Gotowe bibliografie tematyczne / Oral and visual interaction in education

Gotowa bibliografia na temat „Oral and visual interaction in education”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Oral and visual interaction in education"

LAMY, MARIE-NOËLLE. "Oral conversations online: Redefining oral competence in synchronous environments". ReCALL 16, nr 2 (listopad 2004): 520–38. http://dx.doi.org/10.1017/s095834400400182x.

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In this article the focus is on methodology for analysing learner-learner oral conversations mediated by computers. With the increasing availability of synchronous voice-based groupware and the additional facilities offered by audio-graphic tools, language learners have opportunities for collaborating on oral tasks, supported by visual and textual stimuli via computer-conferencing. Used synchronously with real-time voice-based work, these tools present learners with the challenge of learning a new type of oral interaction, and researchers with the need for developing methodologies for redefining L2 oral competence in these environments. In this paper we address the latter. We examine approaches from the interactionist branch of Second Language Acquisition research, and we question the ability of this model of language learning to fully account for the processes that take place when learners are interacting with machines while talking to each other. To complement the socio-cognitive insights of that school, we look to interactional linguistics and to social semiotics. Building on findings from these fields, we offer a qualitative discussion of the discourses evidenced in conversational data from two distance-learning projects that use synchronous voice in conjunction with other stimuli, in an intermediate French programme at the UK Open University. We then present detailed conclusions about the methodological challenges involved in analysing the oral competence of students who use these tools.

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Jaén, María Moreno, i Carmen Pérez Basanta. "Developing conversational competence through language awareness and multimodality: the use of DVDs". ReCALL 21, nr 3 (wrzesień 2009): 283–301. http://dx.doi.org/10.1017/s0958344009990036.

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AbstractThe argument for a pedagogy of input oriented learning for the development of speaking competence (Sharwood-Smith, 1986; Bardovi-Harlig and Salsbury, 2004; Eslami-Rasekh, 2005) has been of increasing interest in Applied Linguistics circles. It has also been argued that multimedia applications, in particular DVDs, provide language learners with multimodal representations that may help them ‘to gain broad access to oral communication both visually and auditory’ (Tschirner, 2001: 305). Thus this paper focuses on an exploratory study of teaching oral interaction through input processing by means of multimodal texts.The paper is divided into a number of interconnected sections. First, we outline briefly what teaching conversation implies and examine the important role of oral comprehension in the development of conversational interaction. In fact, it has been suggested that effective speaking depends very much on successful understanding (Oprandy, 1994). In this paper we pay special attention to the crucial role of context in understanding oral interactions. Therefore, we outline the theory of context in English Language Teaching (ELT). The discussion draws on approaches to teaching conversation and it also offers a brief reflection about the need for materials which might convey the sociocultural and semiotic elements of oral communication through which meaning is created.We then discuss the decisions taken to propose a new multimodal approach to teaching conversation from a three-fold perspective: (a) the selection of texts taken from films, and the benefits of using DVDs (digital versatile disc); (b) the development of a multimodal analysis of film clips for the design of activities; and (c) the promotion of a conversation awareness methodology through a bank of DVD clips to achieve an understanding of how native speakers actually go about the process of constructing oral interactions.In sum, the main thrust of this paper is to pinpoint the advantages of using multimodal materials taken from DVDs, as they provide learners with broad access to oral communication, both visual and auditory, making classroom conditions similar to the target cultural environment (Tschirner, 2001).

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Gruson, Brigitte, i Françoise Barnes. "What is the impact of video conferencing on the teaching and learning of a foreign language in primary education?" EuroCALL Review 20, nr 1 (22.03.2012): 75. http://dx.doi.org/10.4995/eurocall.2012.16051.

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Under the French national project “1000 video conferencing systems for primary schools”, a growing number of schools are being equipped of video conferencing systems. The assumption underlying this project is that, by putting students in a position to communicate with distant native speakers, it will enable them to improve their oral and socio-cultural skills. Indeed, by giving young learners the possibility to be in direct visual interaction with native speakers, it seems that video conferencing enhances mutual understanding and develops specific skills both on the students' and the teachers' sides. Yet trying to understand to what extent video conferencing affects teaching and learning strategies is not an easy task. This text focuses on video conferencing sessions taking place between young French and English learners as they play a well-known game “Cluedo”. It presents the first results of a study that relies on a collaborative project in which researchers, teacher-trainers and French and English teachers are involved.

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Padilla-Petry, Paulo, Fernando Hernández-Hernández i Joan-Anton Sánchez-Valero. "Using Cartographies to Map Time and Space in Teacher Learning in and Outside School". International Journal of Qualitative Methods 20 (1.01.2021): 160940692199290. http://dx.doi.org/10.1177/1609406921992906.

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This article explores the relations between teachers’ visual cartographies and oral narratives to better understand the spatial and temporal relations on teacher learning. It builds on a research project whose main questions were: 1) How and where do secondary school teachers learn to teach? 2) What are the consequences of this learning in their pedagogical relations and their students’ learning processes and results? Since narrative research has been a common way of approaching the subject and have led to an emphasis on learning as a journey across contexts and over time, some of its contributions to explore teachers’ learning paths are theoretically discussed, and visual methods, particularly cartographies, are also examined. Furthermore, the article presents the analysis of cartographies and video recordings of 29 secondary school teachers focusing on the interactions in different spaces and moments in time described by them. Findings suggest that learning to be a teacher may happen in interactions with objects, people and spaces beyond the boundaries of school, university and formal places of training and learning. They also show that the rhizomatic character of the cartographies may not prevent teleological thinking or the idea that any kind of learning is purposeful. Finally, this paper concludes that teachers’ learning does not fit the representational frame that distinguishes between formal contents and leisure activities, classrooms and private spaces, lessons and bodies, emotions and knowledge.

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Salian, Anitha, Swathi Sanal Kumar, Srikant Natarajan, Amitha J. Lewis, Nidhi Manaktala, Dilip G. Naik, Karen Boaz, Nandita KP i Shweta Yellapurkar. "Performance of Dental Students in Understanding and Retention of Oral Pathology Concepts: A Comparative Analysis of Traditional versus Live-Field Teaching Methods". Scientific World Journal 2022 (4.07.2022): 1–5. http://dx.doi.org/10.1155/2022/3257377.

