Search

This study aims to examine the unique educational films prepared by science teacher candidates about biotechnology applications and getting their perceptions on the process/the educational films they have prepared. The phenomenology method was used. The study group consists of 30 sophomore teacher candidates. Teacher candidates prepared educational films. Then, the perceptions of the teacher candidates about this process were taken. According to the results of the study educational movies were prepared by teacher candidates by way of their writings about stem cells, genetically modified organisms, nanotechnology and cloning. The educational films focused on the positive and negative aspects of these biotechnology subjects, on the basis of daily life scenarios. Even though the short movies contained both negative and positive references, they mostly had a positive note.

The aim of this research is to investigate the effects of educational film-supported augmented reality applications in the teaching of the Solar System and Eclipses Unit of the 6th grade Science course on the academic success of the students and their motivation levels for learning science. The study group of the research consisted of 42 students attending the 6th grade in Kahramanmaras in the fall semester of the 2021-2022 academic year. In this research, quasi-experimental design was used. The participants from whom the data were collected were determined by convenient sampling method. The experimental group (N=22) of the study consisted of the learning group with educational film supported augmented reality applications, and the control group (N=20) was the group that studied with the learning method specified in the current science curriculum. The results obtained from the study revealed that there was no significant difference between the achievement test and motivation scale pre-test scores of the experimental and control groups. Another result obtained from the study is that there is a significant difference in favor of the experimental group between the achievement test and motivation scale posttest mean scores of the groups as a result of the application process.

Students started to continue their education from online platforms when they could not receive face-to-face education due to COVID-19. So, various instructional videos have been shared on the YouTube platform by the teachers and education researchers. The study aimed to analyze the videos shared in the field of science education on the YouTube platform during the COVID-19 period. For this purpose, the keywords ("science lesson" and "secondary school science lesson") were searched in the YouTube search engine and the videos taken by the teachers and shared during the pandemic period were examined. Thematic content analysis method was used in the research. The videos were analyzed according to the parameters of the shared date, the location of the teacher who shot the video, the grade level, the subject area, the method of the video, their suitability for the learning outcome and the compatibility of the content information with scientific knowledge. The following issues were revealed in the findings: Between 23 March and 15 May 2020, when distance education continued, there was a large number of video sharing. The number of videos in which no information was given that the teachers who shot videos worked in any institution was higher than the others. There were many videos shot for 8th graders. It was concluded that the videos were generally shot on living things and the subject area of life, the question-solving method was mostly used in the videos, and the experiment/activity was rarely included in the videos. It has been concluded that there are a large number of videos that are suitable for the relevant acquisition and that the content information is suitable for scientific knowledge. Necessary suggestions were expressed in line with the results obtained.

YouTube is one of the most popular video sharing platform in the world. According to the statistics provided by YouTube in 2020, 1 billion hours of video content is watched daily on YouTube and 2 billion registered users visit YouTube per month. In education and lifelong learning, it has been seen in some studies that YouTube as a video learning tool has benefits and potential benefits with its popularity and easy access. This research is generally to evaluate the educational use of the platform with the views of those who followers educational videos on YouTube. In this context, the research has been designed as a qualitative. The sample of the study is 47 people from the 2020- 2021 active followers of the "kablosuz kedi" YouTube channel, which shares educational content on the software field. The data were collected with a semi-structured interview form and analyzed with content analysis. According to the results of the research, the average daily time spent on YouTube to watch educational videos is less than 3 hours. The most used platform other than YouTube is Udemy. The most frequently listed reasons for dropping an educational YouTube video were boring lecture, expertise, tone and diction of the instructor, content and education quality. The problems faced on YouTube are the excessive amount of advertisements, premium suggestions, bullying and inferiority in the comments, while the non-boring, sad and understandable speaking-lecturing, the dominance of the subject of the education, the sound and video quality, the continuing education have been the prominent expectations about the educational video. Finally, they made different suggestions for an ideal educational video duration for the participants.

