacher Education, 149–64. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2953-8.ch008.

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Recently the Council for the Accreditation of Counseling and Related Educational Program (CACREP) broad granted many graduate counselor education programs eight or more year accreditation. In order for these institutions to have been awarded its accreditation, eight core counseling areas should have been addressed in their program or university alike. For counselor education programs to enter the 21st century, technology and media devices should be embraced in all of the eight core counseling areas. The chapter examines the usefulness and effectiveness of enhanced-technology and media devices of five of the eight core counseling areas for advancement and improvement of effective skills for counselors-in-training (CIT). University web-base and audio/video media devices were the common enhanced-technology devices used among five of the core counseling areas. In addition, the school counseling program technologies were also examined. Finally, implications for counselor education are provided.
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Dames, Levette S., and Jennifer Barrow. "Different Enhanced Technology Used in Core Counselor Education Courses." In Research Anthology on Navigating School Counseling in the 21st Century, 560–75. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8963-2.ch030.

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Recently the Council for the Accreditation of Counseling and Related Educational Program (CACREP) broad granted many graduate counselor education programs eight or more year accreditation. In order for these institutions to have been awarded its accreditation, eight core counseling areas should have been addressed in their program or university alike. For counselor education programs to enter the 21st century, technology and media devices should be embraced in all of the eight core counseling areas. The chapter examines the usefulness and effectiveness of enhanced-technology and media devices of five of the eight core counseling areas for advancement and improvement of effective skills for counselors-in-training (CIT). University web-base and audio/video media devices were the common enhanced-technology devices used among five of the core counseling areas. In addition, the school counseling program technologies were also examined. Finally, implications for counselor education are provided.
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Schnackenberg, Heidi L. "Podcasting and Vodcasting in Education and Training." In Handbook of Research on Technoethics, 668–79. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-022-6.ch043.

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On the cutting edge of current technologies are portable media, where users can download information and take it with them to digest it anytime, anywhere. Some of the newest ways of sharing portable information using the Internet are podcasting and vodcasting. Podcasts are a distribution of audio files such as radio programs or music videos, over the web. A derivative of the term (and idea) of podcast is “vodcast,” also commonly referred to as a video podcast. A vodcast functions in much the same way as a podcast, except that instead of users downloading only audio files, they also download corresponding video files to their portable media players. While one might think that podcasting and vodcasting have the ability to revolutionize education and training, these advances are not stand-alone panaceas. However they do offer an incredible educational advantage in that their multimedia aspects attend to a variety of learning needs.
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Berry, Sharla. "The Role of Video and Text Chat in a Virtual Classroom." In Educational Technology and Resources for Synchronous Learning in Higher Education, 173–87. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7567-2.ch009.

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Virtual classrooms allow users in a closed network to communicate through talk, text, and video. While virtual classrooms enable synchronous online learning, little is known about how specific components of web-conferencing technology impact students' experiences. In this case study, the researcher interviewed 20 students in an online doctoral program and analyzed over 50 hours of footage from six online classes. Findings indicate that the video and text chat features of the virtual classroom provided opportunities for constant interaction and increased students' engagement and sense of community.
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Tschida, Christina M., Jennifer L. Gallagher, Kimberly L. Anderson, Caitlin L. Ryan, Joy N. Stapleton, and Karen D. Jones. "Using Video Capture and Annotation Technology to Strengthen Reflective Practices and Feedback in Educator Preparation." In Advances in Early Childhood and K-12 Education, 314–32. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8009-6.ch015.

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In this chapter, the authors share the history of a video capture and annotation technology (VCAT) implementation and provide summaries of research findings to support its continued use and refinement. They also detail the multiple uses and particular objectives they aimed to meet with the technology across different content areas and even across multiple educator preparation programs, including a collaboration between a teacher education program and principal preparation program that was enabled by the technology.
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Hodge, Ashley, and David D. Carbonara. "Video Use in Teacher Education." In Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies, 1–19. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8162-0.ch001.

