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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Pictures for an audition : Reflections on the role of roots and background in the composing and performing processes

Cazzanelli, Sara January 2016 (has links)
"Pictures for an audition" are a visual tool I created to help in performing orchestral excerpts. I always had the aim to get deeper in the knowledge of the Zeitgeist of the composers I was facing, and as a consequence the aim to communicate this knowledge, this richness of roots, to the audience in a way as widely understandable as possible. I have been reflecting on the role of roots and background keeping as a reference point the figure of Dvořák, due to his strong connections with the Czech land and tradition. The inspiration I get from the composers’ background influences choices I do in dynamics, colors, articulation, and most of all expression. But how to get this inspiration when the situation is that of an orchestral audition, when the excerpts are so short, different in style and background, and played in a row with just few seconds between one and the other one? It is not possible for me to remember in few seconds what is more important about a particular excerpt, not even if I would prepare a written summary, since only to read that it would take at least one minute. Instead, visual memory is instantaneous, and somehow produces in me a more immediate inspiration than written concepts. Therefore, I decided to translate into visual inputs, i.e. selected pictures, photographs, or very short evocative sentences, the concepts which are for me more relevant about five excerpts which are often required in clarinet auditions. For each excerpt, these visual inputs have been put together in a A4 paper, and the outcome I called, for the sake of simplicity, the “picture for an audition”. I used this tool during my practice; after a while I recorded myself, and, finally, I used the picture as a reference point to check if in the recording it was clear enough what I wanted to express. In this comparison, the pictures made me more attentive to details I would have otherwise overlooked, and became an inspiration also to find new ways to practice the excerpts.
2

Att använda bildstöd inför möte med barn som har funktionsnedsättning : En enkätstudie bland föräldrar

Jansson, Amanda, Wennerström, Anna January 2017 (has links)
No description available.
3

Low-tech Visual Support Strategies for Students with Autism

Marks, Lori J. 23 January 2004 (has links)
No description available.
4

Utilization of Visual Sensing and Face Analysis for Enhancing E-Learning / 画像センシングと顔画像解析を利用したe-ラーニングの機能増強

Siyang, Yu 25 March 2019 (has links)
京都大学 / 0048 / 新制・課程博士 / 博士(工学) / 甲第21770号 / 工博第4587号 / 新制||工||1715(附属図書館) / 京都大学大学院工学研究科電気工学専攻 / (主査)教授 中村 裕一, 教授 小山田 耕二, 教授 喜多 一 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DFAM
5

The Impact Of Visual Support On Efl Learners’ Vocabulary Acquisition When Reading : Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hp / Inverkan av visuellt stöd på EFL studenters ordförrådsinlärning

Sino, Roulian January 2024 (has links)
This research delves into the influence of visual aids on vocabulary development amongEnglish as a Foreign Language (EFL) learners, particularly in fostering independent readingskills. Numerous studies have debated the efficacy of integrating visuals, such as pictures,with text in enhancing reading comprehension. These visual supports have been observed toheighten motivation levels among EFL learners during the vocabulary acquisition process.The primary focus lies in examining how visual aids impact vocabulary acquisition andcontribute to the development of independent reading comprehension. Conducted primarilythrough searches in primary sources like ERIC and ERC, this study utilized keywords such as“vocabulary acquisition,” “EFL,” “visual support," and "primary school" spanning a decade(2019-2022). The findings from these studies concerning visual aids and vocabularyacquisition are then contextualized within the Swedish National English curriculum andrelevant theoretical frameworks. However, due to the scarcity of research specific to certainage groups, further studies are deemed necessary to explore the backgrounds of various EFLlearners and devise more effective methods for facilitating vocabulary acquisition.
6

Hur utvecklar elever i avkodningssvårigheter läsförståelse? : En kvalitativ studie kring fem lärares undervisning i läsförståelse för elever i avkodningssvårigheter / How do students with decoding difficulties develop reading comprehension? : Aqualitative study of five teachers’ teaching of reading comprehension to students withdecoding difficulties

