This research investigated the ability of online video to mediate the development of trust in the e-merchant, against the following objectives: (1) determining the drivers of consumer trust in an online environment, (2) investigating the perception of trust in an e-merchant in the absence of video, (3) investigating the perception of trust in an e-merchant in the presence of video and (4) investigating the impact of video mediated trust drivers on the consumer’s willingness to purchase and recommend the e-merchant. The research recommends that businesses in a ‘clicks’ environment, or those in a mortar & bricks environment that maintain a degree of online presence, would do well to consider the prominent usage of video on their websites as a means of mediating trust between the consumer and the online brand.

This research investigated the ability of online video to mediate the development of trust in the e-merchant, against the following objectives: (1) determining the drivers of consumer trust in an online environment, (2) investigating the perception of trust in an e-merchant in the absence of video, (3) investigating the perception of trust in an e-merchant in the presence of video and (4) investigating the impact of video mediated trust drivers on the consumer’s willingness to purchase and recommend the e-merchant. The research recommends that businesses in a ‘clicks’ environment, or those in a mortar & bricks environment that maintain a degree of online presence, would do well to consider the prominent usage of video on their websites as a means of mediating trust between the consumer and the online brand.

The past research concerning pets mostly focused on the assistance rendered by pets. Due to the climate of lesser child and never-go marry, more and more people treat pets like their children indeed. What they care does not limit to practical purposes such as guard and accompany, but also the pet¡¦s needs. They are willing to offer their pets all sorts of foods, goods and services so that their pets are happy with. On the other hand, the video technology reaches its maturity and is widely applied to mobile communication, house monitoring, and kindergarten monitoring. In addition, such technology is accessed to pet hotels, pet parlors, pet sitters and pet clinics where the pet owners can surf on their 3G phones to watch their pets at any time. This study aims to explore the pet owners¡¦ recognition of perceived usefulness, perceived ease of use and use intention in terms of video technology. This study is based on the framework of TAM, using raising attitude as external variable whereas subjective norm as independent variable to willingness to use. The questionnaires were sent to the pet owners through random sampling in Taiwan. 481 copies were retrieved and conducted SPSS and AMOS analysis. The findings indicate that all hypotheses are validated except two hypotheses- one is the pet owners ¡¥s mental propensity toward their pets is not related to the perceived ease of use of video technology, the other is perceived ease of use is not related to use intention. Therefore, the results confirm that¡G1. The feelings of the pet owners for their pets incur positive impact on their recognition toward the perceived usefulness, perceived ease of use of video technology, 2. With subjective norm, the pet owners are more willing to use video technology. 3. If video technology facilitated easy caring for pets, the pet owners could easily recognize its perceived usefulness. 4. If the pet owners consider video technology perceived usefulness for keeping their pets, they have no intention to use such device to care about their pets. 5. For pet business sectors, it is imperative to make use of video technology in order to convince the pet owners of its conveniences which can be always appealing to the pet owners.

This dissertation describes a qualitative case study that investigated novice teachers’ video-aided reflection on their own teaching. To date, most studies that have investigated novice teachers’ video-aided reflective practice have focused on examining novice teachers’ levels of reflective writing rather than the cognitive processes involved during their reflection. Few studies have probed how novice teachers schematize and theorize their newly acquired and/or existing knowledge during video-aided reflection. The purpose of this study was to explore novice teachers’ cognitive processes, particularly video-aided schematization and theorization (VAST), which is a set of cognitive processes that help novice teachers construct, restructure and reconstruct their professional knowledge and pedagogical thinking while reflecting on videos of their own teaching. The researcher measured novice teachers’ VAST by examining their schema construction and automation in terms of schema accretion, schema tuning and schema restructuring. The study attempted to answer the following questions: a) What is the focus of novice teachers’ video-aided reflection? and b) How do novice teachers connect the focus of their reflections to their prior knowledge and future actions? The findings indicate that video-aided reflection could help novice teachers (1) notice what was needed to improve in their teaching practice, (2) realize how various elements in teaching were interrelated, and (3) construct, restructure, or reconstruct their professional knowledge – in other words, develop their schemata about teaching and learning through VAST. With a more developed and mature schemata, novice teachers could be able to better understand the various elements involved in teaching and learning, and handle the situations they encounter in their teaching. This may be because people’s schemata can provide the link between concepts and patterns of what they do (Rumelhart, 1980). This research has provided a new way to look at novice teachers’ video-aided reflection: how the cognitive processes they experience during their reflection can help them develop the knowledge about teaching and learning, and how their cognitive development can help them grow toward becoming teaching experts. The research findings add to the knowledge base about the use of video technology in teachers’ self-reflection and professional development in teacher education.

