Submitted by Simone Maisonave (simonemaisonave@hotmail.com) on 2014-09-22T18:48:40Z No. of bitstreams: 3 Cristiane de Jesus da Cunha Luna_Dissertação (1).pdf: 4126188 bytes, checksum: ac3a46e3ca6be40db5d7a4fc54bb1830 (MD5) Cristiane de Jesus da Cunha Luna_Produto da Dissertação.pdf: 636397 bytes, checksum: 95bb602e339fb1e19be3a119c4133cc5 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-09-22T18:48:40Z (GMT). No. of bitstreams: 3 Cristiane de Jesus da Cunha Luna_Dissertação (1).pdf: 4126188 bytes, checksum: ac3a46e3ca6be40db5d7a4fc54bb1830 (MD5) Cristiane de Jesus da Cunha Luna_Produto da Dissertação.pdf: 636397 bytes, checksum: 95bb602e339fb1e19be3a119c4133cc5 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-03-26 / Sem bolsa / Esta dissertação refere-se à utilização das tecnologias digitais, mais especificamente ao uso de vídeos na educação em Ciências. A pesquisa foi realizada com alunos de uma escola pública municipal da cidade de Pelotas, em dois momentos: na aplicação de um projeto piloto, no âmbito do projeto Mais Educação (2012), e em um projeto de intervenção com turmas regulares de 8ª série (2013), visando analisar o perfil desses estudantes e a sua relação com as tecnologias, e suas aprendizagens ao assistirem ou produzirem vídeos em atividades de ensino. A pesquisa, com aproximações em pressupostos da pesquisa-ação, procura analisar os discursos que instituem práticas envolvendo os estudantes em suas relações com a escola e com o mundo, a partir de pressupostos teóricos de Foucault, Veen e Vrakking, e Hall, entre outros. Constituíram o corpus de análise os documentos oficiais, as respostas dos questionários (impressos e online) aplicados aos alunos, as postagens e as interações realizadas nos grupos criados no Facebook intitulados 18A/2013 e 18B/2013, e dados do diário de bordo com registros das atividades desenvolvidas pelos estudantes nos projetos realizados. Entre as ações planejadas nos projetos de intervenção, os alunos assistiram a filmes, documentários e vídeos curtos sobre temas diversos e, concomitante a isso, produziram 14 vídeos de curta duração, também envolvendo temas diversos associados à área de Ciências. A realização do estudo mostrou que a exibição e a produção de vídeos podem ser uma boa estratégia para o ensino de Ciências, com desenvolvimento de aprendizagens–conceituais, procedimentais e atitudinais – por jovens que têm habilidades para lidar com as mídias e que fazem isso com bastante motivação e autonomia. Nesse sentido, o trabalho com vídeos na escola mostrou-se uma prática que pode contribuir para o envolvimento dos alunos no objeto de estudo, auxiliando-os a serem sujeitos ativos de suas aprendizagens. / This dissertation refers to the digital technology usage, more specifically the video usage in Science education. The research was conducted with students from a local public school in Pelotas city, in two moments: the implementation of a pilot project, under the project “More Education (2012)”, and in an intervention project with regular classes in 8th grade (2013), aiming to analyze the students profile, their relationship with technologies, and their learning while watching or producing videos in teaching activities. The research, with approximations on assumptions of action research and seeks to analyze the speeches that establish practices involving students in their relationships with the school and with the world, from theoretical assumptions of Foucault, Veen, Vrakking, and Hall, among others. It was constituted the analysis “corpus” by official documents, answers questionnaire (printed and online) applied to the students, posts, interactions performed in groups created on Facebook titled 18A/2013 and 18B/2013, and data from the logbook, activities records by the students in performed projects. Among the planned actions in intervention projects, students watched movies, documentaries and short videos about several topics and, in the concomitant of these, they produced fourteen short videos, also involving several topics related to the Science field. The study doing showed us that the video show and video production can be a good strategy for teaching Science, with the apprenticeships development - conceptual, procedural and attitudinal - for young people who has skills to deal with the medias and do it with enough motivation and autonomy. In this way, the work with videos in school showed a practice that can contribute in the student involvement with the study subject, helping them to be active individuals in their own learning