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Video is a valuable technology used for teaching and learning and specifically, video plays a significant part in effectively preparing pre-service teachers (PSTs) for the profession. Video is now being used as a form of PST assessment, which raises concern as to whether PSTs are being properly supported in this process. Therefore, this chapter turns to years of research on video use in teacher education to 1.) Identify ways that video has effectively been utilized in teacher education 2.) Understand the most operative aspects of video with respect to both the developer and the observer 3.) Explain the concern surrounding video as a means for assessment in teacher education and 4.) Suggest ways to support PSTs in recording and creating their own video segments of teaching. In doing so, this chapter aims to contribute to improving teacher education programs in terms of video-based assessment.
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Conference papers on the topic "Educational programme (video)"

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Arrambide-Leal, Eduardo J., Vianney Lara-Prieto, and Rebeca M. García-García. "Short Videos to Communicate Effectively to Engineering Students." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13002.

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The use of multimedia in education has become a basic tool for educators. As Millennials and Generation Z use technology in their everyday life, the educational model has been shifting towards the use of multimedia and technology to enhance the active learning process. The objective of this project was to design, produce and implement short educational or instructional videos to present content with a more active approach and measure the impact on their understanding and preference. A video with the content of graduation requirements was produced, shared with 240 seniors of Engineering Academic Programs. The results show that 97% of the students liked the video and the way the content was shared and 91.6% of the students find the video format useful. The results show that the learning process was active and effective. The exit poll also shows that 97% of the students think that there should be more educational videos on some other processes. This project included the design, production and implementation of 18 videos. This research describes the approach and impact of using short videos in engineering and transition from a traditional method of sharing content to students to a more active learning environment.Keywords:Educational Videos; Active and Collaborative Learning; Student Engagement; Educational Innovation; Higher Education.
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Wall, J. Gerard, and Katrina Lacey. "Lights, camera, action: Microbiology laboratory teaching in the spotlight." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9429.

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Broadening of access to higher education, leading to increasing class sizes, presents particular challenges in teaching specialised, laboratory-based subjects such as Microbiology. The Republic of Ireland has seen a 20% increase in undergraduate student numbers in the past ten years, with this trend set to continue in the near future. To complement traditional learning approaches, we have designed, produced and trialled a comprehensive suite of teaching videos that demonstrate common techniques taught in our Microbiology degree programme. The 42 videos, each of 4-9 minutes duration, were filmed in-house using a professional film maker. Videos were designed for viewing before linked laboratory sessions to increase student engagement, assist learners with little prior technical experience to process core concepts, and improve the quality of hands-on practical training in the laboratory. Student reaction to a pilot release was exceptionally positive, underlining the videos’ effectiveness for visual learners and the added value of the content due to its bespoke nature. The complete video collection will be amalgamated into our B.Sc. programme in 2019-20. The initiative is expected to enhance students’ experience in hands-on laboratory sessions, promote active learning by blending video into traditional teaching programmes, and support reflective study through their availability.
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Шимбарева, Нина, and Nina Shimbareva. "Multilevel law education: losses and gaining." In St. Petersburg international Legal forum RD forum video — Rostov-na-Donu. Москва: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/conferencearticle_5a3a6fa5d87463.62079337.

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Training of qualified lawyers is considered to be one of the socially significant problems. The higher law education now includes three, relatively independent levels: law bachelor’s programme, law master’s programme and law specialist’s programme. In 2017 the Russian education’s first ever final assessment in doctor’s degree law programme took place. The author of the article gives her own opinion about advantages and disadvantages of the multilevel law education.
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Pereira, Marcus Vinicius, and Agnaldo Arroio. "ANALYSIS OF SCIENCE VIDEOS PRODUCED BY BRAZILIAN MINISTRY OF EDUCATION." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.92.

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It is presented an analysis of science videos produced by Ministry of Education of Brazil to prepare high school students for an exam. It was identified how these videos were produced under filmic analysis framework. They are long duration videos, more similar to TV programs, which incorporate popular Youtube videos to solve problems inset with the dialogue between a presenter (an actor) and a teacher. Also there is weak relation between the guest interviewed and the video subject. Keywords: media literacy, filmic analysis, science education, Youtube.
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Martínez-Victoria, MCarmen, María del Carmen Valls-Martínez, and Isabel María Parra-Oller. "Video tutorials as a support to the face-to-face teaching." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9068.

