M.Ed. / Please refer to full text to view abstract

A research report in partial fulfilment of the requirements for the degree of Master of Science in the School of Science Education of the Witwatersrand. Johannesburg, 1995. / This project is concerned with a multimedia package which incorporates comics, video and pupil workbooks. The intention as to determine the effectiveness of the package on the conceptual change of pre-service teachers, using an empirical research method and decriptive analysis of results. Logistical constraints experienced at colleges of education and schools led to an alternative evaluation of the packaqe with D.E.T. college lecturers at RADMASTE workshop. Results indicated that, if properly administered, the multimedia package can assist users in identifying and changing tneir interfering preconceptions and misconceptions while they are enjoying the story. / MT2017

A research report submitted in partial fulfilment of the requirements of the Degree of Master of Arts in English Education for the Faculty of Arts, University of the Witwatersrand, Johannesburg. December 1997 / This research explore whether a theoretical justification can be made for using video in teaching English as an additional language, as it looks at ways in which video can best be used in this context. [Abbreviated Abstract. Open document to view full version] / GR 2016

Orientador(a): Pelopidas Cypriano de Oliveira / Banca: Kathya Maria Ayres de Godoy / Banca: Carlos Palombini / Resumo: No Brasil do século XXI, o que pode fazer um compositor para falar a todos, para ser visível, relevante socialmente e até mesmo voltar a ser uma figura pública? Uma das ideias que move esta pesquisa artística é que se o compositor quiser realmente falar para a sociedade em que vive, deve fazer outra coisa que não suas composições. Mas fazê-lo como compositor. Assim, esta dissertação de trabalho equivalente de mestrado traz a reflexão teórica do trabalho artístico que desenvolvi: uma série de vídeos para as plataformas digitais YouTube, Facebook e Instagram. Elegendo o Funk como conteúdo dos vídeos, gênero musical em voga no Brasil, trago elaborações artísticas e discussões musicológicas destinadas a todos os públicos̃ A meta principal não é somente repensar e minimizar o preconceito com este gênero e difundir amplamente a produção artística da universidade, mas, principalmente, dar um papel social relevante ao compositor de hoje. O resultado é uma soma do universo musical e artístico do Funk e da Música Clássica e Contemporânea associado à linguagem audiovisual de alguns YouTubers brasileiros, como Julio Cocielo e Whindersson Nunes, tomados como referência / Abstract: In Brazil of the 21st century, what can a composer do to talk to everyone, to be visible, socially relevant and even to be a public figure again? One of the ideas that moves this artistic research is that if the composer really wants to speak for the society in which he lives, he must do something other than his compositions But do it as a composer ̃ . In this way, this master's degree dissertation brings the theoretical reflection of the artwork I developed: a series of videos for the digital platforms YouTube, Facebook and Instagram. Choosing Funk as content of the videos, musical genre in vogue in Brazil, I bring artistic elaborations and musicological discussions aimed at all audiences. The main goal is not only to rethink and minimize prejudice with this genre and to widely disseminate the artistic production of the university, but mainly to give a relevant social role to the composer of today. The result is a sum of the musical and artistic universe of Classical and Contemporary Music associated with the audiovisual language of two Brazilian YouTubers like Julio Cocielo and Whindersson Nunes, taken as reference / Mestre

