abstract: Teacher attrition and the migration between schools and districts can have a negative impact on quality of education and teacher performance. Novice teachers leave the profession because they are overwhelmed by the workload and responsibilities of the job. In a previous action research cycle, I found that novice teachers' perceptions of isolation and lack of opportunities to share experiences had a negative effect on teacher perceptions of efficacy. This action research project examines the effect of leveraging social media and professional learning communities to provide opportunities for a group of novice teachers to share experiences and seek advice. By addressing the challenges that novice teachers face and providing solutions for common problems, it is the hope of this researcher that highly effective teachers will remain in the classroom. The results of the study indicate that the combined use of Twitter and YouTube in collaboration with professional learning communities will improve teacher perceptions of efficacy. Teachers who participated in the social media based professional learning communities are also more likely to remain in the classroom. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2013

The tags and descriptions entered by video owners in video sharing sites are typically inadequate for retrieval purposes, yet the majority of video search still uses this text. This problem is escalating due to the ease with which users can self-publish videos, generating masses that are poorly labelled and poorly described. This thesis investigates how users tag videos and whether video tagging games can solve this problem by generating useful sets of tags. A preliminary study investigated tags in two social video sharing sites, YouTube and Viddler. YouTube contained many irrelevant tags because the system does not encourage users to tag their videos and does not promote tags as useful. In contrast, using tags as the sole means of categorisation in Viddler motivated users to enter a higher proportion of relevant tags. Poor tags were found in both systems, however, highlighting the need to improve video tagging. In order to give users incentives to tag videos, the VideoTag project in this thesis developed two tagging games, Golden Tag and Top Tag, and one non-game tagging system, Simply Tag, and conducted two experiments with them. In the first experiment VideoTag was a portal to play video tagging games whereas in the second experiment it was a portal to curate collections of special interest videos. Users preferred to tag videos using games, generating tags that were relevant to the videos and that covered a range of tag types that were descriptive of the video content at a predominately specific, objective level. Users were motivated by interest in the content rather than by game elements, and content had an effect on the tag types used. In each experiment, users predominately tagged videos using objective language, with a tendency to use specific rather than basic tags. There was a significant difference between the types of tags entered in the games and in Simply Tag, with more basic, objective vocabulary entered into the games and more specific, objective language entered into the non-game system. Subjective tags were rare but were more frequent in Simply Tag. Gameplay also had an influence on the types of tags entered; Top Tag generated more basic tags and Golden Tag generated more specific and subjective tags. Users were not attracted to use VideoTag by the games alone. Game mechanics had little impact on motivations to use the system. VideoTag used YouTube videos, but could not upload the tags to YouTube and so users could see no benefit for the tags they entered, reducing participation. Specific interest content was more of a motivator for use than games or tagging and that this warrants further research. In the current game-saturated climate, gamification of a video tagging system may therefore be most successful for collections of videos that already have a committed user base.

El presente es un proyecto investigativo de carácter exploratorio con un enfoque descriptivo alrededor de un fenómeno poco estudiado: el homecasting. Se busca aportar en la construcción, definición y delimitación del fenómeno del homecastig a través de un estudio de caso en el cual se describen y analizan ejemplos específicos relacionados con sujetos, objetos y prácticas particulares, en torno a la producción casera audiovisual alojada en el portal YouTube. El proyecto, realizado entre los años 2009 y 2013 busca aplicar algunos conceptos y metodologías del estudio de la vida cotidiana y la antropología urbana al estudio de las interacciones en Internet, proponiendo un estudio de caso específico (pues los encontrados son más generales o teóricos y no se ocupan de asuntos particulares en relación al homecasting) aportando al campo comunicacional a través de una mirada transversal, que enfatiza en que lo audiovisual está en el centro de los cambios en el sentido de las experiencias estéticas contemporáneas.