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Background. Understanding oral aspects of pathology by traditional techniques has always been a paradigm in the field of dental education. Traditional methods of teaching include interaction using black board, projectors, and alternate methods of teaching such as a student-centered approach where live-field demonstrations, audio visual aids, and student interaction are also gaining importance, ultimately promoting active education. The aim of the study was to compare live-field and static-field teaching methods in understanding and retention of the histopathological features in dental students. Methods. This was a cross-sectional analytical study, wherein a uniform cohort of III-year dental students was obtained by randomizing the study subjects. Practical classes were conducted using traditional black board/static pictures and dynamic live-field teaching comprising of microscope connected to an HD screen and projector demonstrating the preferred microscopic field. Alternately, the level of retention of knowledge was measured using customized topic-based tests. The comparison of average scores was done between live-field and static-field teaching groups using the paired t-test. Results. The test scores using the paired t-test were marginally elevated in the conventional mode of teaching; however, it varied with respect to precise topics taken using both the genres of teaching. Conclusion. A balance of both conventional and virtual teaching needs to be achieved to enhance the comprehension in student learning. Nevertheless, in the impending years, advanced research is entailed to see if the virtual mode of teaching could replace the conventional method for the advancement in the study prospects.

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Fathonah, Yayuk, Diyah Fatmasari i Bedjo Santoso. "Yay’s Dental Education Model as an Effort to Improve Knowledge, Attitudes, and Behavior of Parents of Children with Autism Spectrum Disorder". Jurnal Kesehatan Gigi 9, nr 2 (30.12.2022): 132–36. http://dx.doi.org/10.31983/jkg.v9i2.9205.

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Children with autism have difficulty in terms of social interaction, communication and language, behaviour, imagination, emotional disturbances, sensory perception and motor aspects. Causes common understanding in children with autism, namely difficulty in brushing teeth. More than 60% of parents reported that their children with autism could not brush their teeth. They only brushed their teeth once per day. Another study revealed that 57% of autistic children did not want to put a toothbrush in their mouth, 37% of children were afraid to brush their teeth, and 55% of children did not like the taste or texture of toothpaste. Nearly 47% of children with autism do not understand the importance of brushing their teeth, and half of these children cannot stay still while brushing their teeth. Yay's Dental Education model is an alternative to developing a dental and oral health education model that can be used at home by involving the role of parents. The educational model consists of the Tell-Show-Feel-Do (TSFD) method, Visual Pedagogy, PECS media and Positive Reinforcement (PR). The method in this research is Research and Development with a Quasy Experiment model with a control group pre and post-test design). Based on the results of statistical tests, stated that this model was effective in increasing the mother's knowledge (p = 0.004), attitudes (p = 0.000) and actions (p = 0.001) about maintaining oral health in children with autism. Mothers' knowledge, attitudes and actions can change habits to apply excellent and correct tooth brushing techniques in children. Guidance and mentoring of mothers to maintain dental and oral hygiene are necessary so that children can get used to brushing their teeth and keep healthy teeth and mouth independently.

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Magal-Royo, Teresa, Jesus Garcia Laborda, Marçal Mora Cantallops i Salvador Sánchez Alonso. "Alternative Computer Assisted Communicative Task-based Language Testing: New Communicational and Interactive Online Skills". International Journal of Emerging Technologies in Learning (iJET) 16, nr 19 (12.10.2021): 251. http://dx.doi.org/10.3991/ijet.v16i19.26035.

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Computer-assisted language learning knowledge tests should no longer be designed on traditional skills to measure individual competence through traditional skills such as reading, comprehension and writing, but instead, it should diagnose interactive and communication skills in foreign lan-guages. In recent years in online education, it has been necessary to review the concept of interactive competence in digital environments in a comple-mentary way to its traditional use. It is important to promote a new typolo-gy of alternative tasks and items in tests where examinees can prove a real interactive performance in communication and interaction through the digi-tal scenario. This should be done through tools that facilitate oral negotia-tion, the management and understanding of the information extracted from online repositories, the search for suitable online digital material, and the use of new modes of audio-visual communication. Although some of these tasks have been used in a complementary way in the design of language tests previously: it is true that they have not been applied in a coherent way to be used as an assessment tool. A first approach was made by Miguel Ál-varez, García Laborda & Magal-Royo (2021) in the development of oral ne-gotiation skills through the use of interactive tools. The current online as-sessment models analyzed by García Laborda & Álvarez Fernández (2021) indicate the need to seek new ways of assessing foreign languages through the design of tests that fit in the current digital and interactive world.

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Portnova, Tatiana V. "Folklore and choreography in the dialogue of cultural and national interaction". Perspectives of Science and Education 59, nr 5 (1.11.2022): 53–65. http://dx.doi.org/10.32744/pse.2022.5.4.

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Subject and purpose. In the modern world, the preservation, revival and development of folk culture is becoming relevant. Due to a number of reasons, the original folklore samples are lost, and may not be subject to restoration. Therefore, at present, the problems of fixing and preserving unique folklore data that were created at different times and contained in the creations of famous choreographers remain unresolved. Samples of preserved and studied folklore can serve as a means of developing creative activity, both in dance groups and students studying folk choreography. The purpose of the study is to identify the contact links of folklore and dance culture in the context of national interaction, to identify aspects of the development of folk dance as an ethno–cultural phenomenon, to identify the potential of its use in the poly-artistic education of peoples. Materials and methods. The methodological foundation of the study is based on a discussion analysis, which helps to understand that the originality of choreography manifests in the style, manner of performance, number of participants, pace of movements, composition, genre, and traditions. Russian dances are characteristic of certain choreographic customs, which allows us to consider them not only as folk art but also as a national one. This work employs interdisciplinary and integrated approaches involving cultural studies, folklore studies, art history, and other related sciences. The results of the study. For a long time, dance folklore is one of the important forms of preservation and transfer of the accumulated experience of spiritual culture from one generation to another. Folklore is always modern and distant, it includes a variety of genres, images, poetics, which is due to social and domestic functions, also ways of expression in art. Folklore is an important source for choreography, as it serves as a material that directors resort to – directors during dancing, and theaters are examined for scientific purposes. Choreography uses oral and written folklore, both in semantic and structural aspects. He, refracted through the dance language, acquires the instance of visualization. In some cases, visual folklore becomes a conceptual idea of creating choreographic numbers and whole dance ensembles. In the archaic geometry of the early forms of dance, a communicative function is laid related to the cosmic symbols of the interaction of nature and man. Folklore principles developed in folk choreography mainly rely on the realistic method of expression, which contributed to the complexity of national recognized world schools. In the classical dance, a separate direction of characteristic dance was distinguished, based on national folklore, the mandatory study of which is now included in the educational process of choreographic educational institutions. Thus, the study of folklore in folk dance helps to understand social relations in society between representatives of a certain ethnic group, reveal their spiritual and material culture and present the aesthetic level of the creators. Depending on the ethnic composition of the dance group itself, an acquaintance with a folklore of a certain ethnic group occurs. Modern professional choreographic art, reflecting folklore, complicates and modifies it, can be considered in the context of experimental art practices and potentially used in new stage solutions. Conclusions. The conducted study allows us to conclude that the ideological, developmental, informational, educational, and socioeducational functions are important elements in the system of the art of choreography. Consequently, folklore reflects folk history, and choreographic folklore helps to study folk dances characteristic of the ethnos to which it belongs. Folk dances contain information about the nation, and the dialogue of cultures, i.e., through its representatives, allows us to obtain information about cultural values, relationships, and norms of behavior of people of another ethnic group. Thus, folklore and folk choreography broaden our horizons and integrate the connection of generations, and the communicative properties inherent in them characterize a certain people.