Ng Wai Chuen. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 123-126). / Abstracts in English and Chinese. / ABSTRACT (English version) / ABSTRACT (Chinese version) / ACKNOWLEDGMENTS / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Overview --- p.1 / Chapter 1.2 --- Significance of the study --- p.3 / Chapter 1.3 --- Organization of the thesis --- p.4 / Chapter CHAPTER 2 --- LITERATURE REVIEW / Chapter 2.1 --- Introduction --- p.5 / Chapter 2.2 --- Theory: Video and L2 acquisition --- p.5 / Chapter 2.3 --- Selection and preparation of lesson materials --- p.8 / Chapter 2.4 --- Film in the L1 classroom --- p.10 / Chapter 2.5 --- Film in the L2 classroom --- p.11 / Chapter 2.5.1 --- Listening comprehension --- p.11 / Chapter 2.5.2 --- Oral skills --- p.14 / Chapter 2.5.3 --- Writing --- p.15 / Chapter 2.5.4 --- Critical thinking --- p.17 / Chapter 2.5.5 --- "Language: Vocabulary, idioms, slang" --- p.21 / Chapter 2.5.6 --- Communicative performance --- p.22 / Chapter 2.5.7 --- Cross-cultural issues --- p.24 / Chapter 2.5.8 --- Complementing literary works --- p.25 / Chapter 2.5.9 --- Movie tie-in novels --- p.26 / Chapter 2.6 --- The Hong Kong context --- p.27 / Chapter 2.7 --- Conclusion: The need for further study --- p.30 / Chapter CHAPTER 3 --- METHODOLOGY / Chapter 3.1 --- Research design: The case study approach --- p.33 / Chapter 3.2 --- Research questions --- p.34 / Chapter 3.3 --- Subjects --- p.35 / Chapter 3.3.1 --- The course ELT 3104 --- p.35 / Chapter 3.3.2 --- Instructor A --- p.37 / Chapter 3.3.3 --- The students --- p.37 / Chapter 3.4 --- Data collection --- p.38 / Chapter 3.4.1 --- Questionnaire survey --- p.38 / Chapter 3.4.2 --- Semi-structured interviews --- p.39 / Chapter 3.4.3 --- Naturalistic classroom observation --- p.40 / Chapter 3.4.4 --- Text analysis --- p.41 / Chapter 3.5 --- The pilot study --- p.41 / Chapter 3.5.1 --- Classroom observation --- p.42 / Chapter 3.5.2 --- Pilot questionnaire survey --- p.43 / Chapter 3.6 --- Conclusion --- p.44 / Chapter CHAPTER 4 --- RESULTS / Chapter 4.1 --- Questionnaire survey --- p.45 / Chapter 4.1.1 --- Pre-course questionnaire --- p.45 / Chapter 4.1.2 --- Post-course questionnaire --- p.47 / Chapter 4.2 --- Interviews --- p.48 / Chapter 4.2.1 --- Instructor A's interviews --- p.48 / Chapter 4.2.2 --- Brief student profiles and interview summaries --- p.50 / Chapter 4.3 --- Classroom observation --- p.55 / Chapter 4.4 --- Text analysis --- p.57 / Chapter 4.4.1 --- Course syllabus and schedule --- p.57 / Chapter 4.4.2 --- Lecture handouts --- p.57 / Chapter 4.4.3 --- Presentation handouts --- p.58 / Chapter 4.4.4 --- Final term paper --- p.59 / Chapter 4.5 --- Conclusion --- p.59 / Chapter CHAPTER 5 --- ANALYSIS AND DISCUSSION / Chapter 5.1 --- Revised research questions --- p.60 / Chapter 5.2 --- Film and ESL: Students' past experience --- p.61 / Chapter 5.2.1 --- Authentic and natural language --- p.62 / Chapter 5.2.2 --- Benefits of using English captions --- p.63 / Chapter 5.2.3 --- "Listening, speaking, and conversation" --- p.65 / Chapter 5.2.4 --- Doorway to other cultures --- p.65 / Chapter 5.2.5 --- Analytical and critical thinking --- p.67 / Chapter 5.3 --- The course ELT 3104: Factors affecting the learning process --- p.68 / Chapter 5.3.1 --- The instructor --- p.69 / Chapter 5.3.1.1 --- "Personality, interest, philosophy, and approach" --- p.69 / Chapter 5.3.1.2 --- The role of the facilitator --- p.70 / Chapter 5.3.1.3 --- Students' views of Instructor A --- p.71 / Chapter 5.3.2 --- The students --- p.73 / Chapter 5.3.2.1 --- Cinematic sophistication --- p.73 / Chapter 5.3.2.2 --- English proficiency --- p.74 / Chapter 5.3.2.3 --- Personal interests --- p.75 / Chapter 5.3.2.4 --- Grouping --- p.77 / Chapter 5.3.2.5 --- Motivation --- p.80 / Chapter 5.3.3 --- Student-centered approach --- p.83 / Chapter 5.3.4 --- Choice of film --- p.86 / Chapter 5.3.5 --- Cultural differences --- p.90 / Chapter 5.3.6 --- Film knowledge covered --- p.94 / Chapter 5.3.7 --- Workload and other classroom factors --- p.98 / Chapter 5.3.7.1 --- Assignments --- p.98 / Chapter 5.3.7.2 --- Classroom atmosphere --- p.99 / Chapter 5.3.7.3 --- Lesson time --- p.100 / Chapter 5.4 --- The effectiveness of the course --- p.102 / Chapter 5.4.1 --- Students' self-assessment --- p.103 / Chapter 5.4.2 --- Instructor A's comments --- p.107 / Chapter 5.4.3 --- Students' term papers --- p.110 / Chapter 5.5 --- Conclusion --- p.114 / Chapter CHAPTER 6 --- IMPLICATIONS & CONCLUSION / Chapter 6.1 --- Summary of research questions and findings --- p.115 / Chapter 6.2 --- Pedagogical implications --- p.116 / Chapter 6.3 --- Limitations of the present study --- p.118 / Chapter 6.4 --- Recommendations for further studies & conclusion --- p.121 / BIBLIOGRAPHY --- p.123 / APPENDICES --- p.127

