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The aim of this thesis is to analyse videocontent on three Czech online media and describe how owing to video production the journalistic routines have changed. Because of growing videocontent on the news websites journalists often have to master skills which were not necessary for their work before so their work routine is being changed. In the newsrooms which produce videocontent there is a higher level of multiskilling - the workers often have to do more tasks altogether. Except for these changes the author focused also on the journalists and how they see the changes of journalistic routines themselves and whether they like them or not. Among the explored online media there were Seznam Zprávy, Deník.cz and Blesk.cz. The method of the research was a content analysis and semi-structured interviews with journalists from the chosen newsrooms. The results show that because of expanding videocontent the journalistic practices indeed have changed, which the journalists are getting used to though, and some of them even appreciate the higher level of multiskilling.

Snowboard media producers attempt to create subculturally relevant videos that connect with the audience. Videos provide the opportunity to report and document snowboarding activity, highlight new developments and provide visibility to prominent participants and associated businesses. Being a well-known and esteemed snowboarding participant is advantageous to being a producer, as it provides an identifiable cultural capital and implies a trustworthy ‘by-riders-for-riders’ philosophy. Connecting with the viewers is vital, as the audience plays a role in the distribution of videos by sharing and endorsing them through their social networks. Motivating factors in audience media sharing, also known as media spreading, include status seeking, improving credibility, personal satisfaction and personal expression. Snowboarding was founded on anti-mainstream and anti-commercialism beliefs, which means that incorporating advertising and promotional messaging could negatively impact on audience connection. Yet, filming and producing snowboarding videos is difficult and expensive. Advertising represents an opportunity to attract funding and support to assist with production costs and, ultimately, provide profit. In order to accommodate advertising into their videos, producers are sometimes required to compromise their standards. This compromise represents a threat to audience connection. Producers believe that high quality, innovative snowboarding action footage provides the best opportunity to wow the audience. Various forms of advertising, including stealth marketing, sponsored journalism, and hybrid messaging, are often displayed in the moments between action footage shots, but advertising compromise can also affect action footage, particularly on client-funded projects. How advertising is incorporated can also depend on the industry the advertiser operates in. Alcohol brand advertising is identified as highly restrictive due to legal implications and public perceptions. Advertisers from businesses strongly related to the snowboarding subculture are more aware of their competitors’ presence in videos, which can cause conflict. Ski field support can be varied, despite high levels of visibility in the videos.

This study investigated the incorporation of student video production into Year 7 science classes and determined associated learning benefits. Availability of digital cameras and movie editing software make student in-class video production a possibility. However, the introduction of technology into classrooms often precedes an understanding of its effective utilisation. While the science classroom was ideal to utilise the audio/visual benefits of video production, a framework to streamline and guide students’ production was needed to ensure productive learning. The writing-to-learn in science model (Prain & Hand, 1996a) and Science Writing Heuristic (Hand & Keys, 1999) were selected to fulfil this role. The adaptation of the writing-to-learn in science model to include video production as a text type coincided with a call from Prain (2006) to extend research to determine the influence of “new technology-mediated, multimodal learning environments” (p. 79) on students’ science learning. Two intact Year 7 classes conducted the same science investigation following the writing-to-learn in science model, one class (Yr 7A, N = 21) used digital video to record and report their findings while the other class (Yr 7B, N = 22) used a traditional method of poster making. Students worked in mixed gender and ability groups of three. Data instruments included pretest, posttest, delayed posttest, a repeated question instruments, and content analysis of the students’ final products. Two groups from each class were video tracked throughout their investigations and were later interviewed. Video data were transcribed and analysed to determine patterns of learning behaviour. This study showed that video production fits comfortably into the writing-to-learn in science framework. Making videos in science delivered learning advantages through the audio/visual nature of video production and the learning behaviours the production process elicited. The nature of video, as a visual and oral medium, allowed students to capture their science investigations accurately and then continue to manipulate the content through reviewing and editing. Through video production, students demonstrated heightened awareness of, and responsibility for, the learning of their audience that led to rehearsal of science concepts before filming. Data analysis revealed that video students collaborated, used higher order thinking, and engaged in the underlying scientific concepts more than the poster makers. This study is significant as it explores in a science classroom context, an emerging technology, already widely utilised in students’ out-of-school lives. Science educators are calling for the broadening of what constitutes a scientific text, the greater inclusion and manipulation of multi-modal representations for science students, and an increased emphasis on socio-communicative approaches to science learning. Additionally, incorporation of technology and associated means of learning, authentic to many students’ out-of-school lives, is advocated for the classroom. Student video production in science answers these calls. It achieves this while delivering unique learning benefits that add significantly to student attainment in science. Video production is playing a greater role in acquisition and dissemination of science knowledge. The use of video production in science and society would seem destined to increase exponentially. This study has investigated one application of the use of video production in a middle years science class, however the implications for further research are vast as the technology develops, the societal usage increases, and the scientific applications of video production become more powerful and widespread.

