Šiame amžiuje nebeužtenka tik gebėti skaityti ir rašyti. Šiandien žmogus privalo orientuotis globaliame ir komercializacijos įtakos persunktame pasaulyje, kuriame reikia gebėjimo kritiškai vertinti ir interpretuoti visuomenėje vykstančius procesus, žiniasklaidoje pateikiamą informaciją. Žiniasklaidos raštingumas (angl. media literacy) – procesas, kurio metu ugdomas gebėjimas kritiškai mąstyti, analizuoti ir vertinti žiniasklaidos siunčiamus pranešimus. Žiniasklaidos raštingumas – jaunų žmonių kritinių ir kūrybinių gebėjimų vystymasis. Nors kitose šalyse žiniasklaidos raštingumo ugdymas vidurinėse mokyklose pradėtas dėstyti dar septintajame dešimtmetyje, tačiau Lietuvoje šis procesas tik dabar pradeda įsitvirtinti ugdymo sistemoje. Šio darbo tyrimo objektas – moksleivių žiniasklaidos raštingumo ugdymas. Darbo tikslas – įvertinti žiniasklaidos raštingumo ugdymo poreikį, patirtį ir galimybes Lietuvoje. Siekiant šio tikslo iškeliami šie uždaviniai: išnagrinėti žiniasklaidos raštingumo sąvokos vartojimo ir apibrėžimo tendencijas mokslinėje literatūroje ir oficialiuose dokumentuose, išanalizuoti proceso atsiradimo ir poreikio aspektus šiuolaikinėje visuomenėje ir situaciją Lietuvoje. Įvertinti programos ekspertų, mokytojų ir žurnalistų nuomonę dėl žiniasklaidos raštingumo programos poreikio ir naudingumo vidurinėse mokyklose bei ištirti programoje dalyvaujančių moksleivių žinias ir įgūdžius, vertinant žiniasklaidoje pateikiamą informaciją. Kad atlikti šiuos uždavinius... [toliau žr. visą tekstą] / In this age it is not enough merely to read or write. These days a person has to orient in the world marked by globalisation and commerce, where in a compentence is needed to critically evaluate and interpret the ongoing society processes and the information proposed by mass media. Media literacy is a process during which an ability of thinking, analizing and evaluating critically the outgoing mass media messages is being developed. Media literacy is a development of young people‘s critical and creative abilities. Even though the education of media literacy was begun to be taught at secondary schools already in the seventies of the previous century, in Lithuania this process has merely begun to be entrenched in the system of education. The object of this research is the education of pupils‘ media literacy. The purpose of the work is to evaluate the need, experience and the opportunities of mass literacy education in Lithuania. The tasks aiming for the purpose are the following: to examine the tendencies of the use and the definition of the concept of media literacy in the scientific literature and official documents; to analyze the aspects of the nascency and the need of the process in modern society as well as to analyze the situation in Lithuania. To evaluate the opinion of the teachers, journalists and experts of the programme on the need and the benefit of the media literacy programme in secondary schools as well as examine the intelligence and skills of the pupils... [to full text]

Text in Afrikaans / Die probleem wat in hierdie studie aangespreek word, is die gebrek aan 'n didakties gefundeerde mediabenuttingstrategie vir afstandsonderwys. So 'n mediabenuttingstrategie behoort op 'n wetenskaplike ondersoek wat bestaande kennis en navorsing met 'n didaktiese besinning oor die moontlikhede en beperkinge van mediabenutting integreer, gebaseer te wees. Om hierdie probleem te oorkom word daar gepoog om 'n didakties verantwoorde grondslag vir die mediakundige ontwerp van mediabenutting in afstandsonderwys daar te stel waaruit 'n mediabenuttingstrategie vir afstandsonderwys saamgestel kan word wat ook binne die konteks van die Universiteit van Suid-Afrika toegepas kan word. Daar word dus vanuit 'n didaktiese perspektief na mediabenutting in afstandsonderwys gekyk. Daar word gepoog om aan te dui dat mediabenutting (van die mees eenvoudige tot die mees ingewikkelde) voorafgegaan behoort te word deur didakties gefundeerde mediakundige ontwerp. Eerstens word 'n aantal basiese uitgangspunte ten opsigte van didaktiese fundering en mediabenutting geformuleer. Die belangrikste aspekte wat aangespreek word, is die didaktiese situasie en mediabenutting, enkele grondliggende didaktiese riglyne, leerervarings, leergeleenthede en leerstofverwerking. Hierdie aspekte word as die onderbou beskou waarop doeltreffende mediakundige ontwerp in afstandsonderwys gefundeer behoort te word. Daarna word daar teen die agtergrond van didaktiese ontwerpmodelle, kommunikatiewe beeldeienskappe en media-eienskappe aangetoon dat mediakundige ontwerp 'n integrale deel van didaktiese ontwerp behoort te wees. 