Designing a Web Application for Simple and Collaborative Video Annotation That Meets Teaching Routines and Educational Requirements

Video annotation and analysis is an important activity for teaching with and about audiovisual media artifacts because it helps students to learn how to identify textual and formal connections in media products. But school teachers lack adequate tools for video annotation and analysis in media education that are easy-to-use, integrate into established teaching organization, and support quick collaborative work. To address these challenges, we followed a design-based research approach and conducted qualitative interviews with teachers to develop TRAVIS GO, a web application for simple and collaborative video annotation. TRAVIS GO allows for quick and easy use within established teaching settings. The web application provides basic analytical features in an adaptable work space. Key didactic features include tagging and commenting on posts, sharing and exporting projects, and working in live collaboration. Teachers can create assignments according to grade level, learning subject, and class size. Our work contributes further insights for the CSCW community about how to implement user demands into developing educational tools

Travis Go. Eine App im Umgang mit audiovisuellen Medienprodukten unterstützt des Erwerb historischer Medienkompetenzen

History lessons in secondary schools aim at fostering competences in historical thinking. A part of this is the competence to differentiate between historical sources and depictions. In our article we outline how the classroom use of the web app Travis Go can contribute to fostering historical competences. Drawing on literature from teaching methodology, we discuss a scheme for an audio- visual media analysis on a macro and micro level. An example analysis of an excerpt from a TV documentary shows how the functions of Travis Go can be used to meet history teaching and media education requirements

Actively taking part matters: Fostering participation in school lessons digitally with the web app TRAVIS GO

In diesem Artikel wird der digitale Wandel an Schulen zum Ausgangspunkt genommen, um die Konsequenzen des Einsatzes von digitalen Lernwerkzeugen für die Interaktionsstrukturen im schulischen Unterricht aus einer praxeologischen Perspektive zu reflektieren. Es wird für die Entwicklung von digitalen Lernwerkzeugen argumentiert, welche Partizipation und Kollaboration im Unterricht fördern und das strukturierende Lehrerhandeln unterstützen. Als Fallbeispiel dient die Web-App TRAVIS GO und ihr Entwicklungsprozess, in welchen Lehrpersonen aus den Sekundarstufen I und II als Co-Researcher eingebunden waren. TRAVIS GO ist eine App zur kollaborativen Re- und Dekonstruktion von audiovisuellen Medienprodukten. Im didaktischen Design von TRAVIS GO wurden die Anforderungen an problemlösendes, forschendes Lernen und kooperatives Arbeiten erfüllt und die Möglichkeit zum strukturierenden Lehrerhandeln gegeben. TRAVIS GO wird mit Fokus auf die programmseitig angebotenen Möglichkeiten zur Partizipation erstmals systematisch beschrieben und mit den Erfahrungen von Lehrpersonen im Unterrichtseinsatz zusammengebracht, welche im Forschungs- und Entwicklungsprojekt im Rahmen einer empirischen Bildungsforschung gewonnen wurden.This article takes a praxeological perspective on digital change in schools and, hence, on how the use of digital learning tools in school lessons impacts interaction structures in class. We discuss the benefits of developing digital learning tools that foster participation and collaboration among learners and as well allow for teachers’ interventions that help structure the process. As case example, we use the development process of the app TRAVIS GO to which secondary school teachers contributed as co-researchers. TRAVIS GO is an app for collaborative de- and reconstruction of audiovisual media products. Its instructional design allows for problem-based learning and cooperative working methods as well as for guidance by the teacher. We for the first time discuss how TRAVIS GO facilitates participation by relating the app features to experiences of teachers who tested it in class as part of the empirical research project

"I'll still kick your ass even in my skirt": Feministische Musikvideos im Englischunterricht mit TRAVIS GO analysieren

This article outlines an English lesson for secondary schools, bringing together perspectives from media studies, teaching methodology in foreign language acquisition and teaching practice. We describe how pupils of a secondary school (3rd year, Gymnasium) engaged in-depth with the topic of feminism in music videos. Working in collaboration, the pupils analysed music videos they selected themselves, and uncovered gendered representations in the video, song text and sound. For this inquiry they used the digital tool TRAVIS GO, a web app specifically designed for schools. We describe how the functions of TRAVIS GO support the critical engagement with modern media products in language teaching, supporting the aim of initiating critical discussions of important topics in society with authentic materials

Cytochrome P450 2B6 (CYP2B6) and constitutive androstane receptor (CAR) polymorphisms are associated with early discontinuation of efavirenz-containing regimens