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Video tutorials are a useful tool that strengthens the face-to-face classes. This study focuses on the influence of videos on the perceptions of students in the subject Advanced Financial Transactions. The results of this analysis show a high level of learner satisfaction. They consider that videos help them to improve their learning outcome, since these reinforce the practical contents which have been previously taught in the master class. Videos allow students to be more proactive and autonomous in their learning. The findings support the relevance of integrating new educational tools in the university study programmes.
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Senn, Gary. "Comparison of Face-To-Face and Hybrid Delivery of a Course that Requires Technology Skills Development." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3358.

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Online learning continues to be among the fastest-growing sectors of higher education. K-12 teachers and education professionals outside of the K-12 classroom are among the consumers taking interest in online learning. With many opportunities for technology-enriched learning, educators are becoming more interested in educational technology programs that will provide them with credentials necessary to serve in the growing areas of educational technology incorporation and online learning. A degree program in educational technology was established that offered classes through a variety of delivery methods. Classes were delivered in face-to-face, online, and hybrid formats. Hybrid classes were offered with some portions online, some face-to-face and, in some cases, twoway, interactive video. To address needs for an increasing number of students who traveled for some distance to participate in the degree program, the faculty began moving the entire program online. Two classes were particularly difficult to move to an online format. These two design and development tools classes required the learning of skills related to specific software packages that were unfamiliar to most students. The classes required much practice with the software packages and much instructor support that included demonstration of skills and troubleshooting during the learning process.
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Koppelman, Herman. "Experiences with Using Videos in Distance Education. A Pilot Study: A Course on Human-Computer Interaction." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3438.

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The number of online resources available for teaching and learning in higher education has been growing enormously during the last decade. A recent development is the emergence of Massive Open Online Courses (MOOCs) and of Open Educational Resources (OER). The result is a huge number of videos that are available on line. Can these videos enrich learning? As a pilot study we added sixteen videos to an existing introductory course in Human-Computer Interaction. This course is mandatory in the Bachelor programs Computer Science and Information Science (second year). Watching the videos was optional for the students. The videos originated for the most part from the MOOC Human-Computer Interaction, produced by Stanford University. We offered this course to a pilot group of eight students. The educational context was problem-based learning in distance education. The videos were welcomed by all of the students and were found to be useful in their learning process. The students watched the videos intensively and appreciated them very well. A main reason for the students to be positive about the videos was that they liked to alternate reading texts and watching videos.
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Faludi, Jeremy, and Adam Menter. "Sustainable Design Education Through a Self-Directed Online System." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12077.

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Sustainable design and engineering is an important topic, yet it is under-represented in educational institutions; moreover, it must be taught to practicing professionals, not just students. A free online system has been created to address both problems at once, providing educational materials for educators and also providing a self-paced program for professionals or students to earn a certificate in sustainable design. Called the Autodesk Sustainability Workshop, it is a collection of video tutorials and supporting materials (PDF reference guides, slide decks, quizzes, and other resources) that can be used either by individuals themselves or by educators (either in schools or the workplace) to learn principles and practical skills related to green design, mechanical engineering, and building science. Its dozens of video tutorials span the range from introduction to fundamental principles in sustainability, to specific operation of analytical software tools such as FEA and energy modeling. All videos are on focused topics and of short duration (typically 3–6 minutes) so they can be inserted into curricula as educators see fit, not forcing a full curriculum structure. For self-guided learners, or educators who desire a full curriculum, an interactive structure provides quizzes along with the learning resources; upon successful completion, they lead up to a certificate in green design. Currently there is only one certificate, in basic building science; future releases will expand the certificate program to sustainable product design as well, since many of the learning resources are on these topics. For content not covered by the certificate program, the website’s information architecture suggests a multi-threaded approach to learning sustainable design. As three-quarters of a million people around the world have already viewed content from the site, this self-directed online learning system is proposed to be a highly scalable method of providing sustainable design and engineering education.
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Alegre-Martínez, Antoni, Maria Isabel Martínez-Martínez, and Jose Luis Alfonso-Sánchez. "Transforming YouTube into a valid source of knowledge for Anatomy students." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11044.