Drawing upon qualitative methods of semi-structured interviews and observational talk-through interviews, this qualitative dissertation investigates the ways in which graduate students in an online course context experience online instructional videos. A conceptual framework of user experience and multimodality, as well as the framework of sense-making developed by McCarthy and Wright (2004) guided this study and data analysis. The findings of this dissertation have implications for how students are participating in, interacting with, and making sense of online learning environments. Some of the findings of this research include: (a) students do not necessarily experience course videos as discrete elements (or differentiate them with other aspects of the course); (b) the times and contexts in which students view instructional videos shifts (e.g., between home and commuting); (c) student motivations and expectations shape how they approach and orient themselves towards watching online course videos; and (d) multimodal design elements influence students’ meaning-making of online instructional videos. These data findings are all in support of the overarching conclusion of this dissertation, which is that students have significant agency in these online environments, and their meaning-making of online videos may not align with designers’ intentions. This conclusion argues against deterministic views of design. The emerging findings have design implications related to the creation of learning environments in online spaces, such as: (a) fully integrating videos within the broader instructional design of a course; (b) foregrounding the embedded context of instructional videos; and (c) accounting for the shifting times, places, and contexts in which viewers watch instructional videos. This dissertation is situated in the growing field of online education, in particular higher education, where significant money and resources are increasingly dedicated towards the development of online spaces while still much is unknown in relation to the design, experiences, and impact of these online learning environments.

Journal article published in The Qualitative Report 2018 Volume 23, Number 10, How to Article 2, 2264-2275 / This paper describes conditions that led to the use of a smartphone to collect qualitative data instead of using a digital voice recorder as the standard device for recording of interviews. Through reviewing technical documents, the paper defines a smartphone and describes its applications that are useful in the research process. It further points out possible uses of other applications of a smartphone in the research process. The paper concludes that a smartphone is a valuable device to researchers

Thesis (M.Sc. (Agriculture)) --University of Limpopo, 2007 / The study was designed to outline the production process of a video film with farmers and its use as a tool for agricultural extension with other farmers engaged in similar development processes. The production process of the video film followed five stages namely: (1). Planning stage, where the production idea was discussed between the producer and the director. (2). Pre-production where brainstorming and conceptual framework were made. (3). Production stage was the shooting stage. Production took place at different venues with farmers and extension officers. (4). The editing stage using conceptual framework and Non Linear Editing (NLE) method to organize the video film into sequence; and (5) Distribution to project the video film with farmers in ten rural areas of the Limpopo province. Following the above-mentioned process, an eleven-minute film called Phanda na Vhulimi was produced with farmers, farmer’s leader as the main character and extension officers. Phanda na Vhulimi captured the farmer in her field, during meetings at various venues as a leader and during a public function in the village with provincial leaders. A back voice extensionist supplements the visual information with a description of the support process. In the ten villages the video film Phanda na Vhulimi was then projected to farmers following the subsequent steps: (1) Preparation for projection was a stage for arranging projection venues and setting sound to audible volume. (2) Pre-projection, here the researcher made a short presentation about the study without disclosing the content of the video film. (3) Projection was a stage of playing the video without pausing or talking by the projecting person (researcher) with exception to the viewers. (4) Post projection stage iii was where the video film was discussed with farmers, during this stage the researcher was acting as the facilitator to bring in farmer-to-farmer experience in relation to what was portrayed. After projections, an open-ended questionnaire was used to conduct this research. The raw data collected were analyzed by dividing it into two themes. The themes were divided into subsections as follows: preparation of the video film, reflection by the viewers/participants of the video film and learning during the projection process. The results of the study indicated that people in rural areas of South Africa watch television. There is a culture of shooting still pictures and watching video films but not hiring as they find it expensive, as a result, they borrow or watch with neighbours, friends i.e. other villages or watch family videos produced during special events. With this culture people are used to see pictures-both moving and still, therefore they will criticize less good quality pictures when they come across them. The study discovered that when a video film is produced with characters of the same background targeted audiences associate themselves with the product and feel that it represents them and their activities. These video films can be used as a tool to compliment not to replace the available methods of presentations. / Department of Labour SETASA NSF