The Internet today has become a powerful tool-that has greatly improved the lives of all peoples across the globe. Simply put, the Internet has brought us into a new century of interconnectedness unlike any other period in human history. However, in terms of politics the effects of the Internet have been rather difficult to monitor, making the recent developments in the country of Iran unique. The Islamic Republic of Iran has become increasingly hostile towards moderate reforms and has steadfastly refused to grant greater freedoms, resulting in the disillusionment of many Iranians with their government. Coupled with this rising discontent has been a meteoric rise of Internet activity. With other outlets of expression dominated by the regime, the Internet has become the sole battlefield for political discussion. This research focuses on how the Internet is being used by both the government and the opposition as a political tool in the struggle for democracy. The intent of this thesis is to analyze the effects- of the Internet through the emergence of three different Internet trends. The expansion of blogging has led to greater political discourse as it has allowed Iranians to provide their opinion in an open environment for the first time. Social networking has given Iranians the ability to meet and learn about each other in ways that would never have been originally possible Lastly, the inception of the "YouTube Effect" has brought the events'oflran worldwide. Different from a typical news piece, these Internet videos are unedited showing the gravity of the situation to outsiders. Above all, the Islamic Republic of Iran presents a unique case study for analyze of the abilities of the Internet in institutionalizing democracy.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-05-28T15:21:33Z No. of bitstreams: 1 William Mayer.pdf: 3370119 bytes, checksum: 7f0be183dc5592de7c6a1e704272275f (MD5) / Made available in DSpace on 2015-05-28T15:21:33Z (GMT). No. of bitstreams: 1 William Mayer.pdf: 3370119 bytes, checksum: 7f0be183dc5592de7c6a1e704272275f (MD5) Previous issue date: 2013-03-27 / CNPQ – Conselho Nacional de Desenvolvimento Científico e Tecnológico / Esta dissertação tem como objetivo analisar o Banco de Dados do site de compartilhamento de vídeos YouTube através de um olhar arqueológico para os meios de comunicação, e a inserção do audiovisual neste ambiente proposto por Foucault (2008), buscando entender como o Banco de Dados, através de sua estrutura de repositório em constante movimento, modifica o audiovisual dentro do site. Para isso, a pesquisa busca compreender os conceitos de "arquivo" e "enunciação", também propostos por Foucault, assim como conceitos específicos que permeiam as mídias digitais, tais como softwares, interfaces e hiperlinks. A dissertação também mergulha nas proposições de McLuhan (1964) dos meios como extensões do homem, propondo o computador como extensão do cérebro; movimento que nos leva ao conceito de Imagem-Corpo, que sugere que a verdadeira imagem está entre a percepção humana e o objeto em si, portanto, só existe no diálogo entre corpo e imagem. Aprimora-se esta ideia através de uma metodologia que denominamos como carto-cerebral, método que procura identificar os observáveis no site, a partir de um processo de busca realizado por afecção, segundo as proposições de Hansen (2004) apoiado em Bergson, onde optamos por objetos que nos afetam. Este processo é guiado por palavras-chave que realizam a interconexão entre os diferentes observáveis. Ao invés de focar unicamente nos vídeos do site, identificamos ferramentas que compõem este diferente audiovisual no YouTube. Dentre as quais, destacam-se as diferentes possibilidades provenientes do software, a interação do usuário com a máquina, assim como o próprio modo que o Banco de Dados se organiza. Esta análise cartográfica identifica pontos capazes de enunciar qual Banco de Dados do YouTube está surgindo. O conceito de "embodied", proposto por Hansen (2004), assim como os estudos de McLuhan (1964) são impreteríveis na organização da metodologia, permitindo compreender a ligação entre o Banco de Dados e a memória, conduzindo assim a pesquisa para a análise que pode observar não somente os vídeos dentro do YouTube, mas todos os seus potentes, permitindo emergir um outro audiovisual através do Banco de Dados. Um Banco de Dados como extensão da memória, que é capaz de, a partir de pequenas enunciações, colocar o arquivo em movimento, produzindo parte de um que surge com experiência audiovisual. Gerando uma Youtubidade que pode ser percebida nos diferentes objetos analisados. Construindo, através de distintas enunciações, alguns enunciados que tornam-se parte do discurso na análise final. / This thesis aims to analyze the database of video-sharing site YouTube, through an archeologic look for the medium, and the insertion of the audiovisual in this environment proposed by Foucault (2008), seeking to understand how the database, through its repository structure in constant motion, modifies the audiovisual within the site. The research tries to understand the concepts of "file" and "utterance" also proposed by Foucault, as well as the specific concepts that permeate the digital media, such as software, interfaces, and hyperlinks. The paper also delves into McLuhan (1964) propositions of media as a man extension, proposing the computer as an extension of the brain; movement that leads us to the concept of Body-Image, which suggests that the true picture of image is between human perception and object itself, therefore, it exists only in the dialogue between body and image. This idea is improved up through a methodology that we call brain-cartography, a method that seeks to identify the observable on the site from a search process conducted by the affection, according to the propositions of Hansen (2004), supported by Bergson, where we chose objects that affect us. This process is driven by keywords that perform this interconnection between different observables. Rather than focusing solely on the videos from the site, we identified all the tools that make this different audiovisual on YouTube. Among which, we highlight different possibilities from the software, user interaction with the machine, as well as the very way that the database is organized. This cartographic analysis identifies points capable of stating which database is emerging from YouTube, making it possible to understand a little more about the interaction between the database and the website. The concept of embodied proposed by Hansen (2004), as well as McLuhan (1964) studies are unavoidable in the methodology organization, allowing us to understand the connection between the database and memory, thus, leading the search for the analysis which cannot observe only the videos within YouTube, but all their potent, allowing it to emerge through a new audiovisual database. A database as an extension of memory, which is capable of, from small utterances, put the file in motion, producing part of an audiovisual experience that comes with generating a Youtubity that can be perceived in different objects analyzed. Building through distinct utterances, some statements that become part of the discourse in the final analysis.