The smart phone has become the major device for taking photos and filming. There are 800 hours of videos uploaded to YouTube every minute, and more YouTubers participating in generating videos. Because it is an era of we-media, there will be more and more people using video to promote himself. Nowadays, people can shoot 4k video by smartphones, but there’s no solution for people who want to shoot videos with good audio quality, without worrying about the issue of noise, time consuming, post-editing, expensive tools and long distance filming. This new product called WiMic, a wireless noise-reduction recorder for video-shooting on smartphones. The target audience will be YouTubers, video makers, travelers, families, bands, sports. Anyone who want to shoot good videos with great and clear audio quality will need wireless recorder like WiMic. In addition, there are some main features, such as noise reduction by ANR and ANC, light weight, long distance of audio recording, three-sound-tracks simultaneous recording and supporting live streaming, which help video-shooting lovers to produce better audio quality videos without noise and share them with friends and audience.

Om ‘geletterd’ te wees, beteken letterlik die vermoë wat die mens het om te kan lees en skryf. Dit kan ook op die vermoë dui om tekens, behalwe woorde, te kan lees, nl. gebare en beelde. In die samelewing word die mens vandag aan baie visuele elemente blootgestel, baie meer as slegs die gedrukte woord – in koerante, tydskrifte, televisie, advertensies, spotprente, strokiesprente, musiekvideo’s, die internet, ens. Om visueel geleterd te wees, is ‘n dus ‘n belangrike vaardigheid wat die mens of in hierdie geval, die leerder, moet aanleer om onderskeidend na die visuele te kan kyk. In hierdie opsig lê die verantwoordelikheid by die onderwyser, en in ‘n groot mate die taal-onderwyser om die leerders die vaardighede wat nodig is om krities en denkend te kan waarneem, aan te leer en te ontwikkel. Visuele geletterdheid is dan die vermoë om te sien, te verstaan, om grafies te dink, te skep en te kommunikeer. In hierdie geval sal die visueel geletterde persoon in staat wees om krities na enige beeld te kyk om dít wat die kunstenaar vir die kyker wil deurgee, te kan ontleed en vertolk. Hierdie vaardighede kan deurgaans op die verskillende visuele elemente toegepas word, nl. foto’s, prente, tekeninge, grafiese kunsvorme soos spotprente, strokiesprente en illustrasies, films, kaarte, ens. Al hierdie visuele elemente stel inligting vry wat die kyker moet kan vertolk. Visuele geletterdheid gee dus die kyker die geleentheid om idees en inligting i.v.m. voorgehoue beelde in konteks te plaas en te bepaal of dit geldend is of nie. Visuele geletterdheid vereis meer as een vaardigheid. Soos by die tradisionele geletterdheid waar dit slegs ‘n vereiste is om woorde en sinne te kan ontleed, maar om met begrip te lees, is ‘n verdere vaardigheid wat verkry moet word. Hier help die onderwyser die leerder om nie net woorde en klanke te onderskei nie, maar te verstaan wat hulle lees. Hierdie vaardigheid sluit ‘n breë woordeskat en kritiese denke in. Hiervoor gebruik die onderwyser verskillende strategieë om by sy uiteindelike doelwit uit te kom, nl. om die leerders kontekstuele begrip teenoor dit wat hulle lees, te laat verkry. Die eerste vlak van visuele geletterdheid is die basiese identifisering van elemente in ‘n prent, foto of grafiese uitbeelding. Die vaardighede wat hiervoor nodig is, is fyn waarneming, maar terselfdertyd die begrip van dít wat gesien word ook in verhouding met ander elemente. Dit gee aanleiding tot kritiese denke, wat noodsaaklik vir die leerder is om afleidings en analisering uit die gegewe visuele te kan maak. Dit sal ook vir die leerder help om uit die oorvloed inligting waarmee hy daagliks op webtuistes en tekste wat aan hom voorgehou word en mee gekonfronteer word, betekenis te vind. Uitkomsgebaseerde Onderwys wat ten doel het om kritiese denke by leerders aan te wakker en te ontwikkel, kan die vaardighede in hierdie studie met vrug toepas. ENGLISH : Literacy literally means the ability of a human to read and write. It can also indicate the ability to read and interpret signs other than words - for example actions and images. Today in civilised society, mankind is exposed to a multitude of visual elements, so much more than only the printed word - in newspapers, magazines, on television, in advertisements, cartoons, comic strips, music videos, the internet: - the list is endless. To be visually literate is an important skill that man, in this case the learner, has to master to be able to look at the visual and distinguish differences in meaning. In this regard, the responsibility lies with the Education department and especially the language teacher. Learners have to be taught the skills to evaluate thoughtfully and critically and to be led to the development of this skill. Visual literacy is the skill to see, understand, think, create and communicate graphically. The visually literate person will be capable of assessing any image critically as well as analysing and interpreting what the artist wanted the viewer to know. These skills can be applied to any visual material - photo's, pictures, drawings and graphic art forms like cartoons, comics, illustrations, films and maps. All these visual elements give information that the viewer must be able to analyse. Visual literacy grants the viewer the opportunity to place ideas and information, relating to an image, in context and to evaluate whether those ideas and information are relevant. Visual literacy demands more than just one skill. Like traditional literacy there is one skill to analyse words and sentences and to read with comprehension, an additional skill must be mastered. The teacher helps the learner not only to identify words and sounds, but also to understand what he reads. This competence includes a wide vocabulary and critical thinking skills. The teacher uses different strategies to achieve his ultimate goal - to have learners gain contextual understanding of their reading. The first level of visual literacy is the basic identification of elements in a picture, photograph or graphic image. Here the necessary skills are careful observation as well as comprehension of what is seen in relation to other elements. This develops critical thinking which is essential for the learner to make deductions from and analyse the given visual material. It will also help the learner to make relevant meaning of the flood of information that he is confronted with in cyberspace and visual texts on a daily basis. Outcomes Based Education, which has as its goal the creation and development of critical awareness in learners, can use the skills explained in this study, with great success. / Thesis (DLitt)--University of Pretoria, 2011. / Afrikaans / unrestricted