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Shu, Xiaoyang, i Xiaoqing Gu. "An Empirical Study of A Smart Education Model Enabled by the Edu-Metaverse to Enhance Better Learning Outcomes for Students". Systems 11, nr 2 (1.02.2023): 75. http://dx.doi.org/10.3390/systems11020075.

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The Edu-Metaverse, a vast ensemble of different technologies, has initiated a great and unprecedented change in the field of education. This change has been effected through the following Edu-Metaverse characteristics: embodied and multimodal interaction; immersive teaching scenarios, which can accelerate learning and skill acquisition; and the emergence of AI-enabled agents. In comparison to traditional classroom teaching models, smart education is a collaborative and visual model that adopts the latest AI technologies to reach a learning outcome. However, a problem that should be considered is how a smart education model, enabled by the Edu-Metaverse, can be developed to enhance better learning outcomes for students. Such a model should highlight smart pedagogy in the context of the Edu-Metaverse, together with a smart teaching environment, multimodal teaching resources, and AI-enabled assessment. In this study, we focused on the teaching of college English to 60 students from Zhejiang Open University. We investigated the effectiveness of a smart education model, which was empowered by the Edu-Metaverse, in enhancing better learning outcomes for the students, using a combination of qualitative and quantitative research. After the one-semester-long experiment, questionnaires were sent out to complement the interview findings. It was found that the students who engaged in the smart education model in the Edu-Metaverse yielded higher scores in oral English, vocabulary and grammar, reading comprehension, English-to-Chinese translation, and writing than those who engaged in traditional instruction. Therefore, this study suggests that a smart education model enabled by the Edu-Metaverse, which is characterized by a highly immersive experience, multimodal interaction, and a high degree of freedom for resource sharing and creation can help learners to realize deep learning, develop their capacity for high-order thinking, and help them to become intelligent individuals in an online learning space. In order to facilitate this smart learning, we make the following suggestions for educational institutions: (1) teachers should improve the design of teaching scenarios, (2) teachers should focus on learning assessment that is based on core literacy, and (3) teachers’ knowledge of the architecture of the Edu-Metaverse should be enhanced.

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Edwards, Patricia, Mercedes Rico, Alejandro Curado, Juan Enrique Agudo, María Antonia Pain i Héctor Sánchez. "The SHAIEX Project: Principles and Practice for Multimedia Foreign Language Learning in Pre-school". EuroCALL Review 13 (16.03.2008): 15. http://dx.doi.org/10.4995/eurocall.2008.16354.

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<p>Foreign language learning at the pre-school level is a pressing reality in Europe's crosscultural curricula. Along with competency demands, developed by European Union commissions and the various Boards of Education of individual member-states, revolutionary multimedia tools are being implemented in early age bands such as for 3-5 year olds. However, little research has been done thus far for this very young age group of language learners. Without a doubt, careful consideration is to be taken regarding both the psychological and physical capacities in this tender age bracket, far different from those of adolescents and adults. For this reason, the SHAIEX project developed by the GexCALL research group at the University of Extremadura in Spain, attempts to properly address this particular target group by providing innovative<br />adaptation to adequately suit their needs in the foreign language learning and acquisition environment of new technologies. Pedagogical principles are respected in customizing a highly visual and simplistic adaptive design, placing an emphasis on oral/aural language learning skills, highlighting creative cognition for motivational purposes, and, supplying ample psycho-motor interaction for physical control in mastering dexterity with multimedia tools. Plenty of practice is provided in linguistic content as determined by legislative guidelines by means of a three tier system with presentation, interaction, evaluation and reinforcement functional activity blocks. It seems safe to claim that the proper design of multimedia tasks for pre-school children adapted to the youngster's level of knowledge, interests and interaction skills is a<br />potential guarantee that success can be obtained.</p>

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Rozprawy doktorskie na temat "Oral and visual interaction in education"

Wang, Yuping, i n/a. "An Inquiry Into Oral-Visual Interaction Via Internet-Based Desktop Videoconferencing for Language Acquisition at a Distance". Griffith University. Griffith Business School, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070215.132816.