360-degree videos offer an immersive experience which is hard to find in traditional videos. The entire scene is floating around the viewer, and a feeling of being there is common. However, something traditional videos have compared to 360-degree videos is control of the outcome. The filmmakers decide what they want to show and how they want to guide the viewer. The control is still an issue in 360-degree videos. In this thesis will the focus be on how a viewer can be attracted to an important part of a scene. This work is concentrated on methods and techniques in the post-production part of video production. The techniques are mainly video effects.    The user tests involved 16 participants with different backgrounds including an expert in the field. The participants watched three 360-degree videos each with the same content, but with different techniques made in the post-production part to guide them. It was one video with graphical elements to guide them, one with light effects and one with colour effects. Interviews gave a deeper insight into the participant's experience and opinions on the three videos. The video effects affected the participants positively and negatively. The participants were mostly satisfied with effects consisting of graphical elements but not as much with colour. The users lost a bit of their freedom to explore a scene with the light effects, but they were useful when it came to guiding towards something. The participants did find the guiding lines and spotlight as the most suitable methods to attract attention; the spotlight was the most preferred of the two. The red circle effect and the warm/cold colour effect was the least preferred, the warm/cold colour effect as the least preferable. The effects helped to attract the viewer to a section of the video, and the user's got a better understanding of the concept. However, more research need to be done to draw attention towards something. A combination of elements like light effects and graphical element effects could improve the post-production part. Research in the future regarding the opportunity to combine techniques from an entire video production needs to be conducted for a significantly more effective way to attract attention to an important side of a scene, without the viewers losing their freedom of exploring, it includes both the post-production side but also methods to attract attention in a set.

Orientador: Marília Freitas de Campos Tozoni-Reis / Resumo: Este estudo investigou, à luz de Vigotski, as possibilidades de aprendizagem da Modelagem Matemática através das atividades de elaboração de vídeos didáticos produzidos com e por estudantes numa perspectiva sociocrítica ambiental para sustentabilidade. Uma pesquisa qualitativa inspirada em metodologias participativas foi realizada com setenta e dois participantes, estudantes do Ensino Médio de uma escola pública em Minas Gerais. Para investigar os efeitos desta proposta no processo de aprendizagem, além de um estudo teórico a respeito da Modelagem Matemática e de temas relacionados a ela neste estudo, observamos a integração entre os participantes durante as atividades de campo, como palestra, aulas, diálogos em sessões plenárias, desenvolvimento de tarefas escritas, seminários, exibição de vídeos e filmes, oficinas, debates, elaboração de vídeos, questionários e entrevistas. Com base nos estudos teóricos e nos dados obtidos através da análise das entrevistas, dos questionários e das filmagens dos encontros, concluímos que os processos pedagógicos com Modelagem Matemática associados a questões ambientais, além de promover aprendizagem da Matemática contribuem para que os alunos tenham oportunidades de formação pela apropriação crítica de conhecimentos científicos, culturais, políticos e sociais. / Abstract: This study investigated, in the light of Vigotski, the possibilities of learning Mathematical Modeling through the activities of elaboration of didactic videos produced with and by students in a socio-critical environmental perspective for sustainability. A qualitative research inspired by participatory methodologies was carried out with seventy - two high school students from a public school in Minas Gerais-Brazil. In order to investigate the effects of this proposal in the learning process, besides a theoretical study about Mathematical Modeling and the themes related to it in this study, we observed the integration among the participants during the field activities, such as lectures, classes, dialogues in plenary sessions, development of written tasks, seminars, video and film shows, workshops, debates, videos, questionnaires and interviews. Based on the theoretical studies and the data obtained through the analysis of the interviews, questionnaires and the filming of meetings, we concluded that the pedagogic processes with Mathematical Modeling associated to the environmental questions, besides promoting apprenticeship of Mathematics it gives the students the opportunity of formation through the critical appropriation of scientific, cultural, political and social knowledges. / Doutor

