Relevant bibliographies by topics / Videotape support material

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Academic literature on the topic 'Videotape support material'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Videotape support material"

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Θεοδοσίου-Δρανδάκη, Ειρ. "PEDAGOGICAL GUIDE FOR THE VIDEOTAPE « GEOTOPES OF MACEDONIA AND THRACE, OUR GEOLOGICAL HERITAGE »." Bulletin of the Geological Society of Greece 36, no. 2 (July 23, 2018): 626. http://dx.doi.org/10.12681/bgsg.16767.

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This paper deals with the printed educational material, created to accompany as study guide the videotape: " our geological heritage- Itinerary to geotopes of Macedonia and Thrace, in Northern Greece", IGME 1997 production. This printed document aims on the one hand, to support the videotape in order that the later, becomes interactive and flexible, while on the other gives the opportunity to candidate student of this independent educational cycle to be trained without the physical presence of educator. It is addressed to distance learning students of geosciences or environment or in persons interested in geology and geological heritage, as well as teachers dealing with environmental education, in tourist guides, land use planners etc. There is no ambition to prepare specialists in geology with this. It simply aims to help in understanding that rocks and subsoil are integral part of the natural world and contain significant information for the past of the Earth, our past. It also aims to help in understanding some meanings of geoconservation, the relevant new terminology of this concept, and to create a communication code with the specialists in order to facilitate the cooperation. The videotape, half an hour duration, aims to give the necessary images and script.
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Kjelgren, Roger, and Larry Rupp. "461 Multimedia Dissemination On and Off Campus of Two Landscape Horticulture Courses." HortScience 35, no. 3 (June 2000): 473C—473. http://dx.doi.org/10.21273/hortsci.35.3.473c.

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We developed two courses, sustainable landscaping and landscape water conservation, to meet time-constrained students on campus and place-bound students off campus. Lecture material consisting of text, slides, drawings, and some video were assembled digitally using presentation software. Each course was broken into nine to10 units by topic matter, and each unit consisted of 50 to 100 individual “slides” containing visuals, text, and audio narration. The lecture material was then packaged for student consumption onto videotape and CD-ROM, and on the Web (without audio) and as hard copy. Students taking the course received a course reader of the lecture material in hard copy and CD format. Contact with the instructor was through e-mail and a threaded newsgroup on the Web. All testing was with take-home quizzes and an exam. These courses had 700 to 800 slides averaging 1 min of narration per slide, equaling 12 to 14 h of audio. Assembly time for 1 h of narration, or about 60 slides, was 20 to 30 h. These courses are taught live in a classroom, where the presentation time is doubled compared to audio narration, alternate years, and have been available every term on an arranged basis. Survey results of 40 students to date taking the course on an arranged basis, obtaining lecture material mainly through CD-ROM, showed that by a 6:1 margin, their learning experience was overall positive. However, by a 19:1 margin, students would have preferred to have taken the course with live classroom instruction. Developing digital courses such as these is only feasible if a faculty member has unequivocal and ample administrative and financial support, and is only cost-effective if there is sufficient student demand outside of conventional scheduling.
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Markham, P. L. "Captioned Television Videotapes: Effects of Visual Support on Second Language Comprehension." Journal of Educational Technology Systems 21, no. 3 (March 1993): 183–91. http://dx.doi.org/10.2190/59jj-0rbn-kkvl-c2yg.

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This study examined the effects of captioned video material on ESL student comprehension with videotaped episodes presenting both low and high audio/video correlation as defined by Garza (1991). Prior research has been restricted to high audio/video correlation material in which the audio track was strongly supported by the video portion (visual images). A total of thirty-seven advanced and thirty-four intermediate ESL students participated in the experiment. The results revealed that both groups were able to recall significantly more idea units ( p < .01) when the captions were available with the episode presenting a low level of visual support (low audio/video correlation). Conversely, caption availability did not substantially improve student recall with the episode presenting a high audio/video correlation.
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Wanska, Susan K., Jan L. Bedrosian, and Joanne C. Pohlman. "Effects of Play Materials on the Topic Performance of Preschool Children." Language, Speech, and Hearing Services in Schools 17, no. 3 (July 1986): 152–59. http://dx.doi.org/10.1044/0161-1461.1703.152.

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This study represents an attempt to empirically support clinical intuition regarding the effects of physical context variables on pragmatic performance. Specifically, the effects of different play materials on the topic performance of 24 4- to 5-year-old children were examined. Children were divided into 12 dyads, 6 male and 6 female, and videotaped in three counterbalanced play situations: Legos, miniature hospital set , and hospital props. All topic initiations and shadings were coded for specific types of topic categories. In support of our clinical intuition, certain play situations were effective in eliciting particular types of topics, having implications for language assessment and intervention.
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Funnell, Martha M., Michael B. Donnelly, Robert M. Anderson, Patricia D. Johnson, and Mary S. Oh. "Perceived Effectiveness, Cost, and Availability of Patient Education Methods and Materials." Diabetes Educator 18, no. 2 (April 1992): 139–45. http://dx.doi.org/10.1177/014572179201800207.

