Screencast stellen eine immer wichtigere Möglichkeit zur Gestaltung der digitalen Bildung dar. Trotzdem finden viele Veranstaltungen der Hochschulbildung in Form von Präsenzveranstaltungen statt, oft begründet durch die Unsicherheit der Lehrenden mit der Übersetzung der Lernveranstaltungen in einen neuen Kontext. Das Ziel dieser Arbeit ist die Definition, Analyse der Veranstaltungen Vorlesung und Seminar aus der Hochschuldidaktik und deren Übersetzung in einen Screencastkontext. Die übersetzten Lernszenarien werden auf ihre Probleme, die durch den Screencastkontext entstehen, untersucht und die Probleme in allgemeiner Form und mittels Softwarevorschlägen gelöst. Dazu werden verschiedene Methoden und Aufgabentypen der beiden Lernszenarien gesammelt und auf ihre Umsetzbarkeit im Screencastkontext analysiert. Im Fall von Umsetzungsproblemen werden Lösungen in allgemeiner und konkreter, das heißt Softwarevorschlags-, Form präsentiert. Dabei wurden je nach Art der Übersetzungen Methoden und Aufgabentypen gefunden, die nicht oder nur eingeschränkt nutzbar sind. Allerdings ist deren Nutzbarkeit nicht durch den Screencastkontext reduziert, sondern durch die Entscheidungen der Lehrenden bei der Gestaltung des Screencast.:1 Einleitung 2 Grundlagen 2.1 Lernszenariodefinition 2.1.1 Personen und ihre Rollen in Lernszenarien: Lehrende und Lernende 2.1.2 Bühnenbild – Situationsbetrachtung von Lernszenarien 2.1.3 Handlung – Ablaufsanalyse von Lernszenarien 2.2 Screencastdefinition und Übersetzungsprozess 2.2.1 Screencastdefinition 2.2.2 Übersetzungsdefinition 2.3 Screencastmethoden 3 Vorlesung 3.1 Definition 3.2 Übersetzung in den Screencastkontext 3.2.1 Voraufgezeichnete Vorlesung 3.2.2 Livevorlesung 3.3 Problemanalyse und –lösung 3.3.1 Rechteverteilung und Ordnung 3.3.1.1 Beispiel für Rechtesysteme – BigBlueButton 3.3.2 Kommunikation 3.3.2.1 Kommunikationsprobleme in der voraufgezeichneten Vorlesung 3.3.2.2 Kommunikationsprobleme in der Livevorlesung 4 Seminar 4.1 Definition 4.2 Übersetzung in den Screencastkontext 4.2.1 Voraufgezeichnetes Seminar 4.2.2 Liveseminar 4.3 Problemanalyse und –lösung 4.3.1 Realisierung von Gruppenarbeiten 4.3.2 Herstellung von Blickkontakt, Mimik und Gestik 4.3.3 Positionierung im Raum 4.3.4 Aufgabenstellung und -bearbeitung 4.3.5 Einsatz von Programmen innerhalb des Seminars 4.3.6 Veröffentlichung und Abgabe von Aufgaben 5 Ergebnisse 5.1 Ausblick Literaturverzeichnis A Anhang

Creating documentation is a challenging task in software engineering and most techniques involve the laborious and sometimes tedious job of writing text. This thesis explores an alternative to traditional text-based documentation, the screencast, which captures a developer’s screen while they narrate how a program or software tool works. This thesis presents a study investigating how developers produce and share developer-focused screencasts using the YouTube social platform. First, a set of development screencasts were identified and analyzed to determine how developers have adapted to the medium to meet the demands of development-related documen- tation needs. These videos raised questions regarding the techniques and strategies used for sharing software knowledge. Second, screencast producers were interviewed to understand their motivations for creating screencasts, and to uncover the perceived benefits and challenges in producing code-focused videos. From this study a theory was developed describing the techniques used by devel- opers in screencasts. This thesis also discusses YouTube’s role in the social developer ecosystem, and presents a list of best practices for future screencast creators. This work lays the groundwork for future studies exploring how screencasts can play a role in sharing software development knowledge. / Graduate / 0984 / lmacleod@uvic.ca