O vídeo educacional é uma categoria de produto audiovisual feito especialmente para atingir objetivos educacionais. Esse tipo de produto envolve dois grandes grupos de conhecimento: o conhecimento audiovisual e a educação. O primeiro deles, o conhecimento audiovisual, vai guiar a confecção em termos de linguagem, roteiro, produção de imagens e outros. O segundo grupo, a educação, vai abordar os aspectos de ensino e aprendizagem que diferenciam o vídeo educacional de outras espécies de audiovisuais. A ciência da mente, cérebro e educação (MCE) – uma disciplina que une as áreas da pedagogia, psicologia e neurociência em prol do ensino e da aprendizagem – compõe o corpo teórico referente à parte de educação. Dez diretrizes, que guiam a aplicação prática da ciência MCE em sala de aula, foram extraídas da literatura e, posteriormente, adaptadas para que pudessem ser aplicadas ao processo de produção audiovisual. O objetivo desta pesquisa é, assim, propor procedimentos metodológicos para a produção de vídeos educacionais que integrem as diretrizes adaptadas da ciência da mente, cérebro e educação. Dessa maneira, vídeos confeccionados a partir desses procedimentos contariam com a base da ciência MCE para seu planejamento e execução. / The educational video is a category of audiovisual product made specially for educational purposes. This sort of product involves two main groups of knowledge: audiovisual and education. The first, the audiovisual knowledge, will guide the production in terms of language, script, video shooting, among others. The second, education, will approach aspects of teaching and learning that distinguish the educational video from other sorts of videos. Mind, brain and education science (MBE) – a discipline that combines the fields of education, psychology and neuroscience on behalf of teaching and learning – composes the theoretical framework about education. Ten guidelines, that guide the practical application of MBE science in the classroom, were extracted from the literature and, lately, adapted so they could be applied to the video production process. The goal of this research is, therefore, to propose methodological procedures to the educational video production that integrates the adapted guidelines from mind, brain and education science. This way, videos made from the procedures would have the basis of MBE science in their planning and execution.

