Dissertations / Theses on the topic 'Educational programme (video)'

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

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

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).

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.

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.

Using a case study approach, this investigation focused on the deliberations and decision-making processes involved in the development of a physical science curriculum to be delivered by interactive videodiscs. The mediating factors that influenced the developmental processes included the participants and their perceptions, their decisions and factors influencing their decisions. The Curriculum and Instruction Advisory Committee of the Texas Learning Technology Group was selected as the subject of this study which used qualitative data collection methods. Data collection included participant observation of curriculum meetings followed by structured interviews of the participants. Document analyses were triangulated with the observations and interviews to ascertain influences on decision-making processes. Developmental processes indicated the emergence of staff and committee procedures. Procedures were influenced by school district and personal philosophies, teacher and student needs, and constraining factors such as state Developmental processes indicated the emergence of staff and committee procedures. Procedures were influenced by school district and personal philosophies, teacher and student needs, and constraining factors such as state mandates. Other influencing factors included research, tradition, and politics. Core curriculum was to be delivered by interactive videodiscs and include remediation and enrichment loops along with laboratory simulations. Participants stressed that students perform traditional laboratory experiments in addition to simulations. This curriculum also addressed the possibility of the course being taught by teachers not certified in physical science.

This thesis is about the Reading and Writing for Filmmaking Afterschool program, an extracurricular focus group centered around engaging urban immigrant and minority working-class high school students in a discussion about high school dropout using participatory video as a methodological tool. The program was created under the assumption that, (1) within 'free spaces' students who are encouraged to express themselves and explore their social realities through innovative methods will reveal their understanding of high school dropout and the factors contributing to it, and (2) the way these students conceptualize and talk about high school dropout is significant to understanding this phenomenon. Through participatory video, observation, interviews, and storyboard narratives, I examine the discourse of minority and immigrant students as a means of understanding their cultural assumptions and observations of school dropout. As a result, this paper illuminates the issue of immigrant educational retention and attrition in an urban public school setting.

M.Ed. (Media Science)
The influence of technology on our everyday lives and the increasing control that technology exerts over nature and people make mandatory the competencies of our society to evaluate and make- decisions about new technological discoveries. In this regard it is of importance to keep in mind what Toffler (1970:428) attempts to put in its right perspective by saying: "We cannot and must not turn off the switch of technological progress. Only romantic fools babble about returning to a state of nature. A state of nature is one in which infants shrivel and die for lack of elementary medical care, in which, as Hobbes reminded us, the typical life is poor, nasty, brutish and short. To turn our back on technology would be not only stupid but immoral."...

The theme and scope of submitted thesis is "Activating methods and forms in teaching of natural sciences" then followed with regard to the author's certification in chemistry and biology. The thesis is solved in conformity with requirements of the Framework Educational Programme, especially the change of the teaching style in schools. The thesis is written down with respect of a natural continuation of previous work of the author - diploma thesis dealt with project teaching and rigorous thesis was focused on cooperative activities. With regard to the objectives of submitted work the design of the research project is divided into two component parts: a questionnaire survey and a video study.

Thesis of (M.A.)--University of Alberta, 2009.
Title from pdf file main screen (viewed on August 25, 2009). "Fall, 2009." At head of title: University of Alberta. A thesis submitted to the Faculty of Graduates Studies and Research in partial fulfillment of the requirements for the degree of Master of Arts, Faculty of Physical Education and Recreation, University of Alberta. Includes bibliographical references.