'n Uitgebreide model vir die beplanning van doeltreffende mediabenutting word daargestel om benut te kan word as 'n kontrole-instrument vir die mediakundige ontwerp van doeltreffende didaktiese gesprekke. In hierdie verband word daar klem gelê daarop dat 'n verskeidenheid van kundighede (vakinhoudelik, didaktiese fundering, afstandsonderwys, mediakundige antwerp, praktiese en tegniese mediakundige aspekte, en so meer) nodig is om op 'n doeltreffende wyse sinvolle mediabenutting tydens didaktiese gesprekke te verseker. Enkele aspekte rakende afstandsonderwys in die algemeen word daarna vanuit 'n mediakundige perspektief ondersoek met verwysing na die kernaspekte wat in definisies en beskrywings van afstandsonderwys voorkom. Enkele aspekte, spesifiek ten opsigte van mediabenutting in afstandsonderwys, word bespreek en 'n aantal tendense uit die literatuur word geidentifiseer. 'n Moontlike scenario ten opsigte van mediabenutting in afstandsonderwys word voorgestel met spesiale verwysing na die Universiteit van Suid-Afrika. Die tersiere afstandsonderwyssituasie en mediabenuttingsmoontlikhede in afstandsonderwys word ook binne die konteks van die Universiteit van Suid-Afrika verbesonder. Hieruit word 'n didakties verantwoorde strategiese plan vir mediabenutting aan die Universiteit van Suid-Afrika gesintetiseer. Laastens word aandag geskenk aan 'n aantal verbandhoudende bevindings, gevolgtrekkings en aanbevelings wat uit die studie voortvloei. Hierdie aspekte gee dan ook aanleiding tot aanbevelings vir toekomstige navorsing binne die veld van mediabenutting in afstandsonderwys. / The problem addressed in this study is the lack of a didactically based strategy for media utilisation in distance education. A strategy such as this should be based on a scientific investigation integrating existing knowledge and research with didactic reflection on the prospects for and limitations of media utilisation. To surmount this problem, an attempt is made to create a didactically responsible basis for media design for media utilisation in distance education. It is pointed out that media utilisation should be preceded by didactically based media design. First, a number of basic points of departure are formulated with regard to didactic grounding and media utilisation. The most important aspects that are addressed are basic didactic guidelines, learning experiences, opportunities for learning and the processing of the learning material. These aspects are regarded as the substructure on which effective media utilisation in distance education should be based. Next, against the background of didactic design models, communicative image characteristics and media characteristics, it is demonstrated that media design should be an integral part of didactic design. An expanded model for planning effective media utilisation is proposed. In this connection emphasis is placed on the need for a variety of skills in order to ensure effective and significant media utilisation during didactic discourse. Some aspects of distance education in general are then investigated from a media-related perspective, with reference to the central aspects that appear in definitions and descriptions of distance education. Some aspects that specifically relate to media utilisation in distance education are discussed and a number of trends in the literature are identified. A proposal is made regarding a possible scenario regarding media utilisation in distance education, with special reference to the University of South Africa. Tertiary distance education and the prospects for media utilisation in distance education are also highlighted within the context of the University of South Africa. Finally, attention is given to a number of related findings, conclusions and recommendations that emanate from the study. These aspects also lead to recommendations for future research within the field of media utilisation in distance education. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

