No description available.

The Internet has evolved since its establishment, embedding itself in daily life and paving the way for social networking. The ability to connect and communicate has become seamless, allowing instantaneous access to the Internet and social networking sites. Social networking has become a global phenomenon, transcending boundaries and transforming mobile technology. It has gained an enormous following and become an indispensable technology. Social networking has expanded into a multi-faceted medium of communication, with an extensive online presence. The capacity to share information and knowledge is essential in building intellectual capital in professional and academic environments. This research project aims to explore the application of a social networking learning tool in a primary school within South Africa. This study explores social networking technologies and the opportunities they present in facilitating and supporting learning. Today’s youth are following technological advancements closely. At present, primary school and high school learners access a vast range of social networking sites, and the focus of this study is to understand if social networking sites can be applied to benefit learning. This study elected to explore the social networking as a learning tool in a primary school within South Africa. This research followed a mixed methods approach and its findings indicate that social networking has the potential to be applied positively as a learning tool by school learners, teachers and academic heads. This study revealed that learners and academics acknowledge the growth of social networking and recognise its potential benefits. This dissertation provides a foundation for schools and learning institutions in South Africa, Africa and the globe, to incorporate social networking into their learning framework in order to build and enhance learning. / Mini Dissertation (MBA)--Regenesys Business School, 2017. / This mini dissertation is donated by Regenesys Business School / Gordon Institute of Business Science (GIBS) / MBA / Unrestricted

No description available.

This thesis investigates student engagement in the Media and Communication Programme at Malmö University through the lens of audience- as well as learning theories. It has two main aims: Building a systematized theoretical framework to distinguish different nuances of audience activity in a cross-mediatic learning environment, and exploring factors influencing student engagement in our Media and Communication Master Programme (MCS). Constructivist Grounded Theory (Charmaz 2006) with a multi-method approach for data collection is applied to gather rich data and analyse it accordingly through coding processes and constant comparison. Following social constructivism, it argues that each student, actively constructing knowledge, has her own subjective learning preference. This thesis takes a non- normative stand on the subject. A matrix of audience activity, grounded in audience theories and developed through the collected data, is established. In a second step this is used to illustrate the concepts participation, engagement and collaboration and then further employed to examine factors influencing student engagement. Thereby, the matrix is tested, refined and further developed. Through this approach eight states a student might be situated in while studying as well as possible barriers for student engagement were identified. Factors influencing student engagement this study found are the personal situation of the student, the access Hyflex education allows, possibilities and challenges of physical and virtual learning spaces, the interaction between teachers and students, the structure of the programme and how students are connected with each other. By looking at student engagement in a media rich environment from an audience- as well as education-angle this thesis expands existing research. It presents influencing factors for student engagement. More importantly the theoretical model is a useful tool to investigate different kinds of student activities and to develop educational media tools. It could also be transferred to research other audiences.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-08-23T16:41:04Z No. of bitstreams: 1 Eduarda Schneider Lemes_.pdf: 3477726 bytes, checksum: 479500329960c1086d56f85be90048e8 (MD5) / Made available in DSpace on 2017-08-23T16:41:04Z (GMT). No. of bitstreams: 1 Eduarda Schneider Lemes_.pdf: 3477726 bytes, checksum: 479500329960c1086d56f85be90048e8 (MD5) Previous issue date: 2017-04-12 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta dissertação relata as perspectivas e atividades de um projeto de pesquisa para o Mestrado no PPG em Ciências da Comunicação da Unisinos, na Linha de Pesquisa Midiatização e Processos Sociais. A investigação das formas de manifestação da midiatização em episódios interacionais envolvendo adolescentes e pré-adolescentes foi realizada pela observação de três casos de oficinas de produção de mídia. Nessas oficinas, conduzidas pela própria pesquisadora, foram percebidos tensionamentos existentes entre ofertas de mídia na sociedade contemporânea e demandas interacionais e de aprendizagem dos jovens. Com base nesse estudo de casos múltiplos, a pesquisa obteve pistas comunicacionais e educacionais que dizem coisas sobre o ensino de mídia em ambientes educacionais - não necessariamente escolares. O problema de pesquisa é apresentado na forma de onze perguntas integradas, relacionadas aos usos e expectativas dos jovens participantes e a inferências possíveis sobre a inserção comunicacional e educacional dos jovens. Uma discussão metodológica aborda processo de estudos de caso, discute a questão da observação do cotidiano em angulações inspiradas pela perspectiva etnometodológica, reflete sobre processos em que o pesquisador intervém na realidade a observar; e complementa essa reflexão por uma auto observação, sobre perspectivas da pesquisadora. O quadro teórico apresenta principais referências de fundamentação sobre os ângulos da interface em que se encontra o objeto: a educação e a comunicação na sociedade em midiatização. Os casos de observáveis são explicitados por uma descrição das oficinas realizadas e de reflexões sobre ocorrências referentes à manifestação da midiatização. Um capítulo final apresenta inferências transversais, incluindo reflexões sobre a preparação de jovens para a sociedade em midiatização. / This dissertation reports on the perspectives and activities of a research project for the Master's degree in PPG in Communication Sciences from Unisinos, in the Midiatization and Social Processes Research Line. The investigation of the manifestation of mediatization's form in interactive episodes involving adolescents and pre-adolescents was carried out by the observation of three cases of media production workshops. In these workshops, conducted by the researcher herself, there were perceived tensions between media offerings in contemporary society and the interaction and learning demands of young people. Based on this multi-case study, the research obtained communication and educational clues that say things about the media teaching in educational settings - not necessarily school settings. The research problem is presented in the form of eleven integrated questions, related to the uses and expectations of the young participants and possible inferences about the communication and educational insertion of the young people. A methodological discussion approaches the process of case studies, discusses the question of daily observation in angulations inspired by the ethnomethodological perspective, reflects on processes in which the researcher intervenes in the reality to observe; and complements this reflection by a self-observation, on the researcher's perspectives. The theoretical framework presents main references of foundation on the angles of the interface in which the object is: education and communication in society in mediatization. The cases of observables are explained by a description of the held workshops and reflections on occurrences related to the manifestation of mediatization. A final chapter presents cross-cutting inferences, including reflections on the preparation of young people for society in mediatization.