Lundberg, Fanny January 2021 (has links)
Syftet med den här studien har varit att undersöka fem lärares uppfattningar kring hur de skapar en undervisning som bidrar till att utveckla läsförståelsen hos elever i avkodningssvårigheter. Studiens teoretiska utgångspunkt baseras på den sociokulturella teorin enligt vilken elevernas tillägnande av kunskaper sker inom ramen för den närmaste utvecklingszonen. I studien har en kvalitativ metod använts. Materialinsamlingen genomfördes genom kvalitativa semistrukturerade intervjuer. Materialet analyserades med utgångspunkt i den fenomenografiska ansatsen. Resultatet visar att de huvudsakliga temana i lärares arbetssätt för att utveckla läsförståelse hos elever i avkodningssvårigheter är visuellt stöd, modellerande av läsförståelsestrategier och samtalet som redskap. / The purpose of this study has been to investigate the perceptions of five teachers regarding their teaching of reading comprehension to students with decoding difficulties. The theoretical starting point of the study is based on the sociocultural theory, where the focus is that the students' acquisition of knowledge takes place within the framework of the zone of proximal development. A qualitative method has been used in the study. Through qualitative semi-structured interviews, material collection was carried out. The material was analysed using a phenomenographic approach. The results show that the main themes in teachers' working methods for developing reading comprehension for students in decoding difficulties are visual support, modelling reading comprehension strategies and to use text-talk to reflect and understand the meaning of a text.
7

Undersökande arbetssätt genom NTA-kopplat till elevers lärande : Interventionsstudie i årskurs 3 med uppdraget färgerna i färgen / Inquiry practises through NTA -in relation to students learning : Intervention study in grade 3 with the assignment färgerna i färgen

Wennström, Malin, Wendela, Heintz January 2023 (has links)
Sammanfattning Syftet med vår studie är att bidra med kunskap om hur eleverna i lågstadiet tillägnar sig begreppskunskaper och förmåga att genomföra systematiska undersökningar när de undervisas genom NTA i ämnet kemi. Studien genomfördes i en årskurs 3 med NTA-uppdraget färgerna i färgen. Vi valde att genomföra en kvalitativ interventionsstudie med strategin designbaserad studie. Vid två lektionstillfällen agerade vi själva lärare och observatör. Lektion A planerades efter NTA’s lärarhandledning. Efter analys av lektion A genomfördes en förändring till lektion B. Förändringarna av lektionen var visuellt stöd och tydligare muntlig stöttning från läraren. Den sociokulturella synen på lärande genomsyrar den aktuella studien och det insamlade resultatet. Resultatet visar att NTA-uppdraget färgerna i färgen bidrar till viss begreppsförståelse för begreppet separera och förmåga att genomföra systematiska undersökningar. Med de förändringar som gjordes till lektion B visade insamlat resultat på en ökad förståelse för begreppet separera och förmåga att genomföra systematiska undersökningar. Därmed dras en möjlig slutsats att verksamma och blivande F-3 lärare kan tillägga visuellt stöd och mer muntlig stöttning i sin undervisning när de använder sig av NTA uppdraget färgerna i färgen. / AbstractThe purpose of our study is to contribute knowledge about how primary school students acquire conceptual knowledge and the ability to conduct systematic investigations when taught through NTA in the subject of chemistry. The study was conducted in a grade 3 through the NTA assignment färgerna i färgen.We chose to conduct a qualitative intervention study with the strategy of design-based study. On two occasions we acted as teachers and observers. In lesson A, the assignment was planned straight from the NTA’s pedagogical plan. After analysis of lesson A we made a change for lesson B. The changes we did to lesson B were adding visual support and more oral support from the teacher. The sociocultural view of learning permeates the current study and the collected results. The results show that the NTA assignment färgerna i färgen contributes to some conceptual understanding of the concept of separation and the ability to conduct systematic investigations. With the changes that were made from the collected results the students showed an increased understanding of the concept of separation and the ability to carry out systematic investigations. Thus, it is concluded that active and prospective F-3 teachers should add visual support and more oral support in their teaching when using NTA assignment färgerna i färgen.
8

Kommunikation i Träningsskolan : Lärares erfarenheter av bildstöd i arbete med icke verbala elever med intellektuell funktionsnedsättning och Autism Spectrum Tillstånd / Communication in compulsory school for pupils with learning disabilities with orientation training school : Teachers experiences of visual support in working with nonverbal students with intellectual disabilities and Autism Spectrum Disorder

