The first purpose of this study was to ascertain the gains in vocabulary of three selected groups of graduate students presented material by different methods: audio, visual, and audio-visual. The second purpose of this study was to determine whether these gains were maintained after a lapse of time of four weeks.

The problem of this study was to determine the effects of videotape feedback upon teachers' classroom verbal and nonverbal behavior, objectives, methods, and expressed attitudes about teaching.

Two teachers with two classes each participated in the research, which used a modified Campbell and Stanley equivalent time series design. Each class was randomly assigned four of eight filmstrips. Both experimental and control classes heard lectures on a module, the experimental group viewed the filmstrip, and both were posttested. Independent variables controlling for student differences, module difficulty, student attitudes, and the critical independent variable, viewing of the filmstrip (View), were regressed on student cognition. In the analysis, significant at the .001 level, View exerted a significant positive influence on cognition scores. No relation was discovered between student attitudes toward filmstrips and increased cognition.

The purpose of this study was to examine the effectiveness of a technology-enhanced unit on slope in algebra. The technology used in the study was the Topological Panorama Camera (Topocam). The research questions explored the learning and transfer of knowledge about slope and the engagement level of students during Topocam learning activities. The Topocam is a computer-controlled camera that moves on a modular track while it scans a scene through a vertical slit. Students can program the speed of the camera and frequency of pictures. They then witness the results of time and motion in the image created by the camera. Data for this study were collected from a pretest/posttest, as well as from observations of indicators of engaged learning. The research population consisted of 46 students from three classes of Algebra I students. Three classroom teachers each taught a unit on slope, while a fourth teacher conducted the activities with the Topocam for all the classes. The classroom activities focused on the concept of slope as a rate of change utilizing coordinate grids. The Topocam activities involved students in collaboratively making and testing predictions about slope. The findings of the study indicate that student learning did occur with this technology-enhanced unit on slope in algebra. Students showed statistically significant improvement in understanding slope and in transferring that concept to other situations. Since technology was only part of the unit presentation, the amount of learning attributed to the Topocam activities cannot be determined. However, students demonstrated a high degree of engagement in learning while working with the Topocam which suggests that the activities were a factor. A low correlation between students’ slope unit test scores and previous algebra performance may indicate that students who have not been successful in algebra were more successful in the technology-enhanced unit. Some variation was found between classes that could be attributed to other factors than the Topocam.

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

Made available in DSpace on 2016-04-26T18:11:46Z (GMT). No. of bitstreams: 1 Ana Cecilia Costa Santos.pdf: 72900964 bytes, checksum: 5f8578618ee65dcb91a65d9e6a9583de (MD5) Previous issue date: 2012-06-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The research First person documentary: audio-visual intimate narratives aims to study first person documentaries, works in which the author tells his history. By approaching reality through a personal perspective, the artist shifts the narrative focus from the outer world to his subject´s private world, placing himself as a character. Thus, the depiction of reality becomes metaphorical and memoirist, expanding classic documentaries instrumental language. First person accounts, which also includes self-ethnography, has allowed social minorities to express themselves, since they did not feel accurately portrayed by mass communication vehicles. In this work, part of the Media Analyses research, we intend to examine first person documentaries in both its form and its contents, by: identifying the audiovisual mechanisms that were used to translate and communicate a private reality to the audience; analyzing the connection between subject and object in a selfethnography documentary in which there cannot be partiality; investigating in which sense the work blurs the limit between documentary and fiction, creating a kind of hybrid audio-visual account, examining the ways in which the first person character becomes part of an audio-visual work. Our methodology consists on a bibliographic and filmic research, whose focus is the analysis of the self-ethnographic method. Audio-visual theorists served as reference for this research, such as: Machado, Renov, Nichols, Da-Rin, Bellour, Dubois, McLuhan, Voguel, Russel, MacDougall, Bernardet, Labaki, Lins, Sibilia, Citron. The hybridization process was examined through the work of Pinheiro and Gruzinski. The artist creation, by the critical genetic study done by Salles. Reflections on the death-image relationship were supported by the work of Debray, Morin, Barthes e Becker. The presence of the body in the work was examined in the writings of Mello, Nagib, Azzi, Schefer, Roth. This research corpus is composed of the following works: Tarnation (Caouette. USA, 2003); The Long Holiday (Der Keuke. Holanda, 2000); Gokushiteki erosu: Renka, 1974 (Hara. Japan, 1974). This selection was done minding each chapter´s theme (family, death, body). Despite being intimate narratives, they reveal a dynamic subjectivity whose range includes social and political issues. The works analyzed show a complex audio-visual language, thus consolidating the notion that documentary and realism are not synonyms. We understand that this research can contribute to a better understanding of the documentary concept as a creative treatment of actuality , as defined by John Grierson in the 1930´s / Resumo: Esta pesquisa tem como objeto de estudo o documentário em primeira pessoa. Trata-se do tipo de obra audiovisual em que o autor aponta a câmera para si e conta a própria história. Por abordar a realidade a partir de uma perspectiva pessoal, o artista desloca o foco narrativo do mundo exterior para o mundo íntimo do sujeito, assumindo-se como personagem da obra. A representação da realidade ganha um caráter metafórico e memorialista, expandindo a linguagem instrumental do documentário clássico. Esse tipo de relato em primeira pessoa, que também inclui a autoetnografia, tornou-se uma ferramenta de expressão para as minorias sociais, que não se sentiam bem representadas pelos veículos de comunicação de massa. Com este estudo, objetivamos investigar o documentário em primeira pessoa em seus aspectos de forma e conteúdo: identificamos os mecanismos da linguagem audiovisual que foram utilizados para traduzir e comunicar ao público uma realidade privada; analisamos como acontece a relação entre sujeito/objeto em um documentário autoetnográfico em que não existe imparcialidade possível; investigamos em que sentido a obra borra a fronteira entre documentário/ficção, gerando uma forma de relato audiovisual híbrido; examinamos as formas como o eu inscreve-se em uma obra audiovisual; fizemos um mapeamento de relatos íntimos do audiovisual. Para tanto, a metodologia adotada foi um mapeamento bibliográfico e filmográfico, focado, por seu turno, na análise do método autoetnográfico. Teóricos ligados às questões do audiovisual referenciaram esta pequisa, tais como: Machado, Renov, Nichols, Da-Rin, Bellour, Dubois, McLuhan, Voguel, Russel, MacDougall, Bernardet, Labaki, Lins, Sibilia, Citron. O processos de hibridização são tratados através dos textos de Pinheiro e Gruzinski. A criação do artista foi abordada pelo estudo de crítica genética de Salles. Debray, Morin, Barthes e Becker fundamentaram as reflexões acerca da relação morte/imagem. A inscrição do corpo na obra foi analisada com fundamento nos textos de Mello, Nagib, Azzi, Schefer, Roth. O corpus desta pesquisa é constituído das seguintes obras: Tarnation (Caouette. USA, 2003); Férias Prolongadas (Der Keuke. Holanda, 2000); Gokushiteki erosu: Renka, 1974 (Hara. Japão, 1974). Esse recorte foi feito a partir dos temas tratados em cada capítulo (família, morte, corpo). Apesar de serem relatos íntimos, revelam uma subjetividade dinâmica, que se amplia para o terreno sócio/político. As obras analisadas possuem uma complexa linguagem audiovisual, que ratifica a ideia de que documentário não é sinônimo de realismo. Entendemos que esta pesquisa pode contribuir para a compreensão do conceito de documentário como um tratamento criativo do real , denominação dada por John Grierson ainda na década de 1930