Accessing and engaging with video streams for educational purposes: experiences, issues and concerns

Video streaming has the potential to offer tutors a more flexible and accessible means of incorporating moving images into learning resources for their students than conventional video. Consideration is given to this assertion by drawing upon the experiences of staff and evidence from students at the University of Southampton in the use of a video, Back Care for Health Professionals, before and after it was streamed. The resulting case study highlights various issues and concerns, both logistical and pedagogic. These include ease of access, the form and frequency of guidance with respect to technical matters, the use of multiple channels of communication to convey key messages about the availability and value of the video, and the provision of demonstrations or 'tasters'. In other words, what some might regard as the 'softer' aspects of technological developments should receive at least as much attention as the 'harder'

Using drawings to understand perceptions of civic engagement across disciplines: ‘Seeing is understanding’

In this article, we wish to investigate if disciplinary differences exist among students when considering the topic of civic engagement. We use freehand drawing to create a learning environment in the classroom wherein students can seek to develop meaningful associations with civic engagement. The drawings examined here, produced by three different class groups, provide insights into how young adults perceive their society and their place in it, and thus communicate their understanding of civic engagement. Freehand drawing, in bypassing cognitive verbal processing routes, leads students to produce clearer and more holistic images. It allows them to put into visuals a level of comprehension that is sometimes difficult for them to articulate with words. This use of the visual method can help students to identify the tacit knowledge that they already possess

TEACHING AND LEARNING READING COMPREHENSION BY USING SENSORY IMAGES AT THE SECOND SEMESTER OF THE EIGHTH GRADE OF SMPN 12 KOTABUMI IN THE ACADEMIC YEAR OF 2017/2018

Reading is a process which is done by the reader to get information and understand the writer means in printed words or written symbol. This research was about teaching and learning reading by using Sensory Images to the second semester of the eighth grade of SMPN 12 Kotabumi in the academic year 2017/2018. The objectives of the research were to know the teaching and learning reading comprehension by using Sensory Images, to know the teacher’s problem in teaching reading comprehension by using Sensory Images, and to know the students’ problem in learning reading comprehension by using Sensory Images. This research was qualitative research. The researcher selected the people or participants who know the phenomenon of the problem. The researcher chose the English teacher and the students of the eighth grade of SMP Negeri 12 Kotabumi as the participant of this research. There are two classes which consist of 41 students. The researcher used purposive sampling technique to determine the sample. The researcher chose class VIII A as the sample because class VIII A had the lowest score. The data were gained by doing observation, interviewing the teacher, and giving questionnaire to the students. The researcher used three major phases of the data analysis, they were: data reduction, data display and conclusion drawing verification. After analyzing the data, there were three points of the result. The first, there were some points in teaching reading comprehension by using Sensory Images that were skipped by the teacher. It could be seen from process in whilst activity the teacher did not model the Sensory Images by using think aloud talk using questions and after reading passage 3, the teacher did not share her images and connection with the students. The second, the problems faced by the teacher were the teacher had difficulty in choosing the teaching materials, had difficulty in modifying the exercise for the students, had difficulty in stimulating the students, had difficulty in giving feedback, and had difficulty in manage the time. Third, the problems by the students were students had lack vocabulary mastery, had problem to decode words, had habit of slow reading, had problem in making inference, had problem in working memory and had problem to follow teacher’s direction

Vpliv aktivne vizualizacije na sposobnost pomnjenja besedne definicije pri dijakih

The era of visual communication influences the cognitive strategies of the individual. Education, too, must adjust to these changes, which raises questions regarding the use of visualisation in teaching. In the present study, we examine the impact of visualisation on the ability of high school students to memorise text. In the theoretical part of the research, we first clarify the concept of visualisation. We define the concept of active visualisation and visualisation as a means of acquiring and conveying knowledge, and we describe the different kinds of visualisation (appearance-based analogies and form-based analogies), specifically defining appearance-based schemata visualisations (where imagery is articulated in a typical culturally trained manner). In the empirical part of the research, we perform an experiment in which we evaluate the effects of visualisation on students’ ability to memorise a difficult written definition. According to the theoretical findings, we establish two hypotheses. In the first, we assume that the majority of the visualisations that students form will be appearance-based schemata visualisations. This hypothesis is based on the assumption that, in visualisation, people spontaneously use analogies based on imagery and schemas that are typical of their society. In the second hypothesis, we assume that active visualisation will contribute to the students’ ability to memorise text in a statistically significant way. This hypothesis is based on the assumption that the combination of verbal and visual experiences enhances cognitive learning. Both hypotheses were confirmed in the research. As our study only dealt with the impact of the most spontaneous type of appearancebased schemata visualisations, we see further possibilities in researching the influence of visualisations that are more complex formally. (DIPF/Orig.