With the increasing popularity of open educational resources in the past few decades, more and more users watch online videos to gain knowledge. However, most educational videos only provide monotonous navigation tools and lack elaborating annotations. This makes the task of locating interesting contents time consuming. To address this limitation, in this article, we propose a slide-based video navigation tool that is able to extract the hierarchical structure and semantic relationship of visual entities in videos, by integrating multichannel information. Features of visual entities are first extracted from the presentation slides by a novel deep learning framework. Then, we propose a clustering approach to extract hierarchical relationships between visual entities (e.g., formulas, texts, or graphs appearing in educational slides). We use this information to associate visual entities with their corresponding audio speech text, by evaluating their semantic relationship. We present two cases where we use the structured data produced by this tool to generate a multilevel table of contents and notes to provide additional navigation materials for learning. The evaluation experiments demonstrate the effectiveness of our proposed solutions for visual entity extraction, hierarchical relationship extraction, as well as corresponding speech text matching. The user study also shows promising improvement in the autogenerated table of contents and notes for facilitating learning.

The aim of this research and development is to create a video on the creation techniques of three-dimensional origami that is proper and effective as learning media for the handicrafts course for students of Teacher Education for Early Education at the State University of Malang. The study utilized the Research and Development (R&D) method (Gall, Borg, and Gall, 2003). The stages of the research involved analysis of needs through instructional analysis, scenario development, video script development, footage recording, editing, and validation. The research results indicated that the developed video was declared valid and proper for usage as learning media based on evaluations from a media expert, material experts, and candidate users. Therefore, the developed media can be utilized to support the improvement of skills of candidate teachers for early education in the development of three-dimensional origami media products.

The introduction of the computer into the educational process is a fact. The educational use of new technologies creates a new, more appealing and enjoyable learning environment. The introduction of new technologies into school differentiates the role of the professor by giving him/her a guiding character in a process of experiential approach to knowledge. In the present paper a proposal for the teaching of the chemistry module "Simple Colloids" is presented, with the contribution of video recorded educational experiments. Complete experiments on the subject of "Simple Colloids" and their properties are presented, aiming at familiarizing students with this theory

This study investigated the ways in which college algebra students watch mathematics instructional videos about completing the square with the goal of identifying student responsibilities within a particular video and across different videos. Guided by the theory of didactic situations that has defined implicit teacher and student responsibilities within the context of the face-to-face mathematics classroom, participants watched three different videos about completing the square and answered interview questions. Using categories previously identified by the didactic contract for the face-to-face classroom, this study expanded the types of student responsibilities identified specifically for video watching and found that participants, regardless of overall prior knowledge but who had prior knowledge of completing the square, held a responsibility to use the specific set of steps they were taught by their teacher to solve problems. Findings may be useful to both mathematics teachers and video creators.

This article analyses recent developments in Danish film and television education through a case study of a new training initiative for creating content for children and young audiences. Following an outline of traditional training and career trajectories in the Danish screen industries in general, and for working with children's film and television specifically, the case study investigates the guiding ideas behind Manuskriptskolen for børnefiktion ('The Cross-Media School of Children's Fiction'), which was established in 2020. The school marks a new approach to Danish film education in several ways. First, by creating a training ground focusing on a specific audience, rather than on screenwriting or film-making more generally. Second, by thinking of content for this audience as fundamentally multiplatform and teaching students storytelling across different media from the outset. Third, by insisting that creating content for this audience calls for having knowledge about the current lives of young people and their media use, and encouraging strategies for engaging or even co-creating content with them. The article builds on qualitative interviews, document analysis and observations at industry events as part of the research project Reaching Young Audiences: Serial Fiction and Cross-Media Storyworlds for Children and Young Audiences.

The goal of most researchers is to establish competence in one's profession; however, the degree to which this is measured in a research course is undetermined. The assessment of research competency usually involves the distinct measures of statistical ability, writing ability, and other skills that are quantifiable. Soft skills in research, on the other hand, are less distinguishable. It was the intent of this study to review eight years of data collection in undergraduate and graduate research classes to determine if a set of specific assignments was successful in developing the soft skills of research competence. Through a qualitative assessment, evaluation of visual materials, and assessment of a research instructional video, it was found that, to some extent, isolated and specific whole-part-whole, in-class and in-field assignments for the individual student or students within small groups, might allow students to develop the hard and soft skills necessary to become competent as researchers or their chosen profession.