Svärd, Elisabet January 2016 (has links)
Denna studie syftar till att synliggöra lärares erfarenheter av hur elevers kommunikationmöjliggörs med hjälp av bildstöd i träningsskolan. I träningsskolan har alla elever enintellektuell funktionsnedsättning men denna studie belyser också icke verbala elever, samtelever med Autism Spektrum Tillstånd (AST). Alla elever har en grundläggande rätt attkommunicera, och bild anses enligt forskning vara ett bra verktyg i kommunikationen bådevid intellektuell funktionsnedsättning och vid AST. I denna studie ger sex lärare sinaerfarenheter av Alternativ och Kompletterande Kommunikation och hur bildstöd fungerar somstöd för kommunikation och socialt samspel. Lärarna beskriver också till vilka syften och ivilka sammanhang bildstöd används. Studien bygger på kvalitativa intervjuer och analysen ärgjord utifrån ett sociokulturellt perspektiv.Lärarna har erfarenheter av att använda Alternativ och Kompletterande Kommunikation.Resultaten visar att bildstöd löper som en röd tråd i träningsskolan och möjliggörkommunikation för många icke verbala elever med intellektuell funktionsnedsättning ochAST. Lärare använder bild till i stort alla aktiviteter under en skoldag. Olika bilder användsoch bidrar både till elevers kunskapsinhämtning och sociala samspel, främst tillsammans medläraren. Det är viktigt att bygga på elevers intressen och motivation. Det kan emellertid varasvårt med tvåvägskommunikation, lärare har erfarenheter av att elever har svårt att självainitiera kommunikation. De elever som tar initiativ kommunicerar ofta med Picture ExchangeCommunication System (PECS). Bildscheman fungerar som lärares information till elever.Lärare uttrycker att utan bildstöd skulle det vara svårare med kommunikation i träningsskolan. / This study aims to display teachers’ experiences of how students’ communication is madepossible with help of visual support in compulsory school for pupils with learning disabilitieswith orientation training school. In the training school every student has an intellectualdisability, but this study also highlights nonverbal students and students with AutismSpectrum Disorder (ASD). All students have a fundamental right to communicate, and visualsupport is, according to the research, a good tool for individuals with both intellectualdisability and ASD. In this study, six teachers give their experiences of how Argumentativeand Alternative Communication and visual support provides support for communication andsocial interaction. The teachers also describe for what purpose and in what context visualsupport is used. The study is based on qualitative interviews and the analysis is made from asociocultural perspective.The teachers have experience in usingArgumentative and Alternative Communication. Theresults show that visual support runs through every area of the compulsory school for pupilswith learning disabilities and enables communication for many nonverbal students withintellectual disabilities and ASD. Teachers use visual support in all activities throughout theschool day. Various pictures are used and contribute to students’ aquisition of knowledge andsocial interaction, together with the teacher. It is important to build on students’ interests andmotivation. However, it can be difficult with communication that goes two ways, teachershave the experience that students have difficulties initiating communication themselves. Thestudents who take their own initiatives often communicate through Picture ExchangeCommunication System (PECS). Visual schedules function as teachers’ information to thestudents. Teachers express that without visual support, the communication would be moredifficult in compulsory school for pupils with learning disabilities orientation training school.
9