Submitted in fulfillment of the requirements for the degree of Doctorate of Technology: Language Practice, Durban University of Technology, Durban, South Africa, 2015. / The innovative application of an online educational portal in everyday teaching and learning is proposed to meet the needs of the new generation of students entering Universities of Technology (UoTs). The setting is against a background of educationally under-prepared but multimedia-literate students, and the university vision of integrating eLearning into the curriculum. The emergence of the Academic Commons Attribution has facilitated the channelling of free-to-use/open source educational information through the dedicated artefact. The investigation combined the challenges of artefact design with the necessity of authenticating subject content so that it was geared to the needs of the students in the Photography Programme. This study highlights the importance of managing knowledge so that it can be passed down to current and future generations in ways which keep pace with their exponential development of digital expertise. This research was carried out within Bhaskar’s critical realist philosophy, which argues that there is a real world which exists independently of one’s perception of it. It must be stressed that the artefact contained in the multimedia portal did not follow a linear, logical development but was a process of transformational iterative change, very similar to the developmental consistency described by Bhaskar. Bhaskar’s philosophical overview was complemented by Archer’s morphogenetic approach. The latter showed that the application of technology in teaching and learning is not just about use of “better tools” but signals a shift in social structure. The main technical challenge was for the researcher to standardise the multimedia resources so that they could be used on most personal computers, with the option of downloading short tutorials on mobile phones for later use. The resulting multimedia portal provides strong support in guiding inexperienced students and novice academics to choose resources appropriate to both the Photography curriculum and rapidly changing Industry requirements. The portal can also reduce the number of time consuming searches on various themes or topics, as it directs users to specific hyperlinked online resources in any given syllabus item. The curated educational portal is, therefore, currently being introduced as an enhancement to the traditional teaching and learning methods hitherto used in the Photography Programme. While the traditional methods have the strong humanist leanings essential for personal development, they are not geared to tackle the cutting edge technological advances required by industry. Moreover, in promoting the Durban University of Technology (DUT) as a centre using cutting-edge multimedia tuition, the portal might better establish influences with Industry (one of the core functions of a UoT) as well as attract international academics and students. The end result is to offer a blended learning model of tertiary programme delivery which is supported by the literature as currently being one of the most effective options. / D

Thesis (MMus) -- University of Stellenbosch, 2003. / ENGLISH ABSTRACT: In the modern Western world, secondary and tertiary learners generally have ready access to the use of computers, multimedia and the Internet. As a means to strengthen traditional education, computer-based methods and materials are increasingly being used in the education system and are also strongly recommended by many educational experts. The use of such electronic educational means has however resulted in various changes to the education system. Music educators, too, are subject to these changes. The aim of this study is to determine the extent to which computer-based education can contribute to the strengthening of traditional music education of the Western world. To this end, it is necessary to ascertain, in