This study aims to review, analyse and synthesize the literature, which refers to the use of educational film in education in Romania and which deepens aspects related to the use of animated film in primary education. The aim was to review the literature on: classification of animated films in the category of educational means; the functions of animated films; types and sources of animated films; teacher preparation for the use of film for educational purposes; integrating the film into the lesson; how to use animated films in primary education and the results of their use. Existing information in papers in the field of education sciences from the last three decades was analysed. Regarding the use of animation films in primary education, five studies were analysed in depth.

This study aims to improve student learning outcomes through the implementation of direct learning models that are supported by learning videos. Class action research refers to Kemmis and McTaggart's designs, which are carried out over two cycles. The subjects of the study were students of class X LVE 7 at VHS Dharma Bahari Surabaya. Data were collected using test and observation instruments. Test and observation data were analyzed descriptively based on standardized study completeness criteria. The results of this study found that student learning outcomes consistently increased from the pre-test scores, the value of the first cycle, to the value of the second cycle. Based on the pre-test score data, it is known that there are 16 or 53% of 30 students who reach the complete category. Learning outcomes are then improved in the first cycle, where there are 19 or 63% who reach the complete category. Meanwhile, in cycle II there were 23 or 77% of students who reached the complete category. This increase occurred consistently so that it was concluded that the use of direct learning models supported by learning videos was very effective for the learning of class X LVE 7 students at VHS Dharma Bahari Surabaya.

The purpose of this study is to investigate the effects of educational movies that are used in teaching the chapter of Mystery of Earth Crust / Earth and Universe on the environment-related knowledge levels and attitudes of students. Another purpose of the study is to find out about the views of students in the experiment. As a result of the study, the knowledge test mean scores of the students after the implementation significantly differed between the groups in favor of the experiment group. Another finding in this study, no significant difference was found between the groups in terms of their mean post-test attitude scores before the implementation. For the first question, the students stated that the Mystery of Earth Crust / Earth and Universe chapter was distinct from other chapters because of some differences. For the second question, the students stated that they learned the definition, reasons, effects and types of environmental pollution, gained awareness and responsibility about the environment, learned about behaviors towards preventing environmental pollution and developed an attitude towards environmental pollution. Additionally, with the third question the students' emphasized educational movies had significant benefits for both individual outcomes and the instruction process.

This study aimed to develop Mathematics learning media in the form of learning videos in order to enhance the reasoning abilities of students of Mathematics Education Study Program.. This study used the development model to construct products in the form of learning videos on topics like Surface Area of Cuboid, Cube, Prism and Pyramid. To achieve this purpose, the ADDIE, Analyse, Design, Development, Implementation and Evaluation, development model was used, In this study; the steps conducted only reached the Development stage. Based on the validation of media experts, the percentage of the feasibility of learning media obtained was 95.15%. After being converted into a scale conversion table the percentage of the achievement level of 95.15% was in very good criteria. This proved that the learning video on the material surface area of the Cuboid, Cube, Prism and Pyramid were feasible to be applied in learning. Then, it was validated by material experts and based on expert validation, in terms of media aspects, material substance aspects, and learning design aspects which was scored at 90.86%. After being converted to a percentage scale conversion table the level of achievement of 90.86% was again in very good criteria. This led to conclude that the learning videos of the material surface area of Cuboid, Cube, Prism and Pyramid were feasible to be applied in research by making improvements in the order of material delivery.

One of the primary skills required by mathematics teachers is the ability to provide effective explanations to their students. Using Kay's (2014) theory-based framework for creating instructional videos, this study explored the quality and growth of explanations embedded in mathematical instructional videos created by 37 pre-service teachers (female = 26, male = 11). The Instructional Video Evaluation Scale (IVES), comprised of four constructs (establishing context, explanation heuristics, minimizing cognitive load, engagement), was used to assess the quality of two videos (pre-feedback and post-feedback). The initial video created by pre-service teachers (pre-feedback) revealed a number of problem areas, including providing a clear problem label, using visual supports, noting potential errors that might occur, writing legibly, highlighting key areas, listing key terms and formulas, being concise, and using a clear, conversational voice. After receiving detailed feedback based on the IVES, the ratings of the second video (post-feedback) for each of the initial problem areas increased significantly. The IVES scale, grounded on Kay's (2014) framework, helped identify and improve the effectiveness of pre-service teachers' explanations of mathematics concepts.