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The research contained in this thesis involves three interdisciplinary dimensions: Distance Language Education (DLE) as the context of the research, videoconferencing as the technology, and the provision of oral and visual interaction in DLE as the core research problem. Though DLE is increasingly gaining importance at the start of 21st century, the inadequate provision of real-time oral-visual interaction still remains a major deficiency. To be more precise, DLE is still producing language learners who cannot speak the target language. I have outlined the urgency in solving this problem (Wang, 2004a), and it is precisely this urgency that grounds this research. This thesis therefore aims to answer the following central research question: in what ways is oral-visual interaction via videoconferencing able to facilitate L2 acquisition at a distance? In the course of answering the central research question, the following subsidiary questions are closely investigated: 1. What are the needs of distance learners in terms of L2 acquisition? 2. What are the benefits and limitations of videoconferencing-supported oral and visual interaction in the process of L2 acquisition? 3. What are the implications and potential of such interaction for L2 acquisition in distance mode? This thesis is set against a background of research on the importance of interaction in second language (L2) acquisition and the capabilities of Computer Mediated Communication (CMC). Interaction has been regarded as an integral part of communicative language learning, which promotes L2 acquisition (see Gass, 2003; Hall, 1995; Kitade, 2000; Lantolf, 1994; Mitchell & Myles, 1998; Ohta, 1995; Swain & Lapkin,1995). However, the preliminary study in this research established that, in the context of DLE, this interactive dimension has been inadequately provided, and that distance language learners do need an improved platform for L2 acquisition, especially in terms of acquiring speaking skills. The distance factor in distance language education calls for the employment of technology as a medium to provide an interactive platform for oral and visual interaction. Thus, the empirical dimension of this research, involving the participation of both on-campus and distance language learners, witnesses a two-stage evaluation of a particular Internet-based desktop videoconferencing tool, NetMeeting. In this evaluation, NetMeeting was used to conduct videoconferencing sessions, in which the teacher and participants could see and hear each other during the completion of meaning-based tasks. A great deal of original data was collected from the qualitative evaluation in regard to the benefits and limitations of videoconferencing-supported oral and visual interaction in the process of L2 acquisition in distance mode. This evaluation is approached from two aspects: the technological capabilities and pedagogical values of videoconferencing. Recommendations on the use of videoconferencing and videoconferencing task designs are proposed on the basis of the research findings. These recommendations are highly significant for practitioners in this field. Following Murray (1999), a combination of data collection methods was employed in an attempt to effectively explore the scope and depth of the participants' learning experience through videoconferencing. These methods include pre- and post-trial written surveys, in-depth post-session and post-trial interviews, videotaped videoconferencing sessions and the researcher's personal observation. Qualitative data analysis methods were adopted. Particularly important is the use of Varonis and Gass's (1985) model for analysing the negotiation routines during meaning-based task completion. The contributions of this research are manifold. Theoretically, the research updates key definitions in DLE and CMC in keeping with recent developments in each respective field. In so doing, this thesis puts forward a theory of an emerging fourth generation DLE with synchronous oral-visual interaction as its defining feature (Wang & Sun, 2001), and also proposes a new taxonomy in CMC (Wang, 2004). Both theories categorize more precisely the different roles played by different technologies and their implications for different learner goals. Empirically, this research first develops criteria for selecting appropriate videoconferencing tools (Wang & Sun, 2001) and criteria for evaluating the appropriateness of videoconferencing tasks. These two sets of criteria were then applied in the two-stage evaluation of NetMeeting, yielding useful data (Wang, 2004a; Wang, 2004b). This research also contributes to our understanding of videoconferencing task design and performance principles. The significant findings from this research confirm that Internet-based desktop videoconferencing is capable of supporting oral-visual interaction in DLE and leads to significant improvements in L2 acquisition. Most importantly, this study informs future research into the nature of oral-visual interaction enabled by videoconferencing by demonstrating how and in what ways such interaction facilitates L2 acquisition. The rapid development of computer technology makes publishing the contributions of this study an ongoing part of this research, in order to maintain the originality of this study. Some of the findings have been published in top-ranking international journals (see Wang and Sun, 2001; Wang, 2004a; Wang, 2004b). This study addresses a real and urgent need in distance language learning - the provision of oral-visual interaction. Findings from this research shed light on many issues untreated in the literature and in the practices of DLE. They also point to possible future trends in the globalisation of education because the effects of the pedagogical distance between the learner and education provider may be neutralized, or at least, minimized, through the use of CMC.

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Wang, Yuping. "An Inquiry Into Oral-Visual Interaction Via Internet-Based Desktop Videoconferencing for Language Acquisition at a Distance". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365681.

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Peck, Christian. "THE EFFECTIVENESS OF VISUAL AIDS IN MOTIVATIONAL COUNSELING ON ORAL HEALTH LITERACY". VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2750.

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Purpose: The purpose of this study is to determine if motivational interviewing with written/illustrated infant oral health education provided to caregivers of pediatric dental patients increases caregivers’ oral health literacy compared to verbal only motivational instruction. Methods: This is a cohort study of caregivers and their child receiving oral health anticipatory guidance utilizing motivational interviewing with and without visual aids. Caregivers (N=20) of pediatric dental patients age 0-4 that presented to the Virginia Commonwealth University School of Dentistry for a new patient exam were recruited for the study. Caregivers were randomly assigned into 2 groups: the intervention group (IG), and the control group (CG). Each caregiver took a pre-test to determine their infant oral health literacy. Then the IG received infant oral health education using a flipbook, and the CG received the same information in verbal form. Each caregiver had a brief motivational interviewing session. The caregivers then took the same test (post-test). At the pre-test time period, groups were compared by Fisher’s exact test or a two group t-test, as appropriate. The post-test score of the two groups were compared using an ANCOVA. Results: Currently, 20 patients have been enrolled in the study. There was no significant difference between the CG and the IG in the pre-test scores (P= 0.3913) or the post-test scores (P=0.3022). The intervention group had a nominally higher score after the education. Conclusions: This study was only a pilot study with N=20 caregivers. This study may be used to estimate the number of subjects needed to demonstrate a significant difference.

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Daunt, Carol. "The nature of interaction in educational videoconferencing". Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36617/1/36617_Duant_1999.pdf.