Although feedback on writing is researched in the disciplinary context of teaching writing, little research investigates feedback on short-form essay writing. The field of instructional design is also lacking in research on feedback in the teaching of writing. However, research in the field of multimedia learning including the personalization principle (Mayer, 2001) would seem to support providing conversational audio as an alternative to providing written corrective feedback to students who are engaged in the writing process. Even though the field of Rhetoric and Composition and Instructional Design does not offer much research on feedback on short-form writing, the most substantial research base comes from the field of English as a Second Language (ESL). The purpose of this study was two-fold. Firstly, the study explored pre-medical students' perceptions, and achievement on the types of feedback received on their writing assignments. Secondly, the study examined the types of feedback an instructor is more likely to give in the different formats of traditional written versus audio screencast formats. The participants for this study included 1 instructor, who was a subject of analysis, and 31 pre-medical students at a Midwestern university. The study was categorized into three strands. Strand 1 utilized a survey design, Strand 2 utilized a repeated-measure design, and Strand 3 utilized a content analysis design to address the research questions. In Strand 1, the open-ended questions revealed that students liked the feedback via audio screencast as being more personal, but also found written corrective feedback more specific. In addition, a combined feedback approach was evident from the closed-ended questions. In Strand 2, data analysis revealed statistically significant increase in all the students' essay scores except for assignments 1 and 5, in which the traditional written format was utilized. In Strand 3, data analysis revealed that a significantly more direct and indirect corrective feedback comments were given by the instructor on essays when utilizing the traditional written feedback format compared to when feedback via audio screencast was used. Data analysis also revealed that the instructor had a substantially higher usage of rhetorical and social supportive feedback when providing feedback via audio screencast as opposed to the traditional written feedback format. The study contributes to the existing body of literature on audio feedback and written feedback on writing assignments in ESL, and serves as a foundation for writing teachers who are interested in writing in general and feedback on writing assignments. The study suggests that instructional designers can use the findings of this study to guide and inform their decisions about innovative approaches to providing feedback on students writing, which is a vehicle for critical thinking, and synthesis in many content areas.

Vorgestellt wird ein Konzept für einen Grundkurs Regelungstechnik, der die Erfahrungen nach drei Semestern Online-Lehre aufgreift. Die Basis ist die Vermittlung des theoretischen Wissens über Lehrtexte und Screencasts. Ergänzend wurden die Übungen in Fragestunden und die eigentliche Diskussion der Lösungen aufgeteilt, um aktivierende Methoden intensiver einsetzen zu können und nachhaltigeren Lernerfolg zu erreichen. Durch die Vielzahl von Lehrformen ergibt sich die Notwendigkeit, die Struktur des Moduls explizit zu thematisieren. Der Beitrag vergleicht dabei zwei verschiedene Ansätze und stellt eine dafür gut geeignete Skriptform vor. Im Beitrag wird auf die letzten drei Semester und die jeweils vorgenommene Studierendenbefragung Bezug genommen. Außerdem wird die Problematik bei der Wiederverwendung von Screencasts thematisiert.

The diploma thesis describes selected new teaching methods using the Information Technology. In consideration of supporting the Informatics course at University of Economics, the options of future teaching methodology development are outlined. The creation of educational tutorials in form of screencasting is considered as the first development step, for which the methodology has been drawn up. It covers preparation, implementation and publishing of the tutorials. To test the methodology, supporting learning materials were worked out accordingly for the part of the course explaining Microsoft Excel 2007 application -- in form of the illustration of the problem solving process. The created tutorials were published on the special website and presented (not only) to students. Within 14-day testing period a large dataset was acquired to provide feedback both from tracking visitors' movements on the website and from e-questionnaires. The feedback was thoroughly analysed and the conclusions were used for the optimalization of the methodology which was finalized by this step and is disposable for authors of future educational tutorials.

Syftet är att få insikt i om skärmfångad video kan vara ett komplement till undervisningen? Vad kan det erbjuda eleverna i form av anpassning av undervisningen till varje elevs förutsättningar och behov? Hur kan det utformas för att komplettera undervisningen? Detta arbete beskriver vad forskning och undersökning på området kommit fram till och vad regelverken i skolan säger. Jag har med hjälp av sex utvalda elever genomfört kvalitativa intervjuer för att bringa svar på mina frågor.Sammanfattningsvis kom jag fram till att skärmfångad video är ett utmärkt komplement i datoriserade hantverksmässiga kurser som webbdesign, men det krävs att lärarrollen utvecklas. Eleven erbjuds en individuell studietakt och anpassning till dennes förutsättningar och behov. Skärmfångad video skall utformas efter elevernas krav på god bild och ljudkvalité. Dessutom skall varje del totalt inte överstiga trettio minuter och kan med fördel delas upp i mindre delar. Materialet skall finnas till hands för eleven både i och utanför skolan.