This case study describes a small-scale Lightboard pilot and a full-scale Lightboard build with accompanying studio at a small, private liberal arts college in the southern United States. This article will provide an overview of the Lightboard landscape in higher education, offer considerations for the construction of a Lightboard, and share the authors' experiences and outcomes. In writing this article, the authors' goal is to present an attainable use case for the construction of a Lightboard by introducing a simplistic pilot design that was well received by faculty and administrators.

This study assesses the effect of the use of educational videos on the participation of 24 students at the Applied Science University in Bahrain The findings revealed that educational videos which were selected either by the researcher or by the students have a direct and positive effect on increasing the students' participation in the classroom. It was found that the educational videos that were selected by the students have a greater effect in this respect than these videos selected by the researcher.

Purpose of the study: The object of this paper is to explore the literature in order to discover on what conditions a video-mediated form of instruction can be a learning instrument, the one that enhances teaching, increases the potential of improving learners' performance and leads to a change in students' knowledge and behaviours. Methodology: This exploration is literature based and involves a critical discussion of articles on video-based instruction and video pedagogies. Main findings: Video-based forms of teaching and learning are steadily gaining popularity in the classroom and beyond and are supported by a growing body of academic and professional literature. However, while the pedagogical use of video within a lesson has been explored, what is missing is a focus on the pedagogy within the video -- the pedagogical style or design of the video that leads to learning -- the transformation of information. Applications of this study: Research involving university students suggests that students conceive of video as an important element of their learning process and they will often choose to use videos for support and clarification rather than any other form of digital instruction. The conducted analysis of the research subject will eliminate concerns of instructional designers over the video design and help employ video more consciously and efficiently. Novelty/Originality of this study: In the last decade, the majority of the literature focusing on creating video for learning purposes adopt a transmission of knowledge approach. Thus, the authors focus on a list of characteristics that will facilitate the transmission of content. Few of the articles focus on learning per se. This paper discusses the results of our review of the literature that support the transmission styles of learning, the "hygiene" principles and then it explores the literature to identify the elements that enable a more transformative learning pedagogy for video.

The purpose of this study was to fill a gap in the literature on student learning and use participant feedback to improve the pedagogical effectiveness in mathematics and literacy classrooms. To this end, an anonymous, semi-structured Qualtrics survey was developed and administered to 1,212 recent high school graduates asking about the best way to learn mathematics. Respondents said they preferred printed textbooks, although 30% rarely read them. They found instructional videos helpful and that guided notes kept them engaged. Students wanted practice problems and examples, in an environment where they were unafraid to ask questions. Their learning benefited from both collaboration and independent work. They knew that participation in math clubs improved their learning, but they admitted not participating. Although no survey items focused on teachers, half of those providing open-ended feedback made clear, the necessity of a "good," "patient," "experienced," teacher, "excited to teach math," with whom students could work "face-to-face."

Social presence in higher education online learning can be complex and challenging. To examine whether video instruction had an influence on course success, a between-subjects design was chosen to compare two groups of students enrolled in introductory psychology courses at a Christian College in the Southwest United States. The convenience sample (N = 281) was divided into two groups, including those that received video instruction (N = 144) and those that did not (N = 137). The results demonstrated that while there were higher numerical final course grades for the classes that received video instruction, there was not a statistically significant difference in overall course success between the two groups (U = 8947, p = 0.159). Implications and limitations are discussed.

A research methods and statistics course is a crucial component of any health care professions program. Statistics is a difficult subject for students to learn, but studies have shown implementing short video lectures in the online platform can enhance student learning and improve course success rates. The purpose of this paper is to detail the implementation of weekly instructional videos in HLT-540, a course with high withdrawal and fail rates, and discuss the impact this had on course success. Short instructional videos were developed and implemented in weeks 2-8 of the 8-week course to provide students with a live demonstration of best strategies for completing assignments, conducting data analysis, and interpreting results. Following the implementation of the instructional videos, 90.5% of students who completed the course between January and March of 2019, passed. In addition, in end-of-course surveys, students commented on the value of the instructional videos. The 90.5% course success rate and EOCS feedback supports the continuation of the use of instructional videos in HLT-540 to support student mastery of course objectives. It is important to continue to explore why course success rates increased, so the information can be shared amongst faculty.

