scholarly journals Varieties of Video Lectures

2021 ◽  
Vol 24 (1) ◽  
pp. 116-156
Author(s):  
Феликс Освальдович Каспаринский
Keyword(s):  
Video Recording ◽  
Video Camera ◽  
Full Time ◽  
Distance Teaching ◽  
Labor Costs ◽  
Video Lecture ◽  
Video Lectures ◽  
Standard Profile ◽  
Visual Materials ◽  
Basic Version

The article is devoted to the typology of the main variants of video lectures (https://vimeo.com/showcase/6184718), which differ in didactic value and laboriousness of creation. For each option of video lectures, the key conditions for effective formation and use are determined. Particular attention is paid to the optimization of hardware for the creation of various options for video lectures in full-time and distance learning. As a basic option, a video recording of a PowerPoint presentation with speech and graphic comments on the slides is considered. The screen (electronic board) videorecording on the left with the lecturer in profile, named ad standard profile version, is recommended for use when there is a shortage of space in the classroom. In the presence of a video camera with optics that ensure the preservation of the detail of images of visual materials, the preferred option for video lecture is a standard frontal one, filmed from the far end of the audience. Didactically optimized editing of video lectures allows you to combine high-quality recording of visual materials of the basic version with mediocre video recordings of the teacher's actions. Integrative versions of video lectures are created by overlaying the video recording of the teacher's actions over a specially designated invariant place in the design of the slides of the basic version of the video lecture. The options for adapting the design of PowerPoint presentations to form a basic and integrative version of video lectures are proposed. The highest ratio of "didactic quality / labor costs" is achieved when creating integrative video lectures directly in the process of face-to-face and distance teaching.

scholarly journals FEATURES OF ONLINE LECTURES

2021 ◽  
pp. 70-81
Author(s):  
Olena Yehorova ◽  
Keyword(s):  
Full Time ◽  
Distance Teaching ◽  
Face To Face ◽  
Video Lectures ◽  
Online Lectures ◽  
Software Product ◽  
Analysis And Synthesis ◽  
Paper Abstract ◽  
The University

The purpose of the article is to determine the features of video lecturing and pinpoint opportunities to improve presenting of theoretical material online. The relevance of the study is caused by the lack of experience of the majority of Ukrainian lecturers in teaching by video conferences before 2020. Insufficient covering of this issue emphasizes the urgency of the publication. To achieve our goal, the following tasks were set: to consider the main differences between online lecturing and in-class lectures and other ways of distance teaching; to generalize the main problems of students and teachers arising during online lectures; to propose the ways to solve those problems and describe the possibilities of using the advantages of online lectures. To achieve the set goal, the following methods were used in the paper: abstract, logical and comparative analysis, survey, expert evaluation, monographic, analysis and synthesis, dialectic, tabular and graphic. To study the students’ opinions concerning online lectures in March-April 2021, the anonymous survey of full-time students studying at the Faculty of Accounting and Finance of Poltava State Agrarian University was conducted. 69.7% of respondents consider this format either better or not worse than in-class lessons. The main students’ problems that appeared during online lectures were the technical ones: (the absence or low quality of Internet and hardware) and the lack of face-to-face communication. It is proposed for the educational establishment to choose the single software product for video lecturing; to make records of video lectures with their further promulgation on the platform determined by the university; for the lecturing professor to create a friendly atmosphere; to introduce the obligatory revision of the students’ notes; to ensure the opportunity for students to ask questions to the lecturer; to promote active use of interactive lecture to ensure activate participation of the students (in particular, the lectures with previously planned errors, binary lectures, and lectures-conferences).

scholarly journals Calving of Fuerza Aérea Glacier (Greenwich Island, Antarctica) observed with terrestrial laser scanning and continuous video monitoring

2016 ◽  
Vol 62 (235) ◽  
pp. 835-846 ◽  
Author(s):  
MICHAŁ PĘTLICKI ◽  
CHRISTOPHE KINNARD
Keyword(s):  
Laser Scanning ◽  
Video Recording ◽  
Terrestrial Laser Scanning ◽  
Video Camera ◽  
South Shetland Islands ◽  
High Temporal Resolution ◽  
Ice Flow ◽  
Quantitative Measurements ◽  
Short Period ◽  
Combination Of Methods

