El presente trabajo de investigación busca identificar las diferencias, a nivel de lenguaje audiovisual y de contenido, de los micro documentales diseñados específicamente para redes sociales. Para ello se analizarán piezas documentales de casas creadoras de estas producciones como Vice, Great Big Story y Nowness. A través de dicho análisis y la entrevista con documentalistas expertos en el tema se buscará descubrir si el documental en redes sociales tiene suficientes características propias como para ser considerado un nuevo género documental. / The objective of this investigation is to find the differences, in the audiovisual language and in content, of the micro documentaries specially designed for social media. In order to achive this, the autor will analyze documentaries from companies focused in the media creation such as Vice, Great Big Story and Nowness. Trough this analysis and the interviews with experts on the field, the investigation will attempt to discover if documentaries on social media are different enough, compared to the cinematic documentaries, to be considered a new documentary genre. / Tesis

Interpretation has the potential to play an important role in involving the general public in the dialogue about sustainability, and what this may mean for the future of humans on the earth. Yet interpreters often fail to address this issue. In fact, it can be argued that much interpretation fails to truly engage its audiences or provoke serious thought about our relationship with the rest of nature or our future lifestyles. How can interpretation be made more engaging and provocative, and contribute to the dialogue about sustainability? How can it reach this potential? Some educators and interpreters advocate the use of drama to help people connect with natural and cultural heritage. Powerful dramatic experiences can become embedded in the emotions and leave enduring impressions. Drama is used as an educational tool around the world. Can it be used by interpreters to expand visitors’ conceptions of the human-nature culture milieu? This study addresses the paucity of empirical evidence regarding the effectiveness of dramatized interpretation. Ten practitioners of dramatized interpretation were interviewed to explore the current use of drama in interpretation in Queensland, Australia, and in particular, the practitioners’ perceptions of these practices and their effectiveness. Current practice was evaluated according to the drama, interpretation and education literature, particularly recent theoretical developments. Practitioners displayed a strong understanding of the importance of engagement in interpretation, using a variety of drama forms and strategies to create resonant experiences and strengthen visitors’ connections with natural, historic and cultural heritage. In addition, they designed their programs to provoke thought and foster deep understanding of environmental and conservation issues, and obtained evidence of provocation and conceptual enhancement. Notwithstanding this, it is concluded that dramatized interpretation could have a greater impact on conceptual enhancement if practitioners designed their programs according to constructivist, group learning and sociocultural perspectives. Practitioners could also make a greater contribution to general environmental education if they explicitly addressed the issue of sustainability, using drama to tell stories that encapsulate the concept of sustainability and provide a vision of sustainable living. A checklist is provided to assist practitioners in the design and evaluation of dramatized programs. Recommendations are also given for interpreters wishing to explore the application of drama to their interpretive setting.

Syftet med detta examensarbete är att undersöka hur lärare på mellanstadiet förhåller sig till historisk tid. Fokus var de undersökta lärarnas utsagor om hur de resonerar kring sin egen och sina elevers förståelse för historisk tid samt om lärarnas resonemang kring användandet av artefakter i undervisningen. Det är fem medverkande lärare i studien med olika erfarenheter i att undervisa i skolämnet historia. Lärarna har intervjuats och därefter har jag analyserat deras redogörelser utifrån Joel Rudnerts fyra beståndsdelar: sekvens, berättare, aktör och kanon. I undersökningen har det konstaterats utifrån lärarnas narrativa mönster om hur de resonerar kring sin undervisning att beståndsdelen sekvens är mycket framträdande. Förutom lärarnas intervjuer baseras detta arbete på tidigare forskning om barn och ungdomars förståelse för historisk tid. Joel Rudnert och Nanny Hartsmar är två framträdande forskare i syftet om att förstå hur barn och ungdomar ser på historisk tid. En av slutsatserna blev utifrån det att tidsuppfattning och historiemedvetande är sammanlänkande, samt att förståelsen för då-, nu- och framtid är en utvecklingsprocess. Mitt syfte med detta arbete är att öka kunskapen om hur elever på mellanstadiet uppfattar historisk tid och hur vi kan arbeta med begreppet i historieundervisningen. / The purpose of this dissertation is to investigate how middle school teachers relate to historical time. The focus was on the teachers´ statements about how they reason about their own and their students´ understanding of historical time, as well as the teachers reasoning about the use of artifacts in the education. There are five participating teachers in the study with different experiences in teaching of the school subject history. The teachers have been interviewed and then I have analyzed their statements based on Joel Rudnert's four components: sequence, narrator, actor and canon. In the study, it has been established from the teachers' narrative pattern of how they reason about their teaching that the component “sequence” is very prominent. Definitions of sequence can appear in different ways, such as a large narrative or year mark on a timeline. In addition to the teachers 'interviews, this work is based on past research on children and adolescents' understanding of historical time. Joel Rudnert and Nanny Hartsmar are two prominent researchers with the aim of understanding how children and young people see history. One of the conclusions was based on the fact that time perception and historical consciousness are interconnected, and that understanding of the past, now and future is a developmental process. Scientist are also debating about if the children needs to have the understanding about their own personal time before they can handle historical time. In this study, historical time will not be defined based on the period when the written sources emerged. Instead the study will focus on the aspects of time that are a result of history. My aim with this work is to increase knowledge about how middle school students perceive historical time and how we as teachers can work with this in our teaching of history.