YouTube Integration in Science Classes: Understanding Its Roots, Ways, and Selection Criteria

YouTube is among the popular platforms in social media in today’s digital age. Along with this popularity and the pressure to integrate ICT in the curriculum, the myriad of benefits afforded by YouTube for the improvement of science education encourage science teachers to utilize it in the teaching-learning process. This investigation was then effected to generate an understanding of science teachers’ means and motives in using YouTube in their respective classes. Following the principles of phenomenology, two themes vis-à-vis YouTube integration surfaced. “Spectatorial” pertains to the passive use in which science teachers’ participation is limited to viewing purposes. Anent, the sub-themes “Teacher’s resource: Learning purposes” and “Teaching resource: Teaching purposes” were derived. These two establish that teachers rely on YouTube respectively to clarify concepts in lessons they find challenging and to enhance their science instruction. Yet prior to usage especially inside the classroom, science teachers subject YouTube content to meticulous scrutiny with close consideration to factors related to psychological and pedagogical principles. This is to ensure appropriateness of the material. “Participatory” on the other hand concerns the role of teachers as co-creators of YouTube by means of uploading various science materials. These findings reveal how YouTube is utilized as well as underutilized in science education

Science communication with alma: #WAWUA and the role of animation video in science outreach

With the rise of web 2.0. and the current social media landscape, audiovisual content, and online video in particular, provide a novel and interactive platform for communicating science. This report focuses and reflects on three, interrelated subjects: (1) The potential animation videos offer to science outreach, especially to astronomy outreach, with the singular challenges and benefits it faces. Animation allows the representation of un-filmable or abstract scientific processes, offers the possibility for narrative integration and visual storytelling, and has an intrinsically artistry and versatile nature. All these characteristics make it an invaluable tool to reach and engage audiences with a wide range of backgrounds, despite the inherent complexity and technicality of science subjects; (2) The step-by-step process of producing animated videos – which include background research, script writing, storyboarding, voice over and its editing, illustrating/designing, animating and sound editing – and how they were used to create #WAWAU: “Why do Astronomers Want to Use ALMA?”. #WAWUA is a series of five two-minute animated videos and the result of a 9-month internship in the Atacama Large Millimeter/Submillimeter Array’s (ALMA) Education and Public Outreach Office (EPO). The project aim is to communicate the science behind ALMA and the radio telescope itself in a simple, accurate and engaging manner; (3) The reception of the animated series in ALMA’s social media and how the monitoring of that performance allows for both the measuring of #WAWUA’s impact in the audience and the development of guidelines based on the lessons learnt throughout the entire production process, from the project’s conception to its evaluation

Rethinking the practice of accountability journalism in the digital age. The inception and development of the first Portuguese university-based investigative journalism centre and whistleblowing platform

At a time of worrying change, when Western traditional media outlets appear to be engulfed by the collapse of the advertising-based business model and can hardly bear the strain brought about by new technologies, the present study identifies an increasing information deficit as regards quality accountability reporting. Taking up Duffield and Cokley’s challenge to change in response to the demands of the time, the present paper supports the development of VALQUIRIA, at https://valquiria.org, a transmedia, multiplatform investigative journalism project integrated in the Faculty for Humanities and Social Sciences of the NOVA University of Lisbon. Valquíria, adopting a new sustainable media model, represents the very first attempt in Portugal to create a completely independent space for the education of investigative journalists, the assistance to foreign and local reporters, the production and diffusion of accountability reporting, technological products and innovative practices which can aid the profession. Featuring a vibrant crowd-sourcing and collaborative policy, its ultimate aim is to reinvigorate and enhance the practice of accountability journalism in Portugal, proving its urgency for preserving and guarding a healthy democracy. To change even more the traditional paradigm of public interest journalism, the project features a whistleblowing platform called PTLeaks: built in cooperation with the HERMES Center for Transparency and Digital Human rights, it is the first Portuguese GlobaLeaks initiative applied to investigative journalism

Semantic discovery and reuse of business process patterns

Patterns currently play an important role in modern information systems (IS) development and their use has mainly been restricted to the design and implementation phases of the development lifecycle. Given the increasing significance of business modelling in IS development, patterns have the potential of providing a viable solution for promoting reusability of recurrent generalized models in the very early stages of development. As a statement of research-in-progress this paper focuses on business process patterns and proposes an initial methodological framework for the discovery and reuse of business process patterns within the IS development lifecycle. The framework borrows ideas from the domain engineering literature and proposes the use of semantics to drive both the discovery of patterns as well as their reuse

Learning from each other: A handbook for language teacher associations

The publication is aimed at those involved in the running of language teacher associations at international, national, regional and local levels. This may include paid employees or, more frequently, volunteers. It provides guidance on the effective running and networking of associations. It encourages language teacher associations to collaborate in order to support teachers more effectively, and to contribute to improvements in the quality of language teaching. It enables language teachers across the world to share their own ideas, to be involved in research, and to learn about the cutting-edge work of the ECML and its European project