ABSTRACTA short-term series of quantitative observations of calving activity of Fuerza Aérea Glacier (Greenwich Island, the South Shetland Islands, Antarctica) was conducted in order to test new methods of monitoring calving. The volume of single calving events was quantified by combining terrestrial laser scanning (TLS) surveys with continuous video recording of the ice front. An empirical formula for area/volume scaling of the calved ice block was proposed based on the TLS measured calved ice volume and the calved ice front area obtained by manual delineation on the images acquired with the video camera. This combination of methods proves to be a valuable tool for glacier monitoring, providing both high-temporal resolution and precise quantitative measurements of the calving volume. The size distribution of calving events is best approximated by a power law and within the short period of observations (14 d) calving was found to be an intrinsic process not dependent on environmental forcings. Over the period of 21 January–04 February 2013 the ice flow velocity at the terminus of Fuerza Aérea Glacier was 0.26 ± 0.07 m d−1and the calving rate was 0.41 ± 0.07 m d−1.

scholarly journals Speech Acts Analysis on Teaching and Learning Process Used by the Teacher in MAN 2 Mataram in Academic Year 2016-2017

2019 ◽  
Vol 5 (1) ◽  
pp. 46
Author(s):  
Yulia Isnaini
Keyword(s):  
Learning Process ◽  
Speech Acts ◽  
Teaching And Learning ◽  
Speech Act ◽  
Video Recording ◽  
Video Camera ◽  
Coding System ◽  
Perlocutionary Act ◽  
Academic Year ◽  
Research Show

This study was aimed at finding out Speech Acts Analysis on Teaching andLearning Process used by the Teacher in MAN 2 Mataram in Academic year 2016/2017. The method of this research is qualitative research The data of this research were the utterances performed by the Teachers of MAN 2 Mataram. The research instrument was the researcher himself. Participant is the subject from which the data obtained (Arikunto, 2010: 172)The Researcher’s participant actively classification speech act by the Teachers on teaching and learning process.T he instrument of data by using video camera and observation. To analyze the data Based on Louis (2005:181). This study used observation and video recording as an instrument of data collection, the researcher applied coding system. In this research, there are two validity principles applied by the researcher. The results of the research show that there are three classifications of speech act performed by the Teachers in the aching and learning process . The results of the research show that there are three classification of speech act performed by the Teachers in the aching and learning process. they are 4 data of locutionary act , 30 data of Illucotionary act, 7 data of Perlocutionary act . So the total of data were 41 data of speech act are used By the Teachers in MAN 2 Mataram.

scholarly journals Video lecture as an example of digital technologies implementation in the educational process of the university

2021 ◽  
pp. 116-123
Author(s):  
Elizaveta V. Variyasova ◽  
Elena A. Ivanova ◽  
Vera V. Karnyushina
Keyword(s):  
Digital Technologies ◽  
Popular Science ◽  
Educational Process ◽  
Professional Orientation ◽  
Video Lecture ◽  
Video Lectures ◽  
Training Format ◽  
The University ◽  
Media Formats ◽  
Active Interaction

The active development of digital technologies has had a significant impact on the educational process. Higher education institutions en masse switch to distance learning courses, vlogs, video hosting, popular science educational platforms. All of these platforms provide lectures in various branches of knowledge, regardless the curriculum, level of education, or even professional orientation. The development of modern media formats implies the possibility of active interaction with content. Can the format of video lecture meet these requirements? Or does the content consumer remain passive and cant influence anything? How long will such training format exist, and what are its prospects? In such rapidly changing conditions of life, the skills of flexibility and adaptation are applied to the educational process and teaching formats likewise. To improve the efficiency of work, everyone, including teachers, lecturers and students, needs to quickly adjust and adapt. The authors of the article attempted to explore the popularity and effectiveness of video lectures, identify the problems related to this form of teaching, and offer some possible solutions to create an educational model of online interaction that would promote the development of communication and learning skills.

scholarly journals Detecting Mind-Wandering from Eye Movement and Oculomotor Data during Learning Video Lecture