Linguagem visual: percepção, cognição e suportes tecnológicos

Campanhole, Sidney Gomes 21 September 2015 (has links)
Made available in DSpace on 2016-04-26T18:15:20Z (GMT). No. of bitstreams: 1 Sidney Gomes Campanhole.pdf: 3867165 bytes, checksum: 89dc38643dbfa9e95b84ea8b35ca166f (MD5) Previous issue date: 2015-09-21 / The signs of lack of quality among the public education area, that can be noticed through researches, shown by the media speech, shared among the social media and mostly when we face people inserted in this area, it can't be credited to the teachers's efficiency, to the student's social behavior and reality or to the teaching institutions, because it demands a review of the communication processes, language production and their supports, that surround us and affect the cognition behavior, case in point, the visual area. This paper starts from studies on visual language pratices, regarding new technology supports, exactly those that make images through direct light emission and the decrease of the visual area. The quantitative and qualitative analysis was made through collected material and questionaries presented to a group of students from the public teaching area in the state of São Paulo. I chose this sample because of a pre-study and an in loco passive image production behavior, because of the predominance of narrative language as a result of teaching and learning pratices, regarding efforts on the argumentative function, specially when the educational context suggests a relation between verbal and visual aspects, the interpretation of diagrams and a filmic material, in order to qualify teaching practices. This research, after diagnosises on a week basis, kept going on from the analysis to the orientation bases, laws, acts and others, regarding teaching and learning in the state area that in a way approaches the visual cognition. In order to support the theory approached during this paper, it was used concepts from the Pieirce philosophy (semiose, hábito, percepção, memória, e as categorias cenopitagóricas) because it regards language and cognition phenomenon, which epistemological support identifies, explains and project actions, diagnostics and predictions in the visualization relation and technological supports amoung learning actions. In order to do so, it was necessary to create limits to the visual language, based on phenomenological categories in order to extract categories and create syntatic and morphologic topics inferred by Gestalt de Marx Wertheimer and the visual processes approached by the neuro science. In a conclusion, the initial fase was reapproached and the visual cognition was checked, expressed by the production of the visual language population sample. The method used to the diagnosis was research questionary, processing data considering the quantitative mode and power impact analysis of different forms of interpretation through the observation of the group behavior; it was concluded that new visualization supports insist on applying certain visual syntax topics, mobilize warning states and exponentialy value the narrative function and create social behaviors such as the virtual socialization in comparison to the formal one / Os sinais de falta de qualidade na rede de ensino pública, notados através de pesquisas, sentidos nos discursos da mídia, compartilhados nas redes de internet e, principalmente, quando deparamos com os cognoscentes dessa cultura de aprendizagem, não podem ser creditados apenas à eficiência de professores, comportamento e realidade sociais dos alunos ou instituições de ensino, mas urgem de uma necessidade de rever como os processos de comunicação, produção de linguagem e os respectivos suportes, que nos circundam, afetam comportamento cognitivo, neste caso, o visual. O presente trabalho parte de um diagnóstico levantado sobre práticas de linguagem visual no tocante a novos suportes tecnológicos, exatamente aqueles que constituem a imagem por emissão direta da luz e redução do campo visual. A análise quantitativa e qualitativa foi realizada sobre o material coletado e questionário-pesquisa junto de um grupo de alunos da rede de ensino pública do Estado de São Paulo. A opção por essa amostragem decorreu da constatação pré-estudo e in loco de um comportamento passivo na produção de imagens, da predominância da função da linguagem narrativa como produto de práticas de ensino aprendizagem, em detrimento dos esforços para a função argumentativa, justamente quando o contexto educacional propõe a intertextualidade verbal-visual, a interpretação de diagramas e arsenal fílmico para qualificar práticas de ensino. O percurso da pesquisa, após diagnóstico seminal, seguiu da análise às bases orientadoras, leis, decretos e outros, sobre ensino aprendizagem na rede estadual que, de algum modo, referenciam a visualidade e a cognição. Para subsidiar o tratamento cientifico na compreensão desta problematização, recorreu-se a conceitos da Filosofia de Peirce (semiose, hábito, percepção, memória, e as categorias cenopitagóricas) por tratar-se de um fenômeno da linguagem e cognição, cujo suporte epistemológico identifica, explica e projeta ações, quiçá, diagnósticas e prognósticas na relação visualidade e suportes tecnológicos nas ações de aprendizagem. Para tanto, houve a necessidade de delimitar a linguagem visual, com base nas categorias fenomenológicas para extrair categorias e engendrar tópicos sintáticos e morfológicos inferidos pelo postulado da Gestalt de Marx Wertheimer e os processos visuais estudados pelas Neurociências. Por fim, a fase inicial foi retomada e verificada a conduta da cognição visual, expressa na produção de linguagem visual da população de amostra. O método para diagnóstico foi questionário pesquisa, com tratamento de dados sob o modo quantitativo e análise de potência de impacto de variantes nas interpretações através de observação de conduta do grupo; apontou-se que novos suportes da visualidade insistem no emprego de determinados tópicos da sintaxe visual, mobilizam estados de atenção e valoram exponencialmente a função narrativa, além de gerarem comportamentos sociais como a socialização virtual em prejuízo do presencial
10

Visuellt stöd på gruppnivå : Uppfattningar och erfarenheter hos pedagoger i förskola och skola av att arbeta med visuellt stöd / Visual support for children as a group : Teachers experiences of visual support and results from using visual support in the learning environment

Sjöström, Liv, Ödling, Helena January 2018 (has links)
In today's Swedish preschool and elementary school all children are entitled to an inclusive education, where they receive the support and are presented with the educational challenges they are perceived to be in need of. To meet the needs and preconditions of all children, the educational mission of teachers today involves the apply of special educational tools, such as for example the use of visual support. The aim of this study is to analyse teachers experiences of visual support and the results they have experienced from using visual support in the learning environment. The study involves a preschool and an elementary school in a municipality in Sweden, and is based on interviews with three preschool teachers, three elementary school teachers, the headmaster of the preschool, and the headmaster of the elementary school. The results have been analyzed using sociocultural theory and a relational perspective on special education. The overall results show that teachers have used visual support for the children as a group, combined if necessary with visual support for individual children. Furthermore the results show that the use of visual support originates from a necessity to address pedagogical dilemmas and problems that have arisen within the learning environment. Both the headmasters and the teachers describe that the use of visual support has been beneficial for improving the learning environment for all of the children as well as the working environment for the teachers. In accordance with sociocultural theory and a relational perspective on special education, visual support has been used by the teachers participating in this study, as a tool to promote inclusion of all children, and as means of adapting the learning environment according to difficulties children experience within that context. The results of this study confirms that the use of visual support for children as a group can be considered a good example of what Jensen (2017) describes as reversed inclusion, meaning that the learning environment is adapted on a group level to meet the needs and preconditions of children in need of special support.

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