This study examines the effectiveness of pre-laboratory presentations in an undergraduate general chemistry laboratory using two different modes of delivery: a traditional lecture versus an in-class video presentation. It was anticipated that implementation of videos could result in improved laboratory efficiency, safety, and necessary technical skills for the students. Thus, the purpose of this study was to examine this hypothesis by comparing laboratory quiz scores and completion times of students who received their pre-laboratory instruction in a traditional lecture versus in-class video format. The results of this study provide new insight into the benefits of using technology for delivery of prelaboratory instruction and offer suggestions for considerations when implementing technological tools (such as videos) into laboratory instruction.

The purpose of this study was to enhance grade 11 students' conceptual understanding of fundamental acid-base models using Predict-Observe-Explain based animated movies (POE-AM). Twelve grade 11 students participated in the study. To collect data, the students' responses to the POE-AM tasks and interview protocols were used. The findings indicated that the POE-AM tasks positively improved the students' conceptual understanding of fundamental acid-base models and remedied any deficiency identified in pre-interviews and/or the 'predict' stage of the POE strategy. The results also showed that before implementation the students stated the main parts of acids and bases as H+ and OH-ions, respectively. After the implementation, they indicated that the Arrhenius model had the least adequate explanation to imply features/behaviors of acids and bases whilst the Lewis model did the most adequate acid-base definition to address their features/behaviors. Moreover, the study revealed that most of the students had alternative understanding or only partial understanding at the 'predict', but showed somewhat a sound understanding of these concepts at the 'observe' and 'explain' stages. The current study suggests that chemistry teachers should integrate the POE-AM into their classes to effectively promote student learning.

Asynchronous video-based educational resources allow for increased course material engagement. In today's climate, educators are encouraged to create videos for online instruction but are typically given limited production guidance. Few formal resources exist to guide educators for high-quality video production in a non-studio setting. This article is a how-to guide for producing videos using widely available primary resources through three steps: preproduction, production, and postproduction. During preproduction, educators consider style and project scope, including the "what, how, and why" of the content. For production, we have provided information on the set, light, sounds, and video equipment needed for optimizing video production in a non-studio setting. Finally, during postproduction, the educator considers how to combine and edit the video as well as organize content. Overall, this article is an approachable guide to help educators begin their low-budget video-production journeys.

Making the work of security organizations known to school children is a means of mitigating feelings of insecurity provoked by the diffusion of information on terrorist attacks in communications media and through social media. Whilst there is a longer tradition of projects to educate school children on the police and the armed forces, no comparable projects have been found on the intelligence services. With the objective of filling this gap, the authors designed and produced two animated educational videos for Spanish school children on the Spanish intelligence service: The National Intelligence Center (CNI). In this paper, the impact of the videos is measured in relation to the knowledge, the stereotypes, and the attitudes of school children towards the CNI. To do so, two questionnaires were administered to 1,092 school children aged 8 and 12, before and after viewing the videos. The results of the questionnaire prior to screening the videos showed that the school children held no knowledge of the intelligence services, and expressed highly developed stereotypes, and moderately negative attitudes towards them. Student-t tests for related samples were used to confirm the responses, on the basis of which it was found that the videos modified both knowledge and stereotyping, as well as attitudes towards the CNI. Specifically, following the screenings the knowledge of the school children improved, stereotyping diminished, and positive attitudes increased.