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This study investigates the nature of interaction that can be achieved in educational videoconferencing and what adaptations (if any) to teaching and learning strategies are necessary. In particular it examines the following: 1. What impact does the technology have on the interactions? 2. Do lecturers have to make adaptations to teaching strategies? 3. Do students have to make adaptations to learning strategies? 4. Can a 'dialogical' approach be used effectively in videoconferencing? During the latter half of 1994, two lecturing staff at the Queensland University of Technology (QUT) used videoconferencing for tutorials, in conjunction with distance education materials, to deliver one subject of a Master of Education course (Organisational Culture and Education Leadership) and assess the adequacy of this mode of delivery for quality teaching and learning in a higher education program. The lecturers were highly experienced university personnel who had delivered this subject face-to-face using a dialogical approach in their lectures. The student group comprised eight mature-age students all located at a provincial centre approximately three hours' drive from Brisbane. All of the participants were educational practitioners: two school principals, one deputy principal, one subject master, three education officers at School Support Centres and one Pre-school teacher (seven females, one male). A review of the literature showed interaction is an important element in learning, but that very few studies on the use of videoconferencing for education have focused on the nature of interaction that can be achieved through the medium. Therefore, this study will make a significant addition to the body of knowledge about how this relatively new communications technology can be employed for educational purposes. This study is based on a mixed-method evaluation design that included an action research process coupled with an interaction analysis. The two research methods form two distinct stages of the study, i.e. action research throughout the planning and delivery of the videoconference sessions, combined with an interaction analysis of videotapes of the videoconference sessions. This mixed-method design was appropriate for this study in order to maximise the data that had been collected, allowing a deeper investigation of the nature of interaction. This study found that videoconferencing allowed the lecturers to replicate the on-campus interaction that is often lacking in distance education programs. Of significance was the fact that the technology did permit the full engagement of these students as adult learners, and experienced professionals, in an approach based on critical reflection, deep learning and metacognition. The study showed that a very high level of interaction comparable in effect to the face-to-face situation, can be achieved and students at this level are able to maintain that interaction for long periods of time. Major findings of the study include: • High quality voice and vision contributed to the ability to interact. • Room layout has an effect on interaction. • User confidence and competence contributed positively to the ability to interact. • Sessions in which dynamic interaction and engagement occurred were successfully conducted for periods of 90 minutes. • Lecturers were able to replicate their current teaching style that relied heavily on a dialogical approach. • Students resented the loss of control in structured videoconferences and expressed higher levels of satisfaction when they were active in setting the agenda. • The established group and consequent group dynamics had a positive effect on the interaction. • Interaction was valued by the students as a teaching/learning strategy. • It appears that the nature of interaction is more important than the amount. This study supports the literature in several areas, but challenges it in others. It confirms research which found that the technology was conducive to highly interactive sessions and hence of benefit in the delivery of educational programs, but challenges the assumptions and recommendations that effective videoconference sessions need to employ different teaching strategies and be structured and focused, including pre-prepared agendas and controlled question and answer procedures. However, due to the size and nature of this particular group of students and lecturers, these notions are not rejected completely, and the conclusions and findings of the study must be recognised as specific to this group under given conditions. While the research offers insights into a particular context, it is not proposed that these results would be replicable in all instances of educational videoconferencing. The study offers significant insights into the nature of interaction that can be achieved if lecturers desire to employ a dialogical approach in their educational videoconferencing.

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Ferroni, Giovana Mendes. "Representações de brinquedos, relevos e descrição oral por crianças com deficiência visual". Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/8871.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
The research objective was to analyze the repertory of representations of means of transportation also called “vehicles” (Aircraft, bicycle, car, sail boat, train and helicopter) expressed in modeling clay, drawing and oral description of children with visual deficiency with the use of models like toys, or reliefs or the reading of the description of a mean of transportation made by the child itself. Participating in the study were two boys with congenital blindness (A and N) and two girls with low vision (G and K) with visual deficiency without any other deficiency associated, with ages between six and nine years old. The research was developed in two institutions frequented by the participants. One of them non-governmental and the other municipal, both specialized in the caring of people with visual deficiency, and localized in two midsize cities in the intern of São Paulo State, where the participants were receiving caring. A period of familiarization between researcher and participant preceded the data collect. The procedure of data collect was made in the following sequence of steps: Repertoire Survey, Intervention, Replication of the repertoire survey and creation of a mean of transportation. The Intervention consisted in presenting the participants the models: toy, relief and orally reading the oral description made by the child itself. In front of each model the children were requested to say the name of the object presented, play the model on a sequence of activities in which they used the modeling clay, pencil and paper to do a drawing and the oral production of the model which was worked on both previous conditions (modeling and drawing). During the confection of the representations the children answered questions about the characteristics and functions of the object presented. The data analysis guided itself by: 1- The component elements featured by the children and the characteristics attributed by them to the mean of transportation in the representations by modeling, drawing and oral description; 2- the type of model used during the intervention: toy, relief and reading of the oral description; 3- the creation of a vehicle using modeling clay, drawing and description. The results showed that, in the absence of models, in dealing with the component elements, the participants with low vision highlighted the external in their productions, for example, wheel, door, while the blind highlighted the internal, like, seat, steering wheel. However, when toys or reliefs were presented, the blind participants also highlighted in their productions the external elements. In the oral description, it was noted that all the children described above all the component elements and the aspects of the function played by them or the vehicles. However, in the oral descriptions of toy models or relief, they referred proportionally more times to the component elements. In reference to the used models in the intervention, the results indicated modifications in the drawing representations, modeling and oral description of the participants, if compared to the productions in the absence of the models. When there was the presentation of the toys to the blind participant, his productions in modeling clay were made on the same representation pattern of the toy, while that the drawing was made in a superior point of view, that is an object seen from the top. When there was the presentation of a relief model, the productions in drawing and modeling clay of the blind participant followed the flat point of view of the relief representation. When the reading of the oral description happened, the representations of the blind participant didn’t change. As to participant K, with low vision, the representations remained adopting the flat point of view for the three types of model. About the vehicle creation step, highlight itself that participant K, with low vision, created a new mean of transportation. The other participants (A, N and G) made means of transportation that had been worked during the intervention. The results empirically proved that the productions of the children with visual deficiency are different from the ones produced by children that can see, seen that they organize the world the notice by other sensorial channels other than the vision. This results were deep-set with the findings about the differences of production between children with visual deficiency. The representations of the blind children and of the ones with low vision considered different points of view; this results contribute to the discussion about the comparing between psychic children, children with visual deficiency/blindness and children with visual deficiency/low vision. It is believed that the results obtained in this work contribute to the discussions, even sparse, about the representations of children with visual deficiency.
O objetivo da pesquisa foi analisar o repertório de representações de meios de transporte também denominados “veículo” (avião, bicicleta, carro, barco a vela, trem e helicóptero) expressas em massa de modelar, desenho e descrição oral de crianças com deficiência visual com o emprego de modelos do tipo brinquedos ou relevos ou leitura da descrição de um meio de transporte feito pela própria criança. Participaram do estudo dois meninos com cegueira congênita (A e N) e duas meninas com baixa visão (G e K) com deficiência visual sem nenhuma outra deficiência associada, com idades entre seis e nove anos. A pesquisa foi desenvolvida em duas instituições frequentadas pelos participantes. Uma delas não governamental e a outra municipal, ambas especializadas no atendimento de pessoas com deficiência visual, e localizadas em duas cidades de médio porte do interior do estado de São Paulo, onde os participantes recebiam atendimentos. Um período de familiarização entre pesquisadora e participantes antecedeu a coleta de dados. O procedimento de coleta de dados foi realizado na seguinte sequência de etapas: Levantamento de Repertório, Intervenção, Replicação do Levantamento de Repertório e Criação de um meio de transporte. A Intervenção consistiu em apresentar aos participantes os modelos: brinquedo, relevo e ler oralmente a descrição oral feita pela própria criança. Diante de cada modelo as crianças foram solicitadas a dizer o nome do objeto representado, reproduzir o modelo em uma sequência de atividades nas quais usaram a massa de modelar, lápis e papel para fazer um desenho e a produção oral do modelo que foi trabalhado nas duas condições anteriores (modelagem e desenho). Durante a confecção das representações as crianças responderam perguntas sobre as características e funções do objeto representado. A análise dos dados guiou-se por: 1- os elementos componentes destacados pelas crianças e as características por elas atribuídas ao meio de transporte nas representações por modelagem, desenho e descrição oral; 2- o tipo de modelo utilizado durante a Intervenção: brinquedo, relevo e leitura da descrição oral; 3- a criação de um veículo utilizando massa de modelar, desenho e a descrição. Os resultados mostraram que, na ausência de modelos, em se tratando dos elementos componentes, os participantes com baixa visão destacaram em suas produções os externos, como por exemplo, roda, porta, enquanto que os cegos destacaram os internos, como, banco, volante. Entretanto, quando houve apresentação de brinquedo ou relevo, os participantes cegos também destacaram em suas produções os elementos externos. Na descrição oral, observou-se que todas as crianças descreveram sobretudo os elementos componentes e os aspectos da função desempenhados por eles ou pelos veículos. Entretanto, nas descrições orais de modelos brinquedo ou relevo elas se referiram proporcionalmente mais vezes aos elementos componentes. No que tange aos modelos utilizados na Intervenção, os resultados indicaram modificações nas representações em desenho, modelagem e descrição oral dos participantes, se comparadas às produções na ausência dos modelos. Quando houve apresentação de brinquedos para o participante cego, suas produções em massa de modelar foram confeccionadas no mesmo padrão de representação do brinquedo, enquanto que o desenho foi feito em um ponto de vista superior, isto é um objeto visto por cima. Quando havia apresentação de modelo em relevo, as produções em desenho e massa de modelar do participante cego seguiu o ponto de vista horizontal da representação em relevo. Quando houve leitura da descrição oral, as representações do participante cego não se modificaram. Quanto à participante K, com baixa visão, as representações permaneceram adotando o ponto de vista horizontal para os três tipos de modelo. A respeito da etapa de criação de um veículo, destaca-se que apenas a participante K, com baixa visão, criou um novo meio de transporte. Os demais participantes (A, N e G) confeccionaram meios de transporte que haviam sido trabalhados durante a Intervenção. Os resultados comprovaram empiricamente que as produções de crianças com deficiência visual são diferentes daquelas produzidas por crianças que enxergam, visto que elas organizam o mundo que percebem por meio de outros canais sensoriais que não a visão. Estes resultados foram aprofundados com os achados sobre as diferenças de produção entre as crianças com deficiência visual. As representações das crianças cegas e daquelas com baixa visão consideraram pontos de vistas diferentes; estes resultados contribuem para a discussão sobre a comparação entre crianças videntes, crianças com deficiência visual/cegueira e crianças com deficiência visual/baixa visão. Acredita-se que os resultados obtidos neste trabalho contribuam para as discussões, ainda que esparsas, sobre as a representações de crianças com deficiência visual.