Neste trabalho foi investigado o problema de autoria automatizada de informação multimídia sob a perspectiva da computação ubíqua de modo geral, e da interação do usuário com aplicações de captura e accesso (C&A) de modo particular. O objetivo do projeto foi a definição de operadores sobre interação do usuário em ambientes e em aplicações para permitir a geração automática de documentos multimídia interativos, um dos temas de pesquisa da área de engenharia de documentos. A abordagem da proposta foi a generalização dos operadores Inkteractors, definidos sobre a interação do usuário com aplicações baseadas em tinta eletrônica, considerando a interação do usuário na voz, mensagens de texto, vídeo e lousa. Como resultado foram definido os novos Interactors: operadores de interação sobre informação capturada em aplicações que envolvem interação do usuário com as mídias. Os Interactors foram validados no contexto de engenharia de documentos ao serem utilizados para a geração automática de documentos multimídia interativos, associados a aplicações de C&A para oferecer novas possibilidades de indexar, visualizar e acessar os documentos multimídia / This study investigated the problem of automated authoring of multimedia information from the perspective of ubiquitous computing in general, and the user interaction with applications of capture and acess (C&A) in particular. The project goal was to formalize operators on user interaction environments and applications to enable automatic generation of interactive multimedia documents, one of the themes of the research area of document engineering. The proposed approach is a generalization of the Inkteractors operators, defined on the user interaction with electronic ink-based applications on the users interaction with digital voice, text messaging, video and whiteboard. As a result we defined the new Interactors: interaction operators of captured information in applications that involve user interaction with the media. TheInteractors were validated in the context of document engineering to be used for the automatic generation of interactive multimedia documents, and in C&A aplications to offer new possibilities for indexing, viewing and accessing multimedia documents