Aim/Purpose: This study aims to explore whether instructors and educators should segment portions of instructional video that can be loaded and executed independently of other portions, and how long the segment portion of instructional video should be to effectively influence students' learning, perception, and interaction. Background: Instructional videos are widely used in higher education for pedagogy purposes, and students expect their face-to-face and online courses to include video for effective instructional and learning outcomes. The literature indicates that researchers suggested that segmented video might assist learning and reduce cognitive burden; however, empirical research does not provide sufficient guidance about how to do it. Methodology: This mixed-methods study included quantitative data from an online experiment, followed by qualitative data from focus groups to help explain and expand on the quantitative findings. This study compared a 14-minute instructional video with the same content split into three segments, ranging from four to five minutes in length, to explore how segmenting affects students' learning and how students perceive and interact with the video. The quantitative portion of the study used an experimental design with random assignment to control and experimental groups. Participants were randomly assigned by Qualtrics to one of two conditions where they watched either a single long (14-minute) video (the control group) or the same content split into three video segments (the experimental group). Participants in both groups were asked to watch the video(s), take a content knowledge quiz, and respond to an opinion questionnaire. The qualitative portion of the study consisted of focus groups where participants were asked to reflect on their overall perceptions of using online instructional video. Contribution: This study contributes to the literature knowledge on how students interact with instructional video and how, and if, longer instructional videos should be divided into shorter segments. Findings: Results from this study indicated that there is no significant difference between the Long Video Group (control group) and the Segmented Video Group (experimental group) on measures of learning, interaction with or perceptions of the video. However, participants who engaged in multitasking activities other than texting performed worse on the learning measure. The focus group participants described a variety of behaviors and preferences for watching the instructional video but expressed a preference for videos that were about 20 minutes long. Recommendations for Practitioners: For the purpose of building declarative knowledge, the number and length of instructional video segments may be less important than the other instructional materials and strategies instructors and educators provide to support students' interaction with the instructional video. Recommendation for Researchers: The qualitative findings suggest that while preferred instructional video length may differ based on context, a 20-minute instructional video may be preferred, or at least accepted, in a typical academic setting, though this possibility needs further study. Impact on Society: Results from this study may help instructors and educators to create high quality instructional video content by acknowledging that decisions about instructional video length and segmenting require professional discretion rather than arbitrary rules regarding video length. Future Research: Future researchers and practitioners can further evaluate and enhance the importance and design of instructional videos for pedagogical purposes, and additional research is needed before instructors, educators, and the educational field can accept the thought that any video over five or six minutes is considered too long for students' attention span.

The purpose of this study is to analyze the effect of an education-themed movie on the academic motivation of teacher candidates and their attitude towards teaching profession. The study was carried out in the fall term in 2014-2015 academic year with the participation of 89 teacher candidates (53 in experimental group and 36 for control group). In the study, quasi-experimental design with pre-test/post-test control group was used. "Academic Motivation Scale" and "Attitude Scale towards Teaching Profession" were used for data collection. Dependent group t-test and independent group t-test were used in analyses. Findings of the research indicated that the education-themed movie has a significant effect on intrinsic motivation and extrinsic motivation external regulation dimensions of academic motivation scale and love, value and harmony dimensions regarding teaching profession on the experiment group.

The purpose of this project was to increase student achievement, engagement, and satisfaction using animated instructional videos in an online general psychology course at a community college. This project not only considered the data collected from student activity tracking, but also examined students' perception of how the videos engaged and helped them remember course material. Collection of data was conducted using a pre-intervention and post-intervention survey, a pre-test, a post-test (mid-term exam), and an online behavior evaluation rubric. A statistically significant increase in scores from pre-test to post-test occurred. Students reported that they preferred the animated instructional videos over the textbook and believed videos helped them remember the material. Overall, the project showed that students enjoyed the videos and many recommended that additional ones be created for the rest of the course. Although time-consuming, instructional videos were worth the effort to keep students engaged and learn course material.

The aim of this study is to investigate the impact of interactive and demonstration (non-interactive) video tutorials for software training on the effectiveness of procedural learning and student satisfaction. An analysis of signalling made by instructional designers was carried out to develop high-quality instructional video materials. These attention cues could be used in both demonstration and interactive video tutorials to enhance the acquisition of procedural knowledge. Both types of video tutorials had a positive effect on the learning process, and students achieved very good learning outcomes. Students who used interactive videos achieved slightly better learning outcomes. The study revealed higher satisfaction with interactive videos which were perceived as more instructive compared to the demonstration videos.

A single group pre-test, post-test quasi-experimental design was utilized to triangulate quantitative and qualitative data obtained from a questionnaire, field notes, classroom observation, and practicum test scores, to determine changes in the questioning behaviours and practices of 31 prospective teachers involved in a three-week practicum exercise. Paired-samples t-tests were conducted to compare pre-test and post-test scores on participants' level of confidence in asking focussing, prompting, probing, and redirecting questioning. Findings of the study revealed significant differences in participants' pre-test and post-test scores for prompting questions. Based on Cohen's convention for a large effect (d =0.80), the effect size for this analysis (d = 0.82) was found to be large. Analysis of classroom observation and field notes obtained from practicum supervisors also revealed a general improvement in participants' questioning behaviours and patterns after the application of an instructional video.