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This study investigated misconceptions in Algebra of students enrolled for a N2 Engineering certificate at a Further Education and Training College. The study aimed to investigate these students’ misconceptions relating to Algebra which prohibited them to successfully complete their artisanship. The purpose of the research was to determine (i) the nature of these misconceptions, and (ii) the value of screencasts as a technology-enhanced learning (TEL) tool to improve instruction. The research gap that the researcher addressed related to the Mathematics misconceptions that the N2 students had, and whether these misconceptions could be adequately addressed by screencasts. The study method used was a case study design and methodology while simultaneously collecting quantitative and qualitative data. The findings encompassed the determining of main Mathematics misconceptions, producing screencasts, and assessing the screencasts with the intended target group. The study followed a four-phase strategy of testing, interviewing and analysing, and reflection based on qualitative and quantitative research strategies. During the quantitative research the research participants completed a biographical questionnaire, as well as a customised diagnostic Algebra test. The study sample comprised two groups from different trimesters at a rural FET college in the Northern Cape in Kathu, South Africa. The total population of full-time N2 Engineering students related to 113 participants. The diagnostic test comprised twelve questions from the three main Algebra concepts relating to: (i) exponents, (ii) equations, and (iii) factorisation. The same customised diagnostic test confirmed the misconceptions within the same group. Six questions from the customised diagnostic test identified the central misconceptions. The researcher consequently designed, developed, implemented and evaluated screencasts with the intended student population according to the design principles identified during the study. The six questions formed the basis of a second diagnostic test, which was used in phase three with interviews of ten research participants as part of phase 4 of the evaluation of the screencasts. At the end of the second trimester students were ask to complete a questionnaire regarding their use and perceptions of the screencasts—23 participants completed this voluntary questionnaire. At the end of the trimester ten participants were asked to explain their method of calculations during a walk-through evaluation while answering Algebra problems. The results indicated a number of misconception categories: (i) The main reason for misconceptions relating to equations was the participants’ inadequate understandings of the basic concepts of multiply methods used in equations; (ii) Index laws seemed to be the biggest misconception where participants demonstrated insufficient understanding of the laws; and (iii) The participants did not comprehend the basic concepts of factorisation—they could not identify which method to use while factorising. The qualitative findings indicate that the participants found the screencasts valuable when they prepared for tests and examinations, as well as when they did not understanding a basic Mathematics concept. Access to technology in rural areas remains an obstacle to integrate technology learning tools on a large scale at the FET College. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