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Hodgson, Kristin. "Effectiveness of Visual Aids on Preventive Dental Goals". VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/524.

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Purpose: To assess a caregiver’s oral health attitudes, habits, and behaviors pre and post intervention, and to determine whether a particular delivery-style (verbal-only or with visual supplementation) of a motivational interviewing session is more effective in improving oral health behaviors as well as improving success of a chosen preventive goal. Methods: N=140 caregivers of pediatric dental patients were given questionnaires to assess readiness to change and current preventive oral health behaviors. Oral health education was communicated in a MI style (verbal-only or with visual supplementation). One preventive oral health goal was selected to focus on. The home preventive behavior survey was re-administered at follow-up. Results: Preventive home behaviors improved, with no significant difference between interventions. There was significance in the amount of change in items specified as a goal. Conclusions: Behaviors improved significantly after a MI educational intervention. Goal setting and providing oral health education in a MI style can improve home preventive behaviors.

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Rosa, Fernanda Malinosky Coelho da [UNESP]. "Histórias de vida de alunos com deficiência visual e de suas mães: um estudo em Educação Matemática Inclusiva". Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151396.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Esta pesquisa teve por objetivo esboçar uma compreensão sobre como os alunos e seus responsáveis legais, em suas vidas pessoais e durante sua formação escolar, percebem o processo de escolarização no contexto da Educação Especial na perspectiva da Educação Inclusiva. Como fontes para a produção de dados tivemos, além da pesquisa bibliográfica e documental, as textualizações das entrevistas realizadas à luz da metodologia da História Oral praticada pelo Grupo História Oral e Educação Matemática (Ghoem). Esse estudo fornece novos elementos para a recente linha de pesquisa deste Grupo denominada Narrativas e ensino e aprendizagem de Matemática (Inclusiva), que tem como um dos objetivos a produção e o uso de narrativas de professores e de alunos com deficiência para compreender aspectos da educação inclusiva. A partir das narrativas, foi possível estabelecer reflexões sobre o cotidiano de um aluno com deficiência visual dentro e fora de sala de aula, como as mães fizeram/fazem para conseguir tratamento médico e educação para os filhos e, ainda, sobre como os professores e a escola, como um todo, lidam com este aluno. Foi possível perceber ainda como os alunos veem as questões da deficiência em relação ao outro sem deficiência e em relação a si próprio, bem como a questão da formação recebida que, inevitavelmente, está associada à formação de professores. Dessa maneira, também é possível vislumbrar que deve ocorrer uma educação colaborativa nas universidades e nas escolas visando a formação de professores capacitados e especialistas. Por fim, se faz necessário refletir que, enquanto sociedade, se nada mudar no macro não se conseguirá mudar o ambiente escolar e, consequentemente, a Educação Matemática é diretamente influenciada. A inclusão não ocorrerá se os conceitos de padronização, normalidade e a idealização de discentes homogêneos forem perpetuados no ambiente escolar. Assim, esse trabalho contribui para a Educação Matemática (Inclusiva) trazendo novos elementos para a discussão.
This research aimed to outline an understanding of how students and their legal guardians, in their personal lives and during their school education, perceive the schooling’s process in the context of Special Education in the perspective of Inclusive Education. As sources for the data production, we had the bibliographical and documentary research, and interviews that were textualized, carried out in the light of the Oral History methodology practiced by the Oral History and Mathematics Education Group (Grupo de História Oral e Educação Matemática - Ghoem). This study provides new elements for this group's recent research line called Narratives and (Inclusive) Mathematics Teaching and Learning, one of which aims at producing and using narratives of teachers and students with disabilities to understand aspects of Inclusive Education. From the narratives, it was possible to establish reflections on the daily life of a visually impaired student inside and outside the classroom, what mothers did or do to obtain medical treatment and education to their sons or daughters, and how the teachers and the school, as a whole, deal with these students. It was also possible to see how students view issues of disability in relation to the other without disability and in relation to oneself, as well as the question of the received training that is inevitably associated with the teachers’ formation. In this way, it is also possible to envisage that a collaborative education should take place in universities and in schools aiming at the training of qualified teachers and specialists. Finally, it is necessary to reflect that, as a society, if nothing changes in the macro, it will not be possible to change the school environment and, consequently, Mathematics Education is directly influenced. Inclusion will not occur if the concepts of standardization, normality and the idealization of homogeneous students are perpetuated in the school environment. Thus, this work contributes to (Inclusive) Mathematics Education bringing new elements to the discussion.