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YouTube is a free and easily accessible tool, with growing importance in the teaching field due to the content of the videos and their interaction options through comments, responses and insertion in social networks. However, some limitations can reduce the value of this tool in University teaching if institutional control is not carried out. Our project consists of the search for experiences based on learning Anatomy on YouTube to be able to incorporate this tool in our department. Almost all researchers found that most of students use YouTube as a source of anatomical knowledge, despite limitations and criticism based on ethical and privacy issues, the video experience itself, the YouTube search algorithm, lack of quality control, advertising purposes or excessive video offer. Researchers experienced that most of the available videos had a poor quality and many mistakes, so professors must be involved in the search and selection of the best appropriate videos. We conclude that YouTube can be used as a source of knowledge for anatomical learning. However it is necessary to inform students of the inconveniences and risks, and make a critical selection by the professors of the videos that best fit in the teaching program.
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Arroio, Agnaldo. "MEDIA LITERACY SUPPORTING TEACHER´S EMPOWER DEVELOPMENT BY VIDEO PRODUCTION IN THE REPUBLIC OF MOZAMBIQUE." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.11.

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Media Literacy is recognized as an essential area to promote critical view for citizens, to promote a democratic society in which citizens are able to consume critically the mass media but also to express themselves by this media as producers. An educational program was designed to support teachers’ empowerment in using different media into the classroom in The Republic of Mozambique. To collect data, a pre and post questionnaire were applied, interviews and the videos produced during the course. According to the results showed, the decentralization of pedagogical tools production was really important achievement from this educational program. Key words: media literacy, ICT, teacher education.
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Reports on the topic "Educational programme (video)"

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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Scoular, Claire, and Ian Teo. Developing strategic plans for an aligned approach to 21st century skills integration. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-626-0.

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This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent approach to integration can still be achieved with a shared understanding from all stakeholders within the system. The course objectives focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. The specific learning objectives were to: Understand components and steps leading to 21CS alignment; Conduct a needs analysis, identifying which steps are currently being met, and which steps need more attention; Develop a strategic plan, identifying which steps are to be prioritized and in which order; Gain insights from other education systems from reflections on successful developments and lessons learned; and Engage in discussion within education systems and with other countries about the emerging area of skills integration, as well as identify future directions. Course participants joined from across 16 Asia Pacific countries and from the Education Quality and Assessment Programme for the Pacific Community (EQAP). The course comprised of eight modules that were spread over three weeks, with content hosted online through the Moodle platform.Each module consisted of pre-recorded video content (30-60 minutes) and team and/or individual activities. The modules were supported by three live sessions that allowed participants to ask questions and share reflections in real time. The course concluded with a webinar that consisted of presentations that were delivered by one member from each Core Strategy Team who shared their team’s strategic plan and reflections from this course.
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The role of incentives in encouraging workplace HIV/AIDS policies and programs. Population Council, 2004. http://dx.doi.org/10.31899/hiv15.1007.

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This brief examines the role of incentives in encouraging companies in Thailand to adopt workplace policies and programs that address AIDS-related stigma and discrimination and respond to the needs of workers for information and services. The research was a collaboration between the Horizons Program, American International Assurance (AIA), the Thailand Business Coalition on AIDS (TBCA), and AusAID. After the initiative was launched (known as the AIDS-response Standard Organization), TBCA staff built relationships with company managers to explain and promote the advantages of joining. Companies agreeing to implement at least three HIV/AIDS workplace policies would receive a reduction of 5–10 percent off group life insurance premiums from AIA, Thailand’s largest insurance provider, if they were AIA clients. As the initiative evolved, TBCA introduced the additional incentive of a certificate endorsed by the government and awarded at a high-profile public ceremony. For each company agreeing to participate, TBCA offered assistance to enhance their activities, including providing educational leaflets, videos, and a mobile exhibition, as well as condoms, peer education training, counseling and referrals to support groups for HIV-positive employees, and assistance with writing company HIV/AIDS policies.
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