2020 ◽  
Vol 10 (3) ◽  
pp. 51
Author(s):  
DongMin Jang ◽  
IlHo Yang ◽  
SeoungUn Kim
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Fixation Duration ◽  
Peak Velocity ◽  
Eye Gaze ◽  
Sampling Rate ◽  
Maximum Amplitude ◽  
Mind Wandering ◽  
Video Lecture ◽  
Video Lectures

The purpose of this study was to detect mind-wandering experienced by pre-service teachers during a video learning lecture on physics. The lecture was videotaped and consisted of a live lecture in a classroom. The lecture was about Gauss's law on physics. We investigated whether oculomotor data and eye movements could be used as a marker to indicate the learner’s mind-wandering. Each data was collected in a study in which 24 pre-service teachers (16 females and 8 males) reported mind-wandering experience through self-caught method while learning physics video lecture during 30 minutes. A Tobii Pro Spectrum (sampling rate: 300 Hz) was used to capture their eye-gaze during learning Gauss's law through a course video. After watching the video lecture, we interviewed pre-service teachers about their mind-wandering experience. We first used the self-caught method to capture the mind-wandering timing of pre-service teachers while learning from video lectures. We detected more accurate mind-wandering segments by comparing fixation duration and saccade count. We investigated two types of oculomotor data (blink count, pupil size) and nine eye movements (average peak velocity of saccades; maximum peak velocity of saccades; standard deviation of peak velocity of saccades; average amplitude of saccades; maximum amplitude of saccades; total amplitude of saccades; saccade count/s; fixation duration; fixation dispersion). The result was that the blink count could not be used as a marker for mind-wandering during learning video lectures among them (oculomotor data and eye movements), unlike previous literatures. Based on the results of this study, we identified elements that can be used as mind-wandering markers while learning from video lectures that are similar to real classes, among the oculomotor data and eye movement mentioned in previous literatures. Additionally, we found that most participants focused on past thoughts and felt unpleasant after experiencing mind-wandering through interview analysis.

“The Camera Rolls”

2012 ◽  
Vol 642 (1) ◽  
pp. 109-123 ◽  
Author(s):  
Nikki Jones ◽  
Geoffrey Raymond
Keyword(s):  
Daily Life ◽  
Video Recording ◽  
Social Science Research ◽  
Science Research ◽  
Video Camera ◽  
Third Party ◽  
Social Scientists ◽  
Key Points ◽  
Potential Benefits ◽  
Citizen Interactions

This article draws on one citizen’s efforts to document daily life in his neighborhood. The authors describe the potential benefits of third-party video—videos that people who are not social scientists have recorded and preserved—to social science research. Excerpts from a collection of police-citizen interactions illustrate key points likely to confront researchers who use third-party video. The authors address two important questions: How might the presence of a video camera affect the unfolding of interactions that are recorded in third-party videos? and How might the perspective of the videographer influence the production and preservation of these records and, in turn, what influence might this standpoint have on our analysis of the data? The authors argue that, given the ubiquity of handheld video recording devices, social scientists should develop systematic approaches to using video created by others as both a cultural record and as data.

Lubricating Grease Replenishment in an Elastohydrodynamic Point Contact

1993 ◽  
Vol 115 (3) ◽  
pp. 501-506 ◽  
Author(s):  
Henrik A˚stro¨m ◽  
Jan Ove O¨stensen ◽  
Erik Ho¨glund
Keyword(s):  
Film Thickness ◽  
High Speed ◽  
Video Recording ◽  
Point Contact ◽  
Video Camera ◽  
Lubricating Oil ◽  
Spin Motion ◽  
Lubricating Grease ◽  
Lubricating Film ◽  
Theoretical Predictions

A ball and disk apparatus was used to investigate the lubricant replenishment of an elastohydrodynamically lubricated point contact. This replenishment of the contact is crucial for building up a lubricating film. Whereas lubricating oil manages to achieve replenishment, lubricating grease appears not to achieve this, with lubricant starvation and a dramatic decrease in film thickness as a result. The distribution of grease around the contact was studied using normal and high-speed video. The movements of grease in the vicinity of the contact could be seen by adding molybdenum disulfide particles to the grease. A recording was then made, using highspeed video recording. The overall cavitation regions were studied using an ordinary video camera and grease without particles. On the basis of the results, possible lubricating grease replenishment mechanisms are discussed. The resulting film thickness was also compared with theoretical predictions using the Hamrock and Dowson starvation criterion, assuming negligible replenishment. The measured film thickness was larger than the predicted, which indicated that some replenishment occurs. In the case of an ordinary thrust ball bearing, replenishment was found to rely on the spin motion of the balls.