Objectives Cytochrome P450 2B6 (CYP2B6) is responsible for the metabolic clearance of efavirenz and single nucleotide polymorphisms (SNPs) in the CYP2B6 gene are associated with efavirenz pharmacokinetics. Since the constitutive androstane receptor (CAR) and the pregnane X receptor (PXR) correlate with CYP2B6 in liver, and a CAR polymorphism (rs2307424) and smoking correlate with efavirenz plasma concentrations, we investigated their association with early (<3 months) discontinuation of efavirenz therapy. Methods Three hundred and seventy-three patients initiating therapy with an efavirenz-based regimen were included (278 white patients and 95 black patients; 293 male). DNA was extracted from whole blood and genotyping for CYP2B6 (516G → T, rs3745274), CAR (540C → T, rs2307424) and PXR (44477T → C, rs1523130; 63396C → T, rs2472677; and 69789A → G, rs763645) was conducted. Binary logistic regression using the backwards method was employed to assess the influence of SNPs and demographics on early discontinuation. Results Of the 373 patients, 131 withdrew from therapy within the first 3 months. Black ethnicity [odds ratio (OR) = 0.27; P = 0.0001], CYP2B6 516TT (OR = 2.81; P = 0.006), CAR rs2307424 CC (OR = 1.92; P = 0.007) and smoking status (OR = 0.45; P = 0.002) were associated with discontinuation within 3 months. Conclusions These data indicate that genetic variability in CYP2B6 and CAR contributes to early treatment discontinuation for efavirenz-based antiretroviral regimens. Further studies are now required to define the clinical utility of these association

Vowel quality in the German dialect of the city of Berne - synchronic and diachronic perspectives

This thesis investigates how the phonetic system of the Alemannic dialect of the city of Berne can be described, using phonetic and psycholinguistic methods within the theoretical framework of non-linear phonology, with special emphasis on the quality of the high vowels. Variation in the production and perception of monolingual native speakers of two generations was studied. New production and perception data was collected, quantitatively analyzed, and interpreted in a diachronic perspective.In contrast to the German standard language, Bernese vowel quality ("tense vs. lax") cannot be inferred from its position in a syllable structure (open vs. closed syllable). This can be explained by the diachonic development of this dialect from its predecessor Middle high German. In comparison with the standard the dialect has different prosodic main domains (syllable, phrase), which made it robust against certain standardizations. Because of this, the quality contrast in the Bernese high vowels has to be included in the matrix of distintive features. The psycholinguistic part of this study shows that Bernese speakers use the inherent vowel quality in word identification tasks.The distribution of vowel quality in syllables can only be determined in context with the following consonant. The Bernese consonant inventory has a phonetic three-way contrast in the plosives (short, long, and "intermediate-length" consonants) and a phonetic two-way contrast in the fricatives and nasals/liquids (short vs. long consonants). The three-way contrast in the plosives can be phonologically interpreted as a segmental two-way contrast, while the durational difference between singletons and geminates is explained as a prosodic contrast (i.e. between syllable structures).With respect to the sociolinguistically relevant variation between the two generations, LPC analyses of the production data show that the younger generation produces vowel quality with greater variance than speakers from the older generation. Furthermore, syllable-optimizing processes are favored, such as l-vocalization and nd-velarization. However, basic features of the Bernese dialect are preserved, such as short vowels in open syllables. This is consistent with the optimization of the prosodic main domains of the dialect

Playing with mental issues: Entertaining video games as a means for mental health education?

Our qualitative analysis focuses on prosocial depictions of mental health issues in entertaining video games, with the theoretical lens of Critical Disability Studies. The inquiry of four video games in our sample focuses on a. how the depictions of the mental health issues were constructed in the games' production process and b. how these issues are represented in the products' structures. The method of document analysis allowed us to reconstruct how and to which end game designers and mental health experts collaborated during the production process towards implementing the mental health issues. Employing methods of game studies, we analyzed the depiction of the main playable character, the interaction design and the gameplay. In conclusion, the four indie video games can be played with or without a deeper insight into the mental health issue. The way the mental health issues are constructed in the video games shows that they are mainly illustrative for an individualized, medical model of mental health. Gameplay was mostly linear, and there was little room for interactivity in terms of choices or self-guided exploration. This can be traced back to the production process, as the game designers mainly relied on the advice of medical professionals and/or the introspection of individuals with a lived experience of the mental health issue. Although the analyzed video games are commendable for their efforts to engage with mental health issues in a prosocial and playful way, their usefulness for fostering a comprehensive mental health education is limited