Videotechnologien werden in der Lehrerbildung häufig eingesetzt, um die Lehrkompetenz zu fördern. Auch in der Fahrlehrerausbildung werden sie schon lange genutzt, hauptsächlich jedoch als Demonstrationsmaterial in Präsenzsitzungen. Eine aktiv-konstruktive Bearbeitung der Videos mit Hilfe digitaler Technologien findet nicht statt. Mittels internetgestützter Videoreflexion wurde im Rahmen eines EU-Projektes versucht, die Lehrkompetenz angehender Fahrlehrer zu fördern. Dabei hat sich gezeigt, dass ein Austausch unter den Ausbildern darüber, wie sie Videotechnologien in der Fahrlehrerausbildung einsetzen, sehr wichtig ist, um Standards zu entwickeln. In der Praxis tauschen sich Ausbilder verschiedener Einrichtungen kaum untereinander aus. Ausgehend von den Erkenntnissen aus dem EU-Projekt beschreibt dieser Beitrag ein geplantes Vorhaben zum Aufbau einer Professional Community, in der Ausbilder gemeinsam Standards für eine videobasierte Lehrkompetenzförderung entwickeln sollen.

Este trabalho conta como uma experiência com tecnologias videográficas produziu efeitos nos modos de coordenar ações, produzir distinções e nas emoções de um grupo de trabalhadores e usuários de um serviço de saúde mental, o CAPS II Cais Mental Centro/POA. A Oficina de Imagens é uma atividade terapêutica onde ocorre a produção de imagens que podem resultar em filmes. A ideia central do trabalho gira em torno dos efeitos surgidos a partir da problematização sobre uma série de imagens videográfica produzidas pelo coletivo da Oficina postas ao descarte, e de outras, a serem aproveitadas para construção de um filme. O grupo é tomado por um estranhamento sobre que imagens poderiam ou não compor um filme. Na Oficina de Edição, foi proposto utilizar as imagens descartadas nonsense, ou seja, aquelas desfocadas, tremidas ou fora de enquadre para a construção de um ―outro‖ vídeo – sendo possível, portanto, incluir o que, em um primeiro momento, fora excluído. A edição foi realizada pelo grupo no editor de imagens digital Windows Movie Maker. Esse processo possibilitou produzir deslocamentos e modulações nas redes de conversação entre os participantes. É a partir dessa experiência, que o convidamos a acompanhar, através do efeito patckwork (recurso narrativo), os deslocamentos operativos que se produziram nestes encontros, nestas redes de conversação. Assim, em uma perspectiva metodológica de pesquisa-intervenção, apresentamos alguns deslocamentos, produzidos no fazer com a Oficina de Edição de Imagens. Esse encontro dos integrantes da Oficina com o computador, o editor de imagens, as imagens descartadas, as redes de conversação se dá na ação, no fazer que potencializa a inserção social, autoria e a construção de outros modos de relação com a saúde/loucura, constituindo um plano de compartilhamento e também político, ao operar experiências no plano do "comum". / The main objective of this study is to report how an experience with video technology changed the way the actions were coordinated, the distinctions and emotions are produced in the group of people who work and use the mental health service, o CAPS II Cais Mental Centro/POA. The Image Workshop is a therapeutic activity, in which there are image productions, and they can be transformed into many films. The research focuses on the effects that are trigged through the problematization, concerned to a serie of video images, produced by the group that participated of the Workshop, that were discarded, as well as on the others that were used in the construction of a film. The group was not sure which images could be used in the film. At the Editing Workshop, it was suggested that the discarded images, the nonsense ones, could be used: the ones that were blurred, blur and did not fit in the construction of a video, so we concluded that it was possible to add what was considered firstly something excluded. Editing was performed by the group in the digital image editing, through the Windows Movie Maker. The process trigged many other networks for dialogue, different from the one that was constructed at the Image Workshop inicially, but we cannot consider the former more or less important than the recently produced, they were just seen as new and an opportunity to share experiencies. So, we invit the reader to follow, through the pachwork effect (a narrative resource), the operative replacement that were produced in the Workshops, in the network dialogues. Thus, through a methodological perspective of an intervention research, we present some of the replacement, produced at Editing Image Workshop. The experience that the participants of the group had with the computer, the editing and discarted images, changed the networks for dialogue, that were performed in the action and while the images were produced, so that they develop social inclusion, authorship and the construction of many other ways to deal with health/mental illness, building a new plan of sharing and also political, when many experiences were operated in a level whose experience were shared by all the participantes.