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Dodson, Melissa M. "Dialogue and interaction in computer-mediated communication : how undergraduate students socially construct knowledge through classroom discourse /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Bacon, Susan Cameron. "The interaction of differentiated cognitive style and an oral interview for students of Spanish at the university level /". The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261553058145.

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Ribeiro, Bruno B. R. "Reshaping Visual Communication Design Curriculum to Support Collaboration with Computer Science and Engineering". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337915762.

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Książki na temat "Oral and visual interaction in education"

1960-, Roe João, red. Children with visual impairments: Social interaction, language and learning. London: Routledge, 1998.

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Bujold, Nérée. L' exposé oral en enseignement. Sainte-Foy, Québec: Presses de l'Université du Québec, 1997.

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Visual art and education in an era of designer capitalism: Deconstructing the oral eye. New York, NY: Palgrave Macmillan, 2010.

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L'oral dans la classe: Compétences, enseignement, activités. Paris, France: L'Harmattan, 2005.

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Quelle formation pour enseigner l'oral. Paris: Harmattan, 2005.

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1950-, MacDonald L. W., i Vince John, red. Interacting with virtual environments. Chichester: J. Wiley, 1994.

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Lee, Galda, red. Real talk in elementary classrooms: Effective oral language practice. New York: Guilford Press, 2011.

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Cooper, Pamela J. Communication for the classroom teacher. Wyd. 5. Scottsdale, Ariz: Gorsuch Scarisbrick, 1995.

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Speech communication for the classroom teacher. Wyd. 3. Scottsdale, Ariz: G. Scarisbrick, 1988.

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Cheri, Simonds, red. Communication for the classroom teacher. Wyd. 8. Boston: Pearson/Allyn and Bacon, 2007.

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Części książek na temat "Oral and visual interaction in education"

De Klerk, Vivian. "Interaction Patterns in University Education". W Oral Discourse and Education, 207–16. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4417-9_21.

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Fox-Turnbull, Wendy. "Oral Interaction in Technology Education". W Learning Technologies and User Interaction, 95–117. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003089704-8.

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Koryzis, Dimitris, Christos V. Samaras, Eleni Makri, Vasilios Svolopoulos i Dimitris Spiliotopoulos. "Visual Cue Streams for Multimodal Dialogue Interaction". W Advances in Human Factors, Business Management, Training and Education, 541–47. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42070-7_50.

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Jagodzinski, Jan. "Situating the Oral Eye in Designer Capitalism". W Visual Art and Education in an Era of Designer Capitalism, 21–40. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230113602_2.

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Comai, Sara, i Davide Mazza. "Usability Assessment of a Multimodal Visual-Haptic Framework for Chemistry Education". W Human-Computer Interaction – INTERACT 2011, 648–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23768-3_104.

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Encarnação, José L., Christoph Hornung, Herbert Kuhlmann i Rolf Lindner. "Advanced Interaction, Multi-Media and Visualization — The Enabling Computer Graphics Techniques for Computer-Based Distant Education and Industrial Training". W Visual Computing, 857–68. Tokyo: Springer Japan, 1992. http://dx.doi.org/10.1007/978-4-431-68204-2_52.

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Sinha, Mitali, i Suman Deb. "An Interactive Elementary Tutoring System for Oral Health Education Using an Augmented Approach". W Human-Computer Interaction - INTERACT 2017, 413–30. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67684-5_26.

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Fernandez, Loretta. "Developing Oral Interaction in Italian Through the Generic Structure of Typified Situations". W Genre in World Language Education, 217–44. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429321009-13.

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Lydianna, Trianita, i Desica Larasati. "The Effect of Audio-Visual Education on Oral Health Knowledge of the 6–12 Years Old Orphans". W Proceedings of the International Conference on Sustainable Innovation on Health Sciences and Nursing (ICOSI-HSN 2022), 345–49. Dordrecht: Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-070-1_42.

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Men, Liang, i Nick Bryan-Kinns. "Supporting Sonic Interaction in Creative, Shared Virtual Environments". W Sonic Interactions in Virtual Environments, 237–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04021-4_8.

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AbstractThis chapter examines user experience design for collaborative music making in shared virtual environments (SVEs). Whilst SVEs have been extensively researched for many application domains including education, entertainment, work and training, there is limited research on the creative aspects. This results in many unanswered design questions such as how to design the user experience without being detrimental to the creative output, and how to design spatial configurations to support both individual creativity and collaboration. Here, we explore multi-modal approaches to supporting creativity in collaborative music making in SVEs. We outline an SVE, LeMo, which allows two people to create music collaboratively. We then present two studies; the first explores how free-form visual 3D annotations instead of spoken communication can support collaborative composition processes and human–human interaction. Five classes of use of annotation were identified in the study, three of which are particularly relevant to the future design of sonic interactions in virtual environments. The second study used a modified version of LeMo to test the support for a creative collaboration of two different spatial audio settings, which according to the results, changed participants’ behaviour and affected their collaboration. Finally, design implications for the auditory design of SVEs focusing on supporting creative collaboration are given.