Gegenstand des Promotionsvorhabens ist die Anwendung der Mustertheorie als systemtheoretische Methode zur Beschreibung verbreiteter Lösungen für wiederkehrende Probleme bei der Gestaltung und Entwicklung videobasierter Lernumgebungen. Diese sogenannten Design Patterns beschreiben dabei abstrakte, generische Lösungen bezüglich des Wissensmanagements, der sozialen Interaktion und der Anreicherung von Inhalten in hypervideo-basierten Lernumgebungen. Um neben rezeptiven und selbstgesteuerten auch kollaborative Lernszenarien in solchen Lernumgebungen zu ermöglichen, werden Materialien, Aufgaben sowie Gruppenzusammensetzungen mit Hilfe von CSCL-Scripts strukturiert. Auf Grundlage der entwickelten Design Patterns und Scripts wurden ein Software-Framework sowie mehrere Lernumgebungen implementiert und in Feldstudien evaluiert.

This work will be a web application for image and video quality assessment, especially those with a high dynamic range (HDR). The metrics are used for the evaluation, the results of which will be used for scientific purposes. Broader public citizens will be acquainted with this issue. This app will have an assistant available for a simple understanding of the whole application. The application also tries to be autonomous and dynamic. For example, new metrics can be added from the administration environment and editing on the server side is not required. The administrator will be able to upload a metric, a local library, a startup script, and define the parameters. The parameters provide metrics necessary data from the processed image or video. Only installation of system applications and libraries will be required on the server side.

This diploma thesis deals with the design of a new marketing strategy for the Brno gym Velký Průvan. Based on theoretical knowledge, an analysis of the current state and the state of competition is prepared, which is the basis of the design part, which focuses on the modification of the current product due to the global pandemic, new PPC advertising and marketing on social networks. These changes should increase the competitiveness and, ultimately, the gym's sales.

La presente investigación busca dar a conocer cómo funcionan los tutoriales de YouTube al usarse como herramienta complementaria en el proceso de aprendizaje de los cursos universitarios de edición y postproducción audiovisual, pues, en los últimos años, tanto docentes como estudiantes, fueron integrando, progresivamente, el uso de plataformas digitales en la educación superior. Para cursos como edición y postproducción cinematográfica, YouTube fue utilizado para reforzar el aprendizaje o resolver dudas. Para este estudio, se usaron video tutoriales de los canales de YouTube de RunbenGuo, Yoney Gallardo y Nuvaproductions. El objetivo principal fue conocer cómo los tutoriales de YouTube funcionan al momento de usarse como herramienta complementaria en el proceso de aprendizaje de cursos universitarios de edición y postproducción. Para esta investigación, se desarrolló una metodología cualitativa de diseño fenomenológico. Para este tipo de estudio, se realizó análisis de contenido de video tutoriales de los canales ya mencionados y entrevistas a docentes, un experto y estudiantes de la carrera profesional de comunicación audiovisual y medios interactivos de la Universidad Peruana de Ciencias Aplicadas. Gracias al análisis desarrollado, se puede concluir en que los tutoriales de YouTube funcionan como una herramienta de ayuda para mejorar y amplificar el proceso de aprendizaje universitario del estudiante, ya sea por necesidad de pasar el curso con una nota mínima aprobatoria o por formarse como profesional. Asimismo, en el curso de postproducción, este hecho es más evidente y depende de la motivación por aprender, así como también del uso de tutoriales adecuados. / This research seeks to show how YouTube tutorials work when used as a complementary tool in the learning process of university audiovisual editing and post-production courses, since, in recent years, both teachers and students have progressively integrated, the use of digital platforms in higher education. For courses such as film editing and post-production, YouTube was used to reinforce learning or answer questions. For this study, video tutorials from the YouTube channels of RunbenGuo, Yoney Gallardo and Nuvaproductions were used. The main objective was to know how YouTube tutorials work when used as a complementary tool in the learning process of university editing and post-production courses. For this research, a qualitative phenomenological design methodology was developed. For this type of study, content analysis of video tutorials of the aforementioned channels and interviews with teachers, an expert and students of the professional career of audiovisual communication and interactive media of the Peruvian University of Applied Sciences were carried out. Thanks to the analysis developed, it can be concluded that the YouTube tutorials work as a help tool to improve and amplify the student's university learning process, either due to the need to pass the course with a minimum passing grade or to train as a professional. Also, in the post-production course, this fact is more evident and depends on the motivation to learn, as well as the use of appropriate tutorials. / Tesis