Submitted by Maria Bernadete Dos Santos (mariabpds@id.uff.br) on 2017-10-10T14:05:56Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Paula Paulo.pdf: 2149459 bytes, checksum: c005caf1f174ecc705d825a05fcab564 (MD5) Endereço Eletrônico.pdf: 89286 bytes, checksum: 9badc17543c2e9c73d1911fed3a28c3a (MD5) / Approved for entry into archive by Biblioteca Central do Valonguinho Biblioteca Central do Valonguinho (bcv@ndc.uff.br) on 2017-10-26T21:45:35Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Paula Paulo.pdf: 2149459 bytes, checksum: c005caf1f174ecc705d825a05fcab564 (MD5) Endereço Eletrônico.pdf: 89286 bytes, checksum: 9badc17543c2e9c73d1911fed3a28c3a (MD5) / Made available in DSpace on 2017-10-26T21:45:35Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Paula Paulo.pdf: 2149459 bytes, checksum: c005caf1f174ecc705d825a05fcab564 (MD5) Endereço Eletrônico.pdf: 89286 bytes, checksum: 9badc17543c2e9c73d1911fed3a28c3a (MD5) / A Inclusão é um tema que cada vez mais vem sendo discutido na Sociedade. Como consequência, a inserção de pessoas que possuem qualquer tipo de necessidade educacional especial em salas de aulas regulares vem aumentando de forma progressiva. Embora existam muitas leis que garantam aos alunos com algum tipo de necessidade educacional especial a educação adequada num ambiente escolar inclusivo, a mesma muitas das vezes não é obedecida. Um dos motivos para esse problema é a falta de formação adequada dos professores para que consigam lidar com esses alunos. Por isso, foi proposta nessa dissertação uma maneira de colaborar com esses professores em sua prática docente. Produziu-se entre os anos de 2016-17 um conjunto de três vídeoaulas, disponibilizadas gratuitamente através do Youtube, onde cada aula possui um tema que auxilia o professor de Química a lidar com turmas inclusivas e com alunos deficientes visuais. Os vídeos foram filmados de maneira informal, seguindo um roteiro previamente estabelecido, e divulgados através do próprio site, redes sociais e uma oficina com alunos do PIBID (Programa Institucional de Bolsa de Iniciação à Docência) de Química da UFF. A primeira videoaula discute brevemente inclusão, mostrando alguns conceitos e leis, a segunda mostra como professores podem lidar com alunos deficientes visuais, através do uso de materiais didáticos inclusivos, mostrando como produzi-los e a última vídeoaula exibe alguns exemplos desses materiais já produzidos para o Ensino de Química. A análise dos vídeos foi realizada em 2016 por vinte e cinco professores voluntários de diferentes áreas do ensino já formados ou em formação. Todos avaliaram positivamente, indicando algumas melhorias com relação a alguns aspectos técnicos da gravação, como iluminação e áudio. Dessa forma, chegou-se à conclusão que as vídeoaulas alcançaram seu objetivo principal, indo além da sua meta inicial, atingindo também professores de outras disciplinas. / Inclusion is a subject that is increasingly being discussed in the society. As consequence, the insertion of people who have any kind of special educational need in regular classrooms has been increasing progressively. Although there are many laws guaranteeing pupils with some special educational need of adequate education in an inclusive school environment, it is often not obeyed. One of the reasons for this problem is the lack of adequate teacher training so that they can deal with these students. Therefore, it was proposed in this dissertation a way of collaborating with these teachers in their teaching practice. Between the years 2016-17, a set of three videotapes was made available for free through Youtube, where each class has a theme that helps the chemistry teacher to deal with inclusive classes and with visually impaired students. The videos were filmed in an informal way, following a previously established script and disseminated through the site itself, social networks and a workshop with UFF PIBID (Institutional Program of Initiation to Teaching) chemistry students. The first videotape briefly discusses inclusion, showing some concepts and laws, the second shows how teachers can deal with visually impaired students through the use of inclusive teaching materials, showing how to produce them, and the last videotape shows some examples of such materials already produced for teaching chemistry. The videos were analyzed in 2016 by twenty-five volunteer teachers from different areas of education already trained or in training. All evaluated positively, indicating some improvements regarding some recording technical aspects, such as lighting and audio. In this way, it was concluded that videotapes reached their main goal, going beyond their initial goal, reaching teachers from other disciplines as well.