In Australian early childhood teacher education programs there is typically a greater focus on the age group of kindergarten children compared to that of infants and toddlers (Garvis, Lemon, Pendergast and Yim, 2013). As a consequence, pre-service teachers may have little opportunity to interact and learn about this important age range. This paper reports on the incorporation of videos of young child and educator interaction into early childhood teacher education programs at one Australian university. The cohort of pre-service teachers (18) were asked to think in a structured way about the videos with the help of a structured reflection template, which challenged them to apply higher order thinking with regard to the scenarios presented. As a culminating point of the template, the pre-service teachers were asked to create a reflective practice question to improve their professional practice. In this study, the reflective questions were analysed using content and pronoun analysis. Findings suggest that the pre-service teachers were focused on the continuity of learning of young children, personal skill development and social emotional development. To a lesser degree reflections explored working with families. The pronoun of 'we' also appeared as the most likely response on personal reflective questions. This suggests the future teachers had already positioned themselves within the group of early childhood teachers, indicating a strongly developed professional identity.

Pre-service teachers often have unrealistic expectations of teaching. They often create an inspiration/content dichotomy in which they expect relational activities to trump content delivery. Unchecked, these misaligned expectations can lead to practice shock, the disorienting and sometimes traumatic identity crisis that often occurs during the first year of teaching. Teacher preparation programs can use course-based reflective activities to provide structure and impetus for reevaluating expectations. This article studies the effects of these activities on two undergraduate pre-service teachers. Popular Hollywood teacher films were used to confront and challenge candidates' expectations of teaching. An analytical framework based on Baudrillard's (1995) simulacra provided an interpretive structure for revising expectations, and structured reflections and course assignments were used to assess candidates' changing beliefs. Results suggest that the combination of teacher movies, an interpretive framework, and structured reflection has the potential to change candidates' expectations of teaching.

Feature films, old and new, have been used for many years to teach management education in general and leadership skills in particular. Films are often able to affect not only our emotional responses and perceptions of events, but they can also have an impact on our personal lives over long periods of time. Although anecdotal evidence (primarily based upon Social Learning Theory) has generally supported the use of feature films to teach management education, the paper draws upon theoretical advances in universalistic self-theory as part of cognitive-experiential self-theory (CEST) as an epistemological basis for why and under what specific conditions management educators should use feature films to maximize student learning. From this reasoning, the paper proposes that management educators apply contextual self-theory as a pedagogical guide for the actual selection of films for classroom use. In addition, the paper highlights the importance of how the management educator needs to look at other factors, such as the age and cultural background of students, as important considerations for the selection and use of feature films in the classroom.

This paper identifies four viewpoints about a TV program by making use of Q-method. Based on a factor analysis, 35 participants of this study are classified into four groups that each one creates a viewpoint towards the TV program. Each viewpoint is interpreted carefully by using 48 statements representing possible opinions about the TV program. The paper emphasizes that usual research methods like surveys are not as effective as the Q-method for this purpose. This method can help researchers to understand those angles of people's opinions that remain hidden by using a questionnaire or scale. (Contains 3 tables, 3 figures and 1 footnote.)

This article synthesises an investigation of the making of a didactic programme as a consequence of the excess of consumption of audiovisual messages and the non critical and non-thoughtful attitude the youngsters have towards it. As an answer to this problem, the authors have produced a didactical programme about cinema and its language, the main purpose of which is to verify how knowledge, habits and attitudes of children may be modified if we plan, in the classroom, a way to deal with critical thinking, contents and cinematographic language.

In this essay, I compare "Django Unchained," directed by Quentin Tarantino in 2012, which relies on common tropes about slavery and largely silences the experiences of enslaved women, to "Daughters of the Dust," directed by Julie Dash in 1991, a film that focuses on black womanhood in the post-Reconstruction era on the eve of the First Great Migration. When engaging with historical cinema, educators have a responsibility to prompt students to question their assumptions about the period and the events portrayed, while also challenging them to consider the narrative and visual strategies of the film, especially regarding who has the power to speak and act, who remains silent, and what counts as significant to the film's narrative and the history behind it. Since college students can and often do take films as accurate representations of marginalized groups, the films' stories and characters can further that marginalization. Film depictions focused on shorter stories of particular moments can even reinforce stereotypes, even if that story is not racist or meant to be historically accurate. Too often, students privilege an individual story told in a film set in a historical moment over primary source documents, memoirs, and scholarly works. When screening films as historical texts, educators of American history must use these issues as moments to have students engage critically with the film as historians rather than as consumers of cinema.