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To determine the efficacy of and need for patient education methods and media, a needs assessment was sent to 816 members of the American Association of Diabetes Educators. Respondents (n=325, 40%) included 62% RNs, 36% RDs, 1% other; 62% CDEs. Their mean number of years experience in diabetes education was 8.5, and 99% routinely provided patient education. Respondents indicated that videotapes and slide tapes were the most educationally effective media and books and audiotapes were the least effective. Booklets and videotapes were the most cost-effective and computer-assisted instruction the least effective. While respondents perceived one-to-one counseling, skills training, and diabetes content sessions to be the three most educationally effective methods, support groups and large and small discussion groups were seen as the three most cost-effective educational methods. Among nine potential barriers to quality patient education listed, educators rated lack of third-party reimbursement as a major barrier most frequently and national availability of quality education materials as a barrier least frequently.
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Olenick, Richard P. "The Development of Video Tapes for High School Physics Courses: The Mechanical Universe and beyond." Journal of Educational Technology Systems 17, no. 1 (September 1988): 33–46. http://dx.doi.org/10.2190/wm1g-31mg-n9ha-yp38.

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Adaptations of the college level PBS series The Mechanical Universe were created by a group of nationally recognized high school physics teachers. The adaptations were created to use the power of the television medium to develop a sound and solid understanding of physics, when used in conjunction with any existing high school course and textbook. Twenty-four modules were developed, each of which contains a ten- to twenty-minute videotape adaptation and written teacher support materials. The topics of these modules were selected to enhance the teaching of classical as well as more modern topics in physics and thereby bring the curriculum closer to the frontiers of physics. The video adaptations are designed to be easily incorporated into a class meeting and make extensive use of historical recreations, complete animation, demonstrations, and applications. The supportive teacher resource materials help teachers integrate the concepts presented in the video with more traditional high-school text materials and to create an interactive environment in the classroom. The inception and development of this project is discussed in detail.
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Li, Fuzhong, Peter Harmer, Karin A. Mack, David Sleet, K. John Fisher, Melvin A. Kohn, Lisa M. Millet, et al. "Tai Chi: Moving for Better Balance—Development of a Community-Based Falls Prevention Program." Journal of Physical Activity and Health 5, no. 3 (May 2008): 445–55. http://dx.doi.org/10.1123/jpah.5.3.445.

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Background:This study was designed to develop an evidence- and community-based falls prevention program—Tai Chi: Moving for Better Balance.Methods:A mixed qualitative and quantitative approach was used to develop a package of materials for program implementation and evaluation. The developmental work was conducted in 2 communities in the Pacific Northwest. Participants included a panel of experts, senior service program managers or activity coordinators, and older adults. Outcome measures involved program feasibility and satisfaction.Results:Through an iterative process, a program package was developed. The package contained an implementation plan and class training materials (ie, instructor’s manual, videotape, and user’s guidebook). Pilot testing of program materials showed that the content was appropriate for the targeted users (community-living older adults) and providers (local senior service organizations). A feasibility survey indicated interest and support from users and providers for program implementation. A 2-week pilot evaluation showed that the program implementation was feasible and evidenced good class attendance, high participant satisfaction, and interest in continuing Tai Chi.Conclusions:The package of materials developed in this study provides a solid foundation for larger scale implementation and evaluation of the program in community settings.
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Celestino, Melissa Leandro, Gabriela Lopes Gama, Gabryella Santos Cordeiro Longuinho, Meico Fugita, and Ana Maria Forti Barela. "Influence of body weight unloading and support surface during walking of children with cerebral palsy." Fisioterapia em Movimento 27, no. 4 (December 2014): 591–99. http://dx.doi.org/10.1590/0103-5150.027.004.ao11.

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Introduction Partial body weight support (BWS) systems have been employed for gait training of children with cerebral palsy (CP). Therefore, it would be important to analyze if the type of walking surface and the amount of body weight unloading over lower limbs change the way these children walk. Objectives Investigate the influence of walking surface and amount of body weight unloading on the spatial temporal characteristics during walking of children with CP. Materials and methods Seven children with spastic CP between four and eight years old and GMFCS (Gross Motor Function Classification System) between I and IV, were videotaped walking with 0%, 15% and 30% of BWS on both dynamic (treadmill) and static (ground level) surfaces. Walking spatial temporal variables were calculated. Results Children walked with similar velocity in all experimental conditions. While stance duration decreased as the percentage of BWS increased, no differences were found for stance and swing periods and cadence. Children walked with longer steps and strides and with faster strides on static surface compared to dynamic surface. Conclusion Children with CP presenting different levels of motor impairment presented some alterations in the spatial temporal walking parameters as they walked with body unloading. However, such alterations might be due mainly to the type of walking surface than the percentage of body weight unloading on lower limbs.
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CHO, JEUNG-RYEUL, CATHERINE McBRIDE, and DAN LIN. "The relation of maternal literate mediation strategies and socioemotional comments to Korean children's Hangul reading." Applied Psycholinguistics 38, no. 1 (May 5, 2016): 155–79. http://dx.doi.org/10.1017/s014271641600014x.