Made available in DSpace on 2016-04-26T18:15:25Z (GMT). No. of bitstreams: 1 Andre Naveiro Russo.pdf: 1667240 bytes, checksum: b6d9114bbc639ceb6c8df4ae90bee6ea (MD5) Previous issue date: 2015-12-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research investigates how the communication by means of gestures, sound and voice, and the creation processes, the sound production and emission in radio can be used as an educational resource in High Schools in Brazil. In nine years of observation in public and private schools in many Brazilian states, different realities were observed among students aged 14 to 16 years old and their teachers in their daily routine. From 2006 to 2014, radio journalism classes were presented in 90 schools that were participants in an award: the Volunteer School Award. This research investigates if high school students can understand clearly the function of the voice, the sound and the gestures as elements that combine into a "sound image". Two schools were particularly examined, in which radio exercises were proposed. The hypothesis is that high school students are more used to written communication in the school environment, and that the schools fail to consider the sound, and the elements that form the sound, as a communication resource. Through the perspective of the sociability created by the communication process, it is also seen that even the social bonds between students can be stimulated through the use of radio in schools. The research describes the operating mechanics of the Award, the student insertion in the context of radio communications and the classroom as a space that is proper for the creation of bonds by means of the exercising of radio as a playful activity. The theoretical references are Harry Pross and Norval Baitello Jr., regarding the the body in the communication environments; Murray Schafer regarding the sound imaging and Hans Belting with respect to imaging anthropology. The culture of listening is supported by the studies by José Eugênio Menezes. Social bonds are studied from the perspective of Boris Cyrulnik and the concept of semiosphere in the work by Iuri Lotman. Besides, Paul Zumthor constitutes the basis for the discussions on voice and performance / Esta pesquisa investiga de que forma a comunicação por meio do gesto, do som e da voz e os processos de criação, produção e emissão sonora no rádio podem ser utilizados como recurso pedagógico em salas de aula do Ensino Médio no Brasil. Em nove anos de observações em escolas públicas e particulares de diversos estados brasileiros, foram conhecidas diferentes realidades vivenciadas por jovens entre 14 e 16 anos e seus professores no dia a dia escolar. Desde 2006 até 2014, ministraram-se aulas de radiojornalismo em 90 instituições de ensino participantes do Prêmio Escola Voluntária. O trabalho busca saber se o aluno do ensino médio compreende de forma clara e prática a função do som, da voz e do gesto como elementos formadores de uma imagem sonora. Foram feitas análises de exercícios propostos em duas escolas de São Paulo que integraram o grupo citado anteriormente. O estudo tem como hipótese que estudantes estejam mais acostumados com a comunicação por meio do texto no ambiente escolar e que as escolas desconsiderem o som e os elementos que o formam como recurso de comunicação. Sob o prisma da sociabilidade gerada pelo processo comunicacional, entende-se, também, que os vínculos entre os estudantes podem ser estimulados a partir dessa proposta. A pesquisa descreve a mecânica do Prêmio Escola Voluntária e a inserção do estudante no contexto do jornalismo de rádio bem como situa a sala de aula como espaço para criação de vínculos a partir de prática do radiojornalismo de forma lúdica. O referencial teórico é constituído pelas contribuições de Harry Pross e Norval Baitello Jr. em relação ao corpo nos ambientes de comunicação; pelos trabalhos de Murray Schafer sobre paisagem sonora bem como por Hans Belting em relação à antropologia da imagem. A cultura do ouvir tem apoio em José Eugênio Menezes. Os vínculos são estudados a partir de Boris Cyrulnik e o conceito de semiosfera, em Iuri Lotman. Em paralelo, Paul Zumthor é a base de apoio para questões de voz e performance