The current study examined the effects of watching a closed-captioned movie clip on incidental vocabulary learning in a pre-test post-test experimental design. 120 college students from a college preparatory class, who were learning English as a foreign language (EFL), participated in the study. Two weeks before the treatment, all of the participants completed a 20-item vocabulary knowledge scale (VKS) that was adopted from Wesche and Paribakht (1996). One month after the treatment, they were given another VKS with 20 words. The participants were randomly assigned to one of the two groups: Group A (movie clip with captions); Group B (movie clip without captions). T-test analyses were conducted to examine development between and within each group. Results revealed that both groups demonstrated significant gains based on the VKS, and Group A improved more in the post-test. However, the development between the groups was not significant. Pedagogical implications of the study are discussed in the end. (Contains 5 tables.)

Media can be used to effectively teach Organizational Behavior (OB) concepts at the college level. University instructors have the option to employ several different methods of teaching in order to convey course concepts in the classroom. This article describes the effectiveness that five particular pieces of media can have on active learning in an undergraduate OB class. The films "For Love of the Game," "300," and "12 Angry Men," as well as the episode "All Due Respect" of the television series "The Sopranos" and the episode "Did I Stutter?" of the television series "The Office," will be analyzed. This article provides a background on each piece of media, as well practical suggestions on how to use them to instruct OB.

Although research exists about student learning processes using filmed experts demonstrating counselling systems and skills, there appears to be no formal direction or advice for instructors or supervisors on how to view, use, or teach with these types of films. This article attempts to fill this gap by combining ideas from the literature on pedagogical uses of visual media in education, student suggestions about film use, and experiences of instructors using expert demonstration films. Effective practices are suggested, including preparing students for viewing, understanding viewing processes, and post-viewing discussion techniques.

In this article, the author discusses how she uses film and new media to "teach students to comprehend the complex historical, social, political, and cultural dimensions of the African American experience." The author uses D.W. Griffith's 1915 "Birth of a Nation," a number of "Blaxploitation" films, YouTube videos, and cultural tropes common to African America and Hawai'i--such as plantations and rice--to direct her students' attention to the African American experience.

Cinemeducation refers to the use of movies or movie clips to educate learners about the psychosocial aspects of health care. This paper describes the use of a clip from the movie, "What's Eating Gilbert Grape?" to teach medical students about chronic illness. The clip is used to set up a case study based on the lead character, Gilbert Grape. For the sake of the seminar, Gilbert is given a diagnosis of low back pain. After watching the clip, learners are asked to construct a genogram and family circle of the home context and then hypothesize about the possible causes of Gilbert's back pain. The educators then use the "case" as a basis for an exemplary patient-based chronic illness presentation. This presentation is designed to serve as a model for the students, who are asked to interview a patient and family and make their own patient-based chronic illness presentation at the end of their clerkship month. Anecdotal evidence suggests that cinemeducation is an effective and entertaining way of presenting didactic material, including teaching assessment and case management skills, to health care professionals. Suggestions are made for possible future research in this innovative teaching technique.

Video feedforward can create images of positive futures, as has been shown by researchers using self-modeling methods to teach new skills with carefully planned and edited videos that show the future capability of the individual. As a supplement to tutoring provided by community members, we extended these practices to young children struggling to read. Ten students with special needs participated in a multiple baseline intervention. Each received tutoring only, followed by tutoring plus video feedforward, another phase of tutoring only, and follow-up. Overall, reading fluency improved significantly for all students; in 9 out of 10 cases, rate of improvement was significantly greatest during feedforward. Other measures (e.g., word identification) confirmed student progress from most at-risk to mid-stream status. We conclude that video images of success with challenging materials may enhance the acquisition of reading skills.

An interactive and technological approach was used to discuss ethics with accounting students. Students responded anonymously to ethics questions using wireless transmitters. The students' responses were shown to the group. A customized DVD of movie scenes from "The Producers" and "Wall Street" and a still picture of Enron's Code of Ethics were used to engage students in discussion. The procedures, the technology, and the benefits of the approach are presented.