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ABSTRACTThe present study examined Korean mothers’ literate mediation strategies and socioemotional supports for 84 4- and 5-year-old children as they wrote unfamiliar words, and the relation of these strategies and comments to Korean children's Hangul reading. The mother–child writing interactions were videotaped. Eight strategies of maternal literate mediation were subsequently identified and five socioemotional comments were coded. Mothers of 5-year-olds used a coda-focused (i.e., emphasis on the final consonant of a syllable) strategy more often than those of 4-year-olds. The maternal coda focus was uniquely associated with children's word reading over and above mothers’ education and children's age, grade, vocabulary, and writing skill. Maternal literate mediation focused on the consonant–vowel (CV) subsyllabic unit, which explained children's reading of CV Gulja (Korean written syllable). These results suggest that efficient maternal literate mediation strategies focus on salient psycholinguistic grain size of Korean language such as CV (body) and coda subsyllabic units. In addition, the two socioemotional categories of process and critical comments were uniquely associated with children's reading. Findings underscore the importance of Korean language and culture in mothers’ early scaffolding to facilitate children's literacy acquisition.
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Hagelskjær, Vita, Mette Krohn, Pia Susanne Christensen, and Jeanette Reffstrup Christensen. "Canadian Occupational Performance Measure Supported by Talking Mats: An Evaluation of the Clinical Utility." Occupational Therapy International 2019 (January 22, 2019): 1–11. http://dx.doi.org/10.1155/2019/9367315.

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Background. Some clients with cognitive and communicative impairments after a brain injury are unable to participate in the Canadian Occupational Performance Measure (COPM) without support. The study originates from an assumption that some of these clients are able to participate independently in the COPM interview by using a visual material.Aim. The aim was to investigate the clinical utility of COPM supported by Talking Mats (TM) for community-based clients with cognitive and communicative impairments.Methods. Six clients (51–60 years) were included. After matching the visual material of TM to COPM, the COPM interview was administered twice with an interval of 10 days, once using TM and once without. Interviews were videotaped and studied by six evaluators.Results. The most obvious benefits of using TM as a supportive tool in the COPM interview were related to the first two steps of the COPM interview.Conclusion. Using TM in the COPM interview with clients with cognitive and communicative impairments after a brain injury is recommended as the basis for goal setting. The present study demonstrates a possibility to include a COPM interview to clients who had not been able to complete a COPM interview and thus start a rehabilitation process in a client-centered manner.
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Dissertations / Theses on the topic "Videotape support material"

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Richardson, Lesley, and n/a. "The effectiveness of videotape support in enhancing print based learning material." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20061107.124959.

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In higher education greater emphasis is being placed on independent study techniques for both on-campus and off-campus (distance education) students. At the University College of Southern Queensland the development of learning support material has been print based with other media included as supplementary material. The purpose of this study was to see if videotape support material had a mark benefit on the improvement of learning for students using print based study material as their basic learning resource. A Solomon Four-Group research design was used for this study. Subjects comprised all level-three Diploma of Education students of the UCSQ undertaking a creative arts unit. Sculptures produced by the students were assessed by three judges using a rating scale devised by the researcher. Results indicated that no benefit was gained by the addition of videotape support material. Implications for the design and integration of videotape support material in independent study material, and for production procedure are presented in this study.
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Conference papers on the topic "Videotape support material"

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Shkil, Т. V., and Т. S. Belikova. "ORGANIZATION OF A LABORATORY PRACTICAL FOR PHYSICS IN DISTANCE FORM WITH THE USE OF INFORMATION AND DIGITAL TECHNOLOGIES." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.152-154.

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The article provides system information about the laboratory workshop of the Department of Physics of DSTU as a high-tech science-intensive complex. A detailed description of the method of remote laboratory training is given. For the technical support of classes, a number of laboratory works were videotaped; for each work, a methodological kit was formed, containing all the materials necessary to perform the work remotely.
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Milne, Andrew J., and Larry J. Leifer. "Information Handling and Social Interaction of Multi-Disciplinary Design Teams in Conceptual Design: A Classification Scheme Developed From Observed Activity Patterns." In ASME 2000 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/detc2000/dtm-14572.

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Abstract Economical “intelligent” technologies emerging from the fields of electrical engineering, materials science, and computer science are making product design an increasingly multi-disciplinary activity. Collaboration among disciplinary specialists is particularly important in the early phases of the design process, when alternative technology strategies are considered and initial solution approaches are planned. In an effort to design new forms of technology-supported global learning spaces, Stanford University sponsored a design charrette, bringing together participants from a variety of disciplines to develop design requirements for both the technological and physical architecture of such spaces. The design activity was videotaped and later analyzed in an attempt to understand how design teams were using information and how much emphasis each team placed on information handling activity vs. social interaction. One outcome of this work was the development of a coding scheme that can be applied to analyze activity of design teams during the early phases of conceptual design. Another outcome was a quantitative analysis of the design activity. The analysis of two design teams with apparently very different process approaches revealed similar activity patterns. It also showed a rather even distribution within each team between “information introduction” activities and “process navigation” activities. The results demonstrate the importance of detailed, structured analysis of design team activity and suggest opportunities for future research in this area.
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Journal articles
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