S.A.C.R.E.D : is there a mystery in learning? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Adult Education), Massey University

Relationships are at the core of life for all human beings. Learning is also core to our development as people. So is there a connection between relationships and learning that needs to be acknowledged and understood in the learning experience for adult educators? This study combined the use of Grounded Theory with Photo Elicitation Interviewing, and Interactive Drawing. The power of placing the camera in the hands of the participants allowed the subsequent interviews using grounded theory methodology to be driven by interviewees. The use of grounded theory allowed the emergence of potential connection between relationships and learning. The use of interactive drawing fostered the encouragement of spontaneous creative expression and self-motivated learning for the third interview which confirmed the emerging theory. Angela, Justine, Coral, Gina and I. Participants gave permission for first name to be used in this thesis, except Angela which is a pseudonym. were the five participants of the study who came from diverse backgrounds of formal and informal learning. They participated in the process through telling their stories using photo elicitation and subsequent interviews where they made discoveries about the connection between relationships and learning. Six theoretical categories emerged from the coding data. These were synergy, authenticity, connectedness, reflection, empowerment and discovery. These were grouped together under the acronym of S.A.C.R.E.D. Each letter indicates a group that emerged in the coding process which had properties that were innate in the learning process. From this study there emerged a theory that there is a connection between relationship and learning. The depth of this relationship was mystical; it spoke of a communion that was S.A.C.R.E.D. in the adult learning process

Beyond words: Aesthetic knowledge and knowing in design

Aesthetic knowledge comes from practitioners understanding the look, feel, smell, taste and sound of things. It is vital to work in many organizational contexts. In this paper, we explore aesthetic knowledge and knowing in organizations through detailed observation of design work in the architectural practice Edward Cullinan Architects. Through our research, we explore aesthetic knowledge in the context of architectural work, we unpack what it is, how it is generated, and how it is applied in design projects, shared between practitioners and developed at the level of the organization. Our analysis suggests that aesthetic knowledge plays an important part in organizational practice, not only as the symbolic context for work, but as an integral part of the work that people do. It suggests that aesthetic reflexivity, which involves an opening up and questioning of what is known, is experienced as part of practice as well as a `time out' from practice

Measuring and Predicting Importance of Objects in Our Visual World

Associating keywords with images automatically is an approachable and useful goal for visual recognition researchers. Keywords are distinctive and informative objects. We argue that keywords need to be sorted by 'importance', which we define as the probability of being mentioned first by an observer. We propose a method for measuring the `importance' of words using the object labels that multiple human observers give an everyday scene photograph. We model object naming as drawing balls from an urn, and fit this model to estimate `importance'; this combines order and frequency, enabling precise prediction under limited human labeling. We explore the relationship between the importance of an object in a particular image and the area, centrality, and saliency of the corresponding image patches. Furthermore, our data shows that many words are associated with even simple environments, and that few frequently appearing objects are shared across environments

Themes of drawing and digital context: student engagement with theory and practice using the tool of the integrated learning portfolio

This article presents a reflective visual narrative documenting the learning encounters of BA (Hons) Surface Design undergraduates using the Integrated Learning Portfolio (ILP) tool in Year one. Theoretical themes of drawing, digital drawing design practice, and visual design research experientially blended the physical and the virtual learning tools, environments and collaborative culture through this integrated first year route. Parallel theory and practice on specific themes such as ‘drawing lines within the urban landscape’, ‘creating shadow silhouettes’, ‘using the body as a tool for drawing’, and ‘cultivating fortuitous accidents in drawing practice’, created a conceptual space for students to evaluate the future relevance of these drawing experiences within the context of their design programme