practice, the value of using computer-based material for the purpose of music education. A multimedia database of Xhosa music terminology was created in the Music Department of Stellenbosch University, with high school learners and undergraduate students as target group. In this thesis, the value of this database, as an example of computer-based material for music education, is assessed. It is intended to extend the database at a later stage through the addition of music terminology from other indigenous music cultures. In its current form, the database thus forms part of a larger whole and is not viewed as a completed enterprise. On the basis of the literature that was studied for the investigation, it is determined whether the multimedia database for Xhosa music terminology measures up to the criteria for effective computer-based programmes. Suggestions are also made for improving the database to ensure a more useful and user-friendly product. / AFRIKAANSE OPSOMMING: In die moderne Westerse wêreld het sekondêre en tersiêre leerders tans redelik algemeen toegang tot die gebruik van rekenaars, multimedia en die Internet. Rekenaargesteunde metodes en materiaal word toenemend ter versterking van die tradisionele onderwysstelsel aangewend, en ook deur talle opvoedkundiges aanbeveel. Die gebruik van dergelike elektroniese onderrigmiddele het egter verskeie veranderings in die onderwysstelsel teweeggebring. Ook musiekopvoeders word deur hierdie veranderings geraak. Die doelstelling van hierdie navorsing is om te bepaal tot watter mate rekenaargesteunde musiekonderrig 'n bydrae kan lewer tot die versterking van tradisionele Westerse musiekonderrig. Om hierdie doelstelling te bereik, is dit noodsaaklik om in die praktyk te bepaal watter waarde rekenaargesteunde onderrigmateriaal het vir die doeleindes van musiekonderrig. 'n Multimediadatabasis van Xhosa musiekterme is in die departement Musiek aan die Universiteit Stellenbosch geskep, met hoërskoolleerders en voorgraadse studente as teikengroep. In hierdie tesis word die waarde van hierdie databasis, as 'n voorbeeld van rekenaargesteunde onderrigmateriaal vir musiekonderrig, geëvalueer. Daar word beoog om die databasis op 'n later stadium verder uit te brei deur ook musiekterme uit ander inheemse musiekkulture by te voeg. Die databasis in sy huidige vorm maak dus deel uit van 'n groter geheel en word nie as 'n afgehandelde databasis beskou nie. Op grond van literatuur wat vir die doel van die ondersoek bestudeer is, word bepaal of die multimediadatabasis van Xhosa musiekterme voldoen aan die kriteria vir doeltreffende rekenaargesteunde onderrigprogramme. Daar word ook voorstelle gemaak oor hoe die databasis verbeter sou kon word om 'n meer bruikbare, gebruikersvriendelike produk te verseker.

This thesis addresses the influence of Twitter on the development of female individualism in Saudi Arabia in relation to the religious curriculum. It reveals the process of this development through two different environments, the physical environment in religious education and the virtual environment in the form of Twitter. The thesis is based on a combination of methods (largely qualitative data obtained from observations, semi-structured interviews and questionnaires). It develops a theoretical framework based on gendered identity as the central concept of this research. the framework positions this concept within two fields of research : feminist approaches to gender and psychological approaches to identity. This thesis presents and innovative approach to the analysis of female individuality. Methodologically, the thesis establishes a position that informs the overall analysis between two different settings, i.e., the physical environment of Saudi schools, which illustrates long-established definitions of the Saudi female as the foundational unit of the analysis. It then moves to an analysis of these definitions in the virtual environment of Twitter, revealing how the different characteristics of the virtual environment influences definitions of identity, the formation of perceptions and the relationships between authorities. In conclusion, the thesis presents significant findings and recommendations.