This study investigated misconceptions in Algebra of students enrolled for a N2 Engineering certificate at a Further Education and Training College. The study aimed to investigate these students’ misconceptions relating to Algebra which prohibited them to successfully complete their artisanship. The purpose of the research was to determine (i) the nature of these misconceptions, and (ii) the value of screencasts as a technology-enhanced learning (TEL) tool to improve instruction. The research gap that the researcher addressed related to the Mathematics misconceptions that the N2 students had, and whether these misconceptions could be adequately addressed by screencasts. The study method used was a case study design and methodology while simultaneously collecting quantitative and qualitative data. The findings encompassed the determining of main Mathematics misconceptions, producing screencasts, and assessing the screencasts with the intended target group. The study followed a four-phase strategy of testing, interviewing and analysing, and reflection based on qualitative and quantitative research strategies. During the quantitative research the research participants completed a biographical questionnaire, as well as a customised diagnostic Algebra test. The study sample comprised two groups from different trimesters at a rural FET college in the Northern Cape in Kathu, South Africa. The total population of full-time N2 Engineering students related to 113 participants. The diagnostic test comprised twelve questions from the three main Algebra concepts relating to: (i) exponents, (ii) equations, and (iii) factorisation. The same customised diagnostic test confirmed the misconceptions within the same group. Six questions from the customised diagnostic test identified the central misconceptions. The researcher consequently designed, developed, implemented and evaluated screencasts with the intended student population according to the design principles identified during the study. The six questions formed the basis of a second diagnostic test, which was used in phase three with interviews of ten research participants as part of phase 4 of the evaluation of the screencasts. At the end of the second trimester students were ask to complete a questionnaire regarding their use and perceptions of the screencasts—23 participants completed this voluntary questionnaire. At the end of the trimester ten participants were asked to explain their method of calculations during a walk-through evaluation while answering Algebra problems. The results indicated a number of misconception categories: (i) The main reason for misconceptions relating to equations was the participants’ inadequate understandings of the basic concepts of multiply methods used in equations; (ii) Index laws seemed to be the biggest misconception where participants demonstrated insufficient understanding of the laws; and (iii) The participants did not comprehend the basic concepts of factorisation—they could not identify which method to use while factorising. The qualitative findings indicate that the participants found the screencasts valuable when they prepared for tests and examinations, as well as when they did not understanding a basic Mathematics concept. Access to technology in rural areas remains an obstacle to integrate technology learning tools on a large scale at the FET College. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Cette thèse a pour objet d’explorer les situations corporelles en milieu urbain sous le filtre des appareils de prises de vues selon différents angles, échelles et placements. Les mobilités des passants, les tactiques d’évitement, les rythmes pressés des pas, les intersections des trajectoires et la polyphonie qui forment la trame changeante du quotidien de la ville sont scrutés, sondés, capturés et retravaillés par l’opération du montage au sein d’une démarche plasticienne personnelle. En partant d’une expérience vécue du dépaysement au sein de la métropole parisienne, je souhaite examiner les intrications entre la fabrique du regard de l’étrangère et la construction des images vidéographiques et photographiques. Ces intrications se trouvent orchestrées, méthodologiquement, par trois concepts opératoires à géométries variables : le déplacement, l’emplacement et le replacement. Le premier mouvement correspond à l’expérience vécue et immersive de la ville où il sera question de la dimension sensible des pratiques pédestres. Le second se positionne sous l’angle du perçu, interrogeant le regard de l’observateur, de l’enquêteur et le traitement poïétique des matériaux visuels et sonores capturés par les appareils d’enregistrement. Le troisième répond à un changement du régime plastique, où le corps plasticien se dédouble, oscillant entre le filmant et le filmé, faisant du cadre vidéographique une scène performative. Quant au cadre théorique, il est également double. Il s’agit, d’une part, de recueillir en filigrane les leçons de la phénoménologie de Merleau-Ponty, de la microsociologie de Simmel et de l’anthropologie urbaine contemporaine. D’autre part, il s’agit de faire résonner les harmoniques de ma démarche avec des démarches d’artistes issues des années 1960 et 1970, comme les Situationnistes, Valie Export, Vito Acconci ou Esther Ferrer, et d’autres plus contemporains qui sondent les scénographies du corps et ses images, tels qu’Isabelle Grosse, Valérie Jouve, Mark Lewis et Maïder Fortuné. / The objective of this dissertation is to explore the situations of the body in an urban environment as mediated via different angles, scales and positions. A personal artistic démarche of editing records, surveys, and scrutinizes the mobility of passers and bystanders; the result is an audio-visual record that tracks the tactics of evasion, the speedy rhythms of steps, the intersections of the trajectories and the polyphony that form the thread of daily life in the city. Taking as a point of departure my personal experience - a change of scene (déplacement) in the metropolis of Paris - I examine the disorientations between the rendering of the foreigner’s gaze and the construction of videographic and photographic images. From a methodological point of view, three concepts of variable geometry organize these concepts in states of dynamic imbrication: delocation (déplacement), location (emplacement) and relocation (replacement). The first movement, which corresponds to the lived experience of immersion into the city, treats the sense-based dimension of pedestrian practices. The second, which concerns perception, interrogates the gaze of the observer and of the investigator and of the poetic treatment of taped visual and sonic material. The third concept entails a change of the plastic regime where the artistic body is divided in two: oscillating between the filming and the filmed where ultimately the videographic scene becomes a performative scene. The theoretical framework is likewise divided in two. On the one hand, it is inspired by Merleau-Ponty’s phenomenology, by Simmel’s microsociology and by contemporary urban anthropology. On the other hand, it consists of an evidencing of resonances between my own démarche and those of artists active in the 1960s and 1970s like the Situationists, Valie Export, Vito Aconci or Esther Ferrer, as well as more contemporaries like Isabelle Grosse, Valérie Jouve, Mark Lewis and Maïder Fortuné, who scrutinize the scenographies of the body and of its images.