Orientador: Sueli Liberatti Javaroni / Resumo: Esta pesquisa teve como objetivo investigar quais são as perspectivas que os professores têm quando participam de uma formação continuada com tecnologias e elaboram atividades de conteúdos matemáticos, inspiradas no material didático do estado de São Paulo e mediadas pelo software GeoGebra. Para isso, elaborou-se e desenvolveu-se uma ação formativa, que incentivou os professores, os quais ensinam Matemática e estão vinculados à Diretoria de Ensino de Guaratinguetá, a produzirem atividades matemáticas com o GeoGebra. Diante disso, optou-se por utilizar a metodologia de pesquisa qualitativa, porque o interesse se concentrou em aspectos subjetivos em consonância com o objetivo enunciado. Para o desenvolvimento da pesquisa, alguns procedimentos metodológicos foram utilizados. São eles: gravações em vídeos dos encontros do curso e em áudios de relatos do pesquisador, aplicação de questionários com os docentes e gravação dos diálogos ocorridos durante a ação formativa. Assim, a partir da triangulação dos dados produzidos por esses procedimentos, eixos de análise emergiram e foram organizados com base no objetivo da pesquisa, sendo eles: A perspectiva dos cursistas sobre as ações desenvolvidas na formação continuada de professores voltada para o uso das Tecnologias Digitais e A produção de conhecimento, a experimentação-com-GeoGebra e a visualização permitida pelas TD na produção das atividades desenvolvidas pelos cursistas. Para analisar esses eixos, apropriou-se de referenciais te... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research aimed to investigate what are the perspectives that teachers have when participating in a continuous formation with technologies and elaborate activities of mathematical content, inspired by the didactic material of the state of São Paulo and mediated by GeoGebra software. For this, a training action was developed and developed, which encouraged teachers, who teach mathematics and are linked to the Guaratinguetá Teaching Board, to produce mathematical activities with GeoGebra. Therefore, we chose to use the qualitative research methodology, because the interest was focused on subjective aspects in line with the stated objective. For the development of the research, some methodological procedures were used. They are: video recordings of the course meetings and researcher reports audios, application of questionnaires with teachers and recording of dialogues that took place during the training. Thus, from the triangulation of the data produced by these procedures, axes of analysis emerged and were organized based on the research objective, as follows: The perspective of the students on the actions developed in the continuing education of teachers focused on the use of Digital Technologies. and The production of knowledge, experimentation with GeoGebra and the visualization allowed by DT in the production of activities developed by the students. To analyze these axes, it was used theoretical references, which discuss the following themes: initial and continuing teac... (Complete abstract click electronic access below) / Doutor

In my diploma thesis, I am reconstructing the anti-immigration attitude in Czech nationalist music production in the year 2016 in the context of the so-called European migration crisis. The sample consists of five selected music videos for nationalist protest songs reacting to the migration crisis and events connected to it. The thesis is based on the theoretical resources of social semiotics and the method of research is the multimodal semiotic analysis, which allows detailed research of the contents of complex communicates like music videos. In the theoretical part, I focus on acquainting the reader to the basics of semiotics, from where I gradually transfer to the school of social semiotics and their theories of modes and multimodality which represent the theoretical background for the analysis in the practical part. Next, I turn to clarifying the progress of the so-called European migration crisis in the years 2015 and 2016 which were crucial for the creation of these nationalist music videos. Also, I justify the choice of the sample and the analyzed themes. The practical part the contains the analysis of the selected music videos using the multimodal semiotic analysis considering three modes - the mode of speech, moving pictures and music. I decode the signs belonging to the pre-set themes....