Made available in DSpace on 2016-04-27T14:30:51Z (GMT). No. of bitstreams: 1 Daniela da Costa Neves.pdf: 3011963 bytes, checksum: c4033eed69d5045010e9ed4d915e5c4c (MD5) Previous issue date: 2011-12-06 / This research started from seeking the need for actions by the Secretaria Municipal de Educação de São Paulo that would give subsidies to teaching materials and also to the process of training of teachers of elementary school with different skills (Ensino Fundamental I), in view of needing for materials that were aligned with the curriculum reorientation implemented in 2008 and the difficulties presented by students in results of external evaluations conducted from 2007. The plot of this research were the Cadernos de apoio e aprendizagem, produced by the Secretaria Municipal de Educação in partnership with Padre Anchieta Foundation, whose use by teachers and students from public schools began in 2010. This material consists of teacher`s and students books and videos that integrate the activities proposed in the printed material. Our goal was to demonstrate if the Cadernos de apoio e aprendizagem subsidized the educational practices and how they did it, highlighting the contributions and challenges perceived by elementary school students and teachers in their work integrating media and curriculum. Twenty eight teachers and a hundred students from five schools belonging to the Departaments of educational of Butantã, Campo Limpo and Penha from elementary school were interviewed. The techniques for data collection were questionnaires with structured and semi-structured questions and class observations. For the data analysis the option was for the qualitative approach, extracting the central idea of the issues and the cluster of categories by convergences. Analysis and interpretation of data demonstrated that the use of Cadernos de apoio e aprendizagem facilitated the preparation of the syllabus by the teacher, aroused to the interest of the student to learn both graphical format for printed material and by integration with the videos, made the teaching / learning process more meaningful by addressing issues related to the daily lives of students and to São Paulo city and favored a more effective dynamic range and methodological strategies. Among the challenges faced by teachers are the adequacy of school time, overcoming the setbacks caused by delays in delivery of materials, the video display, for lack of sufficient equipment in some schools and carry out the suitability of the material to students with difficulties and learning disabilities. In the end the conclusion was that the Cadernos de apoio e aprendizagem subsidized educational practices, providing an integrated curriculum among the public schools and with the use of media in education / Esta pesquisa partiu da constatação da necessidade de ações por parte da Secretaria Municipal de Educação de São Paulo que dessem subsídios materiais ao trabalho docente e também ao processo de formação contínua dos professores polivalentes do Ensino Fundamental I, tendo em vista a necessidade de materiais que estivessem alinhados com a reorientação curricular implementada em 2008 e as dificuldades apresentadas pelos alunos nos resultados das avaliações externas realizadas a partir de 2007. Foram objetos desta pesquisa os Cadernos de apoio e aprendizagem, produzidos pela Secretaria Municipal de Educação em parceria com a Fundação Padre Anchieta, cuja utilização pelos professores e alunos das escolas da Rede teve início em 2010. Este material é composto por cadernos para o professor, cadernos para o aluno e vídeos que se integram às atividades propostas no material impresso. Nosso objetivo foi demonstrar se os Cadernos de apoio e aprendizagem subsidiaram as práticas educacionais e como o fizeram, explicitando as contribuições e desafios percebidos por alunos e professores do ciclo I no desenvolvimento do trabalho integrando mídia e currículo. Os sujeitos investigados foram vinte e oito professores e cem alunos do Ciclo I, de cinco escolas pertencentes às Diretorias Regionais do Butantã, Campo Limpo e Penha. As técnicas para recolha dos dados foram questionários com questões estruturadas e semi-estruturadas e observações de aulas. Para a análise dos dados optou-se pela abordagem qualitativa, extraindo-se a idéia central das questões e agrupando por convergências em categorias. A análise e interpretação dos dados demonstraram que a utilização dos Cadernos de apoio e aprendizagem facilitaram a elaboração do plano de ensino pelo professor, despertaram o interesse do aluno para a aprendizagem tanto pela formatação gráfica do material impresso quanto pela integração com os vídeos, tornaram o processo de ensino/aprendizagem mais significativo por abordar temas relacionados ao cotidiano dos alunos e à Cidade de São Paulo e favoreceram uma variação mais eficaz das dinâmicas e estratégias metodológicas. Entre os desafios enfrentados pelos professores estão a adequação do tempo escolar, superando os desarranjos provocados pelos atrasos na entrega dos materiais, a exibição do vídeo, por carências de equipamento em número suficiente em algumas escolas e realizar a adequação do material aos alunos com dificuldades de aprendizagem e com deficiência. Concluiu-se que os Cadernos de apoio e aprendizagem subsidiaram as práticas educativas, propiciando um trabalho integrado com a proposta curricular da Rede e com o uso das mídias na educação

This study examines the use of a digital Critical Incident Questionnaire (CIQ), which was originally developed by Professor Stephen Brookfield, to extract perspectives of students on the lecture/lesson they had just conducted. Three FE colleges in the UK took part in the study and utilised a blog for students to post their comments. Students conducting media production courses at level three and four were the focus groups that submitted approaching two thousand CIQ responses over two academic years. The aim of utilising the CIQ was for a course tutor to receive additional perspectives on their practice and instant on-event feedback, resulting in identifying whether the learners mimicked the course tutor’s perspective. The findings indicate that the other perspectives gathered from the CIQ provided the course tutor with a greater understanding of their practice and assisted them in becoming more critically reflective. Additionally, some CIQ comments were different from the assumptions of the course tutor, which allowed them to adapt the delivery of the programme. Furthermore, utilising the data from the CIQ has identified that some of the comments students provide to the course tutor in-class do not mimic the comments of the CIQ. Moreover, comments received through the CIQ identify that there are also managerial implications, such as the usefulness and reliability of teaching observations, student induction and exit questionnaires. Utilising a blog format allowed students to submit their responses on a variety of digital devices, but some problems remained similar to Brookfield’s carbon paper-based system. There appears to be a definite place for using the CIQ in FE educational practice, and many best practice recommendations are constructed.