Este trabalho conta como uma experiência com tecnologias videográficas produziu efeitos nos modos de coordenar ações, produzir distinções e nas emoções de um grupo de trabalhadores e usuários de um serviço de saúde mental, o CAPS II Cais Mental Centro/POA. A Oficina de Imagens é uma atividade terapêutica onde ocorre a produção de imagens que podem resultar em filmes. A ideia central do trabalho gira em torno dos efeitos surgidos a partir da problematização sobre uma série de imagens videográfica produzidas pelo coletivo da Oficina postas ao descarte, e de outras, a serem aproveitadas para construção de um filme. O grupo é tomado por um estranhamento sobre que imagens poderiam ou não compor um filme. Na Oficina de Edição, foi proposto utilizar as imagens descartadas nonsense, ou seja, aquelas desfocadas, tremidas ou fora de enquadre para a construção de um ―outro‖ vídeo – sendo possível, portanto, incluir o que, em um primeiro momento, fora excluído. A edição foi realizada pelo grupo no editor de imagens digital Windows Movie Maker. Esse processo possibilitou produzir deslocamentos e modulações nas redes de conversação entre os participantes. É a partir dessa experiência, que o convidamos a acompanhar, através do efeito patckwork (recurso narrativo), os deslocamentos operativos que se produziram nestes encontros, nestas redes de conversação. Assim, em uma perspectiva metodológica de pesquisa-intervenção, apresentamos alguns deslocamentos, produzidos no fazer com a Oficina de Edição de Imagens. Esse encontro dos integrantes da Oficina com o computador, o editor de imagens, as imagens descartadas, as redes de conversação se dá na ação, no fazer que potencializa a inserção social, autoria e a construção de outros modos de relação com a saúde/loucura, constituindo um plano de compartilhamento e também político, ao operar experiências no plano do "comum". / The main objective of this study is to report how an experience with video technology changed the way the actions were coordinated, the distinctions and emotions are produced in the group of people who work and use the mental health service, o CAPS II Cais Mental Centro/POA. The Image Workshop is a therapeutic activity, in which there are image productions, and they can be transformed into many films. The research focuses on the effects that are trigged through the problematization, concerned to a serie of video images, produced by the group that participated of the Workshop, that were discarded, as well as on the others that were used in the construction of a film. The group was not sure which images could be used in the film. At the Editing Workshop, it was suggested that the discarded images, the nonsense ones, could be used: the ones that were blurred, blur and did not fit in the construction of a video, so we concluded that it was possible to add what was considered firstly something excluded. Editing was performed by the group in the digital image editing, through the Windows Movie Maker. The process trigged many other networks for dialogue, different from the one that was constructed at the Image Workshop inicially, but we cannot consider the former more or less important than the recently produced, they were just seen as new and an opportunity to share experiencies. So, we invit the reader to follow, through the pachwork effect (a narrative resource), the operative replacement that were produced in the Workshops, in the network dialogues. Thus, through a methodological perspective of an intervention research, we present some of the replacement, produced at Editing Image Workshop. The experience that the participants of the group had with the computer, the editing and discarted images, changed the networks for dialogue, that were performed in the action and while the images were produced, so that they develop social inclusion, authorship and the construction of many other ways to deal with health/mental illness, building a new plan of sharing and also political, when many experiences were operated in a level whose experience were shared by all the participantes.