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Streszczenia konferencji na temat "Oral and visual interaction in education"

Nakano, Yukiko I. "Session details: Oral Session 2: Audio-Visual, Multimodal Inference". W ICMI '15: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/3252447.

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"Nonverbal Communication Strategies in Dyadic Oral Interaction". W International Conference on Economics, Education and Humanities. International Centre of Economics, Humanities and Management, 2014. http://dx.doi.org/10.15242/icehm.ed1214086.

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Ferreira, Isabel, Margarida Morgado i Carina Guimarães. "PROMOTING ORAL INTERACTION OF YOUNG LEARNERS: A TASK-BASED APPROACH". W 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1480.

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Stratton, John A. "Enhancing Faculty-Student Interaction in an Undergraduate Algorithms Course Through Group Oral Presentations". W CEP '21: Computing Education Practice 2021. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3437914.3437975.

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"Application of Interaction Design on Visual Communication Design". W 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.052.

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Mohamad, Noor Halimi Rose, Mohamad Taha Ijab i Suraya Hamid. "Visual interaction cues framework for recycling education using Augmented Reality". W 2021 International Conference on Computer Science and Engineering (IC2SE). IEEE, 2021. http://dx.doi.org/10.1109/ic2se52832.2021.9791879.

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Yao, Fanmei. "An Empirical Study on Multimodal Videotext Learning Strategy to English Audio-visual-oral Ability Improvement". W 2014 International Conference on Education, Management and Computing Technology (ICEMCT-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icemct-14.2014.125.

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Naiqian, Li, i Wu Yafei. "Research on BL Teaching Mode in College English Visual-audio-oral Course Based on POA". W 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210617.120.

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Yao, Fanmei. "Study on Multimodal Video Driver Applying in Flipping Classroom in College English Audio-visual-oral Mode". W International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.292.

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Cai, Ming. "A Study on Flipped Classroom-based Autonomous Learning Model Applied in English Visual-audio-oral Teaching". W 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.74.

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Raporty organizacyjne na temat "Oral and visual interaction in education"

Vakaliuk, Tetiana A., Olha V. Korotun i Serhiy O. Semerikov. The selection of cloud services for ER-diagrams construction in IT specialists databases teaching. CEUR Workshop Proceedings, czerwiec 2021. http://dx.doi.org/10.31812/123456789/4371.

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One of the main aspects of studying databases in higher education institutions by future IT specialists is database design and software product development. This, in turn, is the most important problem of the developer’s interaction with the customer. To facilitate the process of database design, ER-diagrams are used, which are based on the concepts of “Entity” and “Relationship”. An ER diagram allows you to present a database in the form of visual graphical objects that define a specific subject area. The article considers the available cloud services for the construction of ER-diagrams for learning databases of future IT specialists and their selection the method expert evaluation. For this purpose, the criteria and indicators for the selection of cloud services for the construction of ER-diagrams of databases by future information technology specialists have been determined. As a result, it was found that the cloud services Dbdesigner.net and Lucidchart are the most convenient to learn. It is determined that for a teacher of a higher education institution the use of cloud services is an opportunity to use licensed software in education without additional costs.

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Semerikov, Serhiy O., Mykhailo M. Mintii i Iryna S. Mintii. Review of the course "Development of Virtual and Augmented Reality Software" for STEM teachers: implementation results and improvement potentials. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4591.

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The research provides a review of applying the virtual reality (VR) and augmented reality (AR) technology to education. There are analysed VR and AR tools applied to the course “Development of VR and AR software” for STEM teachers and specified efficiency of mutual application of the environment Unity to visual design, the programming environment (e.g. Visual Studio) and the VR and AR platforms (e.g. Vuforia). JavaScript language and the A-Frame, AR.js, Three.js, ARToolKit and 8th Wall libraries are selected as programming tools. The designed course includes the following modules: development of VR tools (VR and Game Engines; physical interactions and camera; 3D interface and positioning; 3D user interaction; VR navigation and introduction) and development of AR tools (set up AR tools in Unity 3D; development of a project for a photograph; development of training materials with Vuforia; development for promising devices). The course lasts 16 weeks and contains the task content and patterns of performance. It is ascertained that the course enhances development of competences of designing and using innovative learning tools. There are provided the survey of the course participants concerning their expectations and the course results. Reduced amounts of independent work, increased classroom hours, detailed methodological recommendations and increased number of practical problems associated with STEM subjects are mentioned as the course potentials to be implemented.

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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, Iryna I. Deinega, Andrii V. Iatsyshyn, Oleksandr O. Popov, Yulii G. Kutsan, Volodymyr O. Artemchuk, Oleksandr Yu Burov i Svitlana H. Lytvynova. Application of augmented reality technologies for preparation of specialists of new technological era. [б. в.], luty 2020. http://dx.doi.org/10.31812/123456789/3749.

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Augmented reality is one of the most modern information visualization technologies. Number of scientific studies on different aspects of augmented reality technology development and application is analyzed in the research. Practical examples of augmented reality technologies for various industries are described. Very often augmented reality technologies are used for: social interaction (communication, entertainment and games); education; tourism; areas of purchase/sale and presentation. There are various scientific and mass events in Ukraine, as well as specialized training to promote augmented reality technologies. There are following results of the research: main benefits that educational institutions would receive from introduction of augmented reality technology are highlighted; it is determined that application of augmented reality technologies in education would contribute to these technologies development and therefore need increase for specialists in the augmented reality; growth of students' professional level due to application of augmented reality technologies is proved; adaptation features of augmented reality technologies in learning disciplines for students of different educational institutions are outlined; it is advisable to apply integrated approach in the process of preparing future professionals of new technological era; application of augmented reality technologies increases motivation to learn, increases level of information assimilation due to the variety and interactivity of its visual representation. Main difficulties of application of augmented reality technologies are financial, professional and methodical. Following factors are necessary for introduction of augmented reality technologies: state support for such projects and state procurement for development of augmented reality technologies; conduction of scientific research and experimental confirmation of effectiveness and pedagogical expediency of augmented reality technologies application for training of specialists of different specialties; systematic conduction of number of national and international events on dissemination and application of augmented reality technology. It is confirmed that application of augmented reality technologies is appropriate for training of future specialists of new technological era.

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, luty 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.

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