Doctor of Education / This thesis is situated in the research field of systemic functional linguistics (SFL) in education and within a professional context of multiliteracies for academic purposes. The overall aim of the research is to provide a metafunctional account of multimodal and multisemiotic meaning-making in print and electronic learning materials in first year science at university. The educational motivation for the study is to provide insights for teachers and educational designers to assist them in the development of students’ multiliteracies, particularly in the context of online learning environments. The corpus comprises online and CD-ROM learning resources in biology, physics and chemistry and textbooks in physics and biology, which are typical of those used in undergraduate science courses in Australia. Two underlying themes of the research are to compare the different affordances of textbook and screen formats and the disciplinary variation found in these formats. The two stage research design consisted of a multimodal content analysis, followed by a SF-based multimodal discourse analysis of a selection of the texts. In the page and screen formats of these pedagogical texts, the analyses show that through the mechanisms of intersemiosis, ideationally, language and image are reconstrued as disciplinary knowledge. This knowledge is characterised by a high level of technicality in image and verbiage, by taxonomic relations across semiotic resources and by interdependence among elements in the image, caption, label and main text. Interpersonally, pedagogical roles of reader/learner/viewer/ and writer/teacher/designer are enacted differently to some extent across formats through the different types of activities on the page and screen but the source of authority and truth remains with the teacher/designer, regardless of format. Roles are thus minimally negotiable, despite the claims of interactivity in the screen texts. Textually, the organisation of meaning across text and image in both formats is reflected in the layout, which is determined by the underlying design grid and in the use of graphic design resources of colour, font, salience and juxtaposition. Finally, through the resources of grammatical metaphor and the reconstrual of images as abstract, both forms of semiosis work together to shift meanings from congruence to abstraction, into the specialised realm of science.

Thesis (M.W.S.)--Memorial University of Newfoundland, 2005. / Bibliography: leaves 48-49.

This study identified current trends in website design and development for college and university recreation programs accredited by the NRPA/AALR Council on Accreditation. Emphasis was on design, content, governance, and development. The study was an attempt to provide insight for program administrators by identifying current practices related to website design and development. This was the first study to identify current trends in website design and development at nationally accredited recreation programs. This information can be used to evaluate existing websites and plan future website development. Data were collected using an electronic survey instrument created with E-listen software. Three invitations were emailed to program administrators at college and university recreation programs accredited by the NRPA/AALR Council on Accreditation (n=98). Basic descriptive statistics including measures of central tendency and frequency distributions were calculated to address the research questions. The results of this study showed that faculty were most often responsible for their program’s website construction, content and design input, and maintenance. Students did not play a large role in these responsibilities. The websites were most commonly maintained monthly. The most common components available on program websites were informative and served as marketing and recruiting tools. The majority of websites did not contain components for student entertainment or communication. Over half of the websites included links to professional organizations’ homepages. Just under half of the websites did not include a link to the National Recreation and Park Association.