Submitted by Ricardo Ferreira Paraizo (ricardo.paraizo@hotmail.com) on 2018-09-25T18:04:08Z No. of bitstreams: 1 TESE RICARDO FERREIRA PARAIZO.pdf: 13505798 bytes, checksum: 3d2a7f46a1244bb3fbb186142a46d90a (MD5) / Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2018-09-26T12:07:12Z (GMT) No. of bitstreams: 1 paraizo_rf_dr_bauru.pdf: 13461704 bytes, checksum: 4c872e6d52902c16923765654008f744 (MD5) / Made available in DSpace on 2018-09-26T12:07:12Z (GMT). No. of bitstreams: 1 paraizo_rf_dr_bauru.pdf: 13461704 bytes, checksum: 4c872e6d52902c16923765654008f744 (MD5) Previous issue date: 2018-07-27 / Este estudo investigou, à luz de Vigotski, as possibilidades de aprendizagem da Modelagem Matemática através das atividades de elaboração de vídeos didáticos produzidos com e por estudantes numa perspectiva sociocrítica ambiental para sustentabilidade. Uma pesquisa qualitativa inspirada em metodologias participativas foi realizada com setenta e dois participantes, estudantes do Ensino Médio de uma escola pública em Minas Gerais. Para investigar os efeitos desta proposta no processo de aprendizagem, além de um estudo teórico a respeito da Modelagem Matemática e de temas relacionados a ela neste estudo, observamos a integração entre os participantes durante as atividades de campo, como palestra, aulas, diálogos em sessões plenárias, desenvolvimento de tarefas escritas, seminários, exibição de vídeos e filmes, oficinas, debates, elaboração de vídeos, questionários e entrevistas. Com base nos estudos teóricos e nos dados obtidos através da análise das entrevistas, dos questionários e das filmagens dos encontros, concluímos que os processos pedagógicos com Modelagem Matemática associados a questões ambientais, além de promover aprendizagem da Matemática contribuem para que os alunos tenham oportunidades de formação pela apropriação crítica de conhecimentos científicos, culturais, políticos e sociais. / This study investigated, in the light of Vigotski, the possibilities of learning Mathematical Modeling through the activities of elaboration of didactic videos produced with and by students in a socio-critical environmental perspective for sustainability. A qualitative research inspired by participatory methodologies was carried out with seventy - two high school students from a public school in Minas Gerais-Brazil. In order to investigate the effects of this proposal in the learning process, besides a theoretical study about Mathematical Modeling and the themes related to it in this study, we observed the integration among the participants during the field activities, such as lectures, classes, dialogues in plenary sessions, development of written tasks, seminars, video and film shows, workshops, debates, videos, questionnaires and interviews. Based on the theoretical studies and the data obtained through the analysis of the interviews, questionnaires and the filming of meetings, we concluded that the pedagogic processes with Mathematical Modeling associated to the environmental questions, besides promoting apprenticeship of Mathematics it gives the students the opportunity of formation through the critical appropriation of scientific, cultural, political and social knowledges.

O vídeo educacional é uma categoria de produto audiovisual feito especialmente para atingir objetivos educacionais. Esse tipo de produto envolve dois grandes grupos de conhecimento: o conhecimento audiovisual e a educação. O primeiro deles, o conhecimento audiovisual, vai guiar a confecção em termos de linguagem, roteiro, produção de imagens e outros. O segundo grupo, a educação, vai abordar os aspectos de ensino e aprendizagem que diferenciam o vídeo educacional de outras espécies de audiovisuais. A ciência da mente, cérebro e educação (MCE) – uma disciplina que une as áreas da pedagogia, psicologia e neurociência em prol do ensino e da aprendizagem – compõe o corpo teórico referente à parte de educação. Dez diretrizes, que guiam a aplicação prática da ciência MCE em sala de aula, foram extraídas da literatura e, posteriormente, adaptadas para que pudessem ser aplicadas ao processo de produção audiovisual. O objetivo desta pesquisa é, assim, propor procedimentos metodológicos para a produção de vídeos educacionais que integrem as diretrizes adaptadas da ciência da mente, cérebro e educação. Dessa maneira, vídeos confeccionados a partir desses procedimentos contariam com a base da ciência MCE para seu planejamento e execução. / The educational video is a category of audiovisual product made specially for educational purposes. This sort of product involves two main groups of knowledge: audiovisual and education. The first, the audiovisual knowledge, will guide the production in terms of language, script, video shooting, among others. The second, education, will approach aspects of teaching and learning that distinguish the educational video from other sorts of videos. Mind, brain and education science (MBE) – a discipline that combines the fields of education, psychology and neuroscience on behalf of teaching and learning – composes the theoretical framework about education. Ten guidelines, that guide the practical application of MBE science in the classroom, were extracted from the literature and, lately, adapted so they could be applied to the video production process. The goal of this research is, therefore, to propose methodological procedures to the educational video production that integrates the adapted guidelines from mind, brain and education science. This way, videos made from the procedures would have the basis of MBE science in their planning and execution.

This thesis is focused on creating a business plan for the new company whose business is providing services of video production. The theoretical part is conceived as an exploration of literary sources for the definition of the basic concepts of business. The practical part proceeds to analyze the environment in which the company should exist. Based on this analysis there are identified opportunities and threats from the environment of the company and its strengths and weaknesses. In addition, this section includes company's marketing mix and financial plan. The final part contains an overall assessment of the feasibility of this business plan.