An investigation of the individual perceptions of selected students, teachers, and parents toward the use of computer-assisted instruction (CAI) in a careers program was undertaken to provide information about the role CAI plays in the career education curriculum and other curricular areas utilizing CAI. A qualitative methodology was selected which utilized the informal conversational interview, allowing the researcher to be responsive to individual differences and situational changes to establish in-depth communication. Data analysis consisted of a constant comparative process approach, which allowed for analysis of data from different sources, within a data triangulation design across the three subject groups. The subjects were from a small rural school district and consisted of five high school students, six of their parents, and their teacher. As a result of the research, several significant factors about CAI, career programs, and computer usage were formed into the following hypothesis: 1) Students who have access to computers on a regular basis and are provided with training will be comfortable and enthusiastic about their use. 2) Computers are an essential information and communication tool whose access and use by students gives them an advantage in school and later in life. 3) Students feel the use of the computer for word processing and publishing is significant in that it enables them to be better and more creative writers. 4) The computer is an educational tool which should be utilized in all areas of the curriculum. 5) Careers curriculum is essential and enhanced by the use of CAI for accessing information and providing search and other functions. / Graduation date: 1995

The purpose of this study was to design and test multi-media, electronic-response programs which were intended to effect attitude change in non-science majors toward key biological concepts.The study was conducted at Ball State University and used the resources of the electronic response (ER) laboratory in the Department of Biology of that institution. Nine ER programs were developed to introduce each of the nine sequential programs. The purpose of the programs was to develop within the student a positive "attitude" toward the biological concepts introduced in the course each week. Desired affective outcomes as a result of participating in the programs were written in behavioral objective form. For each objective identified, a matching concept statement used "to measure" attainment of the objective was also written.Students interacted with each electronic response program by viewing 35 mm slides and listening to the narration accompanied by musical background and by responding to questions at intervals of from 10 to 45 seconds. The students used the circuitry of the ER system to respond to question slides.The effectiveness of the strategies involved in the programs was determined by measuring short-term attitude changes for a sampling of three objectives in each of the nine programs. Pre- and post-test forms of the semantic differential were utilized in determining the effectiveness of each program in eliciting attitude change for each objective identified. The t-test for dependent variables was utilized in determining the significance of change for each scale position for each concept measured.Significant attitude changes as measured by shifts on all or some of the S.D. scales used in the pre, post-test evaluation occurred for 24 (93 percent) of the 27 objectives tested. The following conclusions were determined as a result of the study:1) Behaviorally specified short-term affective objectives can be accomplished in a short, twenty-minute electronic response classroom presentation that incorporated effective strategiesfounded in educational theory.2) Mediated ER programs, when used with appropriate program material, can be an effective means of illiciting attitude change in the learner.3) There appears to be a correlation between the degree of cognitive emphasis in the programs and the degree of scale movement indicated.4) For those objectives receiving emphasis in only 10% or less of the program, no significant change in scale position was noted. 5) Post-test scale shifts for those concepts with overall quite(strong) pre-test scale position were generally significantly enhanced and strengthened by the ER programs.6) Subjective feedback indicates that a more positive approach tendency toward the concepts presented for the course was realized as a result of student participation in the ER programs.