Rozprawy doktorskie na temat „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.
Pełny tekst źródłaThis 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
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.
Pełny tekst źródłaDissertação (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
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.
Pełny tekst źródłaPienaar, 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.
Pełny tekst źródłaGoduto, 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.
Pełny tekst źródłaTypescript; issued also on microfilm. Sponsor: Frank L. Smith. Dissertation Committee: Jeanette E. Fleischer. Includes bibliographical references (leaves 128-130).
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.
Pełny tekst źródłaThull, Jean-Paul. "Management of stock effluent spillage from trucks in New Zealand". Lincoln University, 1999. http://hdl.handle.net/10182/778.
Pełny tekst źródłaWestmoreland, 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.
Pełny tekst źródłaThesis advisor(s): Norman F. Schneidswind, Brian Steckler. Includes bibliographical references (p. 35-37). Also available online.
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/.
Pełny tekst źródłaFuller, 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.
Pełny tekst źródłaWilliams, Vanyelle Coughran. "Development of a Physical Science Curriculum for Interactive Videodisc Delivery: A Case Study". Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc332133/.
Pełny tekst źródłaModaresi, Anahita. "Immigrant and Minority Student Visual Narratives of High School Dropout in Atlanta". Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/anthro_theses/22.
Pełny tekst źródłaMatabane, Joconia Babsy. "Video programmes in the teaching of biology for standard 8 black pupils". Thesis, 2014. http://hdl.handle.net/10210/11655.
Pełny tekst źródłaThe 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."...
Kolková, Jiřina. "Aktivizační metody a formy ve výuce přírodovědných předmětů". Doctoral thesis, 2012. http://www.nusl.cz/ntk/nusl-306304.
Pełny tekst źródłaLane, Carla. "Development of a pre-adoption evaluation instrument for distance education telecourses". 1989. http://catalog.hathitrust.org/api/volumes/oclc/24597874.html.
Pełny tekst źródłaCarson, Valerie Lynne. "Screen time and seasonal variation in physical activity among preschool children in Edmonton :". 2009. http://hdl.handle.net/10048/478.
Pełny tekst źródłaTitle 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.
Casella, Rita. "Subjective theories and behaviours in physical education of Italian primary school teachers. Applying a superstructure model to study specialist-generalist teachers differences and the effects of a physical education professional development programme". Doctoral thesis, 2011. http://hdl.handle.net/11858/00-1735-0000-0006-AEF8-7.
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