Este trabalho conta como uma experiência com tecnologias videográficas produziu efeitos nos modos de coordenar ações, produzir distinções e nas emoções de um grupo de trabalhadores e usuários de um serviço de saúde mental, o CAPS II Cais Mental Centro/POA. A Oficina de Imagens é uma atividade terapêutica onde ocorre a produção de imagens que podem resultar em filmes. A ideia central do trabalho gira em torno dos efeitos surgidos a partir da problematização sobre uma série de imagens videográfica produzidas pelo coletivo da Oficina postas ao descarte, e de outras, a serem aproveitadas para construção de um filme. O grupo é tomado por um estranhamento sobre que imagens poderiam ou não compor um filme. Na Oficina de Edição, foi proposto utilizar as imagens descartadas nonsense, ou seja, aquelas desfocadas, tremidas ou fora de enquadre para a construção de um ―outro‖ vídeo – sendo possível, portanto, incluir o que, em um primeiro momento, fora excluído. A edição foi realizada pelo grupo no editor de imagens digital Windows Movie Maker. Esse processo possibilitou produzir deslocamentos e modulações nas redes de conversação entre os participantes. É a partir dessa experiência, que o convidamos a acompanhar, através do efeito patckwork (recurso narrativo), os deslocamentos operativos que se produziram nestes encontros, nestas redes de conversação. Assim, em uma perspectiva metodológica de pesquisa-intervenção, apresentamos alguns deslocamentos, produzidos no fazer com a Oficina de Edição de Imagens. Esse encontro dos integrantes da Oficina com o computador, o editor de imagens, as imagens descartadas, as redes de conversação se dá na ação, no fazer que potencializa a inserção social, autoria e a construção de outros modos de relação com a saúde/loucura, constituindo um plano de compartilhamento e também político, ao operar experiências no plano do "comum". / The main objective of this study is to report how an experience with video technology changed the way the actions were coordinated, the distinctions and emotions are produced in the group of people who work and use the mental health service, o CAPS II Cais Mental Centro/POA. The Image Workshop is a therapeutic activity, in which there are image productions, and they can be transformed into many films. The research focuses on the effects that are trigged through the problematization, concerned to a serie of video images, produced by the group that participated of the Workshop, that were discarded, as well as on the others that were used in the construction of a film. The group was not sure which images could be used in the film. At the Editing Workshop, it was suggested that the discarded images, the nonsense ones, could be used: the ones that were blurred, blur and did not fit in the construction of a video, so we concluded that it was possible to add what was considered firstly something excluded. Editing was performed by the group in the digital image editing, through the Windows Movie Maker. The process trigged many other networks for dialogue, different from the one that was constructed at the Image Workshop inicially, but we cannot consider the former more or less important than the recently produced, they were just seen as new and an opportunity to share experiencies. So, we invit the reader to follow, through the pachwork effect (a narrative resource), the operative replacement that were produced in the Workshops, in the network dialogues. Thus, through a methodological perspective of an intervention research, we present some of the replacement, produced at Editing Image Workshop. The experience that the participants of the group had with the computer, the editing and discarted images, changed the networks for dialogue, that were performed in the action and while the images were produced, so that they develop social inclusion, authorship and the construction of many other ways to deal with health/mental illness, building a new plan of sharing and also political, when many experiences were operated in a level whose experience were shared by all the participantes.

Videotechnologien werden in der Lehrerbildung häufig eingesetzt, um die Lehrkompetenz zu fördern. Auch in der Fahrlehrerausbildung werden sie schon lange genutzt, hauptsächlich jedoch als Demonstrationsmaterial in Präsenzsitzungen. Eine aktiv-konstruktive Bearbeitung der Videos mit Hilfe digitaler Technologien findet nicht statt. Mittels internetgestützter Videoreflexion wurde im Rahmen eines EU-Projektes versucht, die Lehrkompetenz angehender Fahrlehrer zu fördern. Dabei hat sich gezeigt, dass ein Austausch unter den Ausbildern darüber, wie sie Videotechnologien in der Fahrlehrerausbildung einsetzen, sehr wichtig ist, um Standards zu entwickeln. In der Praxis tauschen sich Ausbilder verschiedener Einrichtungen kaum untereinander aus. Ausgehend von den Erkenntnissen aus dem EU-Projekt beschreibt dieser Beitrag ein geplantes Vorhaben zum Aufbau einer Professional Community, in der Ausbilder gemeinsam Standards für eine videobasierte Lehrkompetenzförderung entwickeln sollen.

No description available.