Conducting qualitative video research with young children

2018 ◽  
Vol 18 (3) ◽  
pp. 238-247 ◽  
Author(s):  
Kelly Shoecraft ◽  
Bev Flückiger
Keyword(s):  
Young Children ◽  
Video Recording ◽  
Video Camera ◽  
Practical Experience ◽  
Recording Technology ◽  
Content Type ◽  
Video Cameras ◽  
Video Recordings ◽  
Learning Through Play ◽  
Rich Data

Purpose The purpose of this paper is to explore the practical use of video cameras during a study with young children. Design/methodology/approach This paper investigates the use of video cameras in a research study of young children’s utilisation of semiotic tools to communicate during play interactions in a Francophone preschool classroom in British Columbia. It examines the practical in-the-moment decision making of the researcher to support children’s accommodation of the video camera in their play space and ensure rich data were recorded. Findings Children accommodated the video cameras in four distinct ways. These included: curiosity and investigation of the video cameras; engagement in the video recording process with the researcher; incorporation of the video cameras into their play; and disregard of it. Practical implications The findings suggest that video recordings can be an effective method of data collection with young children and provide rich sources of data of the children and their learning through play when the researcher is flexible and responsive and supports children’s accommodation of it. Originality/value Recent advances in recording technology have resulted in the increased use of video recordings as a resource for gathering empirical data in qualitative research. Whilst the ethical considerations related to the use of video recordings as data for analysis in research with young children have been the subject of some discussion (Flewitt, 2005), the practical experience of using video cameras has received less attention.

scholarly journals EXPERIENCE-TECHNOLOGIES IN THE DEVELOPMENT OF INFORMATION READINESS OF PEDAGOGICAL EMPLOYEES FOR THE PERFORMANCE OF THEIR PROFESSIONAL ACTIVITIES

2020 ◽  
Vol 76 (2) ◽  
pp. 279-289
Author(s):  
Тамара Михайлівна Сорочан ◽  
Олена Іванівна Бондарчук ◽  
Лариса Миколаївна Оліфіра
Keyword(s):  
Professional Development ◽  
Postgraduate Education ◽  
Practical Experience ◽  
Professional Activity ◽  
Full Time ◽  
Distance Teaching ◽  
Negative Consequences ◽  
Professional Activities ◽  
Time Distance ◽  
High Level

The article features an innovative approach to the development of information readiness of pedagogical staff for the performance of their professional activities in full-time distance postgraduate learning. The essence and components (motivational, cognitive, operative and personal) of pedagogical staff's readiness for professional activity are characterized. Indicators of the distribution of teachers by levels of their information readiness (low, medium, high) for professional activity are given. The article also highlights methodology and results of the empirical study of the levels of pedagogical staff's information readiness for their professional activity, testifying to the insufficient level of development of such readiness with a considerable number of educators. It is shown that a high level of such readiness is peculiar to only one-tenth of the participated educators, who have deep and complete knowledge, skills and experience of work with information. They are characterized by developed personal qualities that provide active character and responsible attitude to the professional activity in the conditions of uncertainty. Other respondents have a partial (or nonexistence) awareness of possible negative consequences from the use of information, insufficient willingness to bear responsibility, as well as an inability to understand the regularities of information processes in the context of uncertainty, etc. The essence of experience technologies of the development of information readiness of pedagogical staff to professional activity in conditions of part-time distance teaching in postgraduate education is revealed. It also highlights the specific features of the implementation of experience technologies regarded as a tool for specialist training on the basis of practical experience and their application in the process of professional development. It emphasizes the effectiveness of experience technologies in non-linear forms of training, which create the conditions for learners to make a conscious choice of learning content and forms of their own professional development.

scholarly journals The Role of Motivation in the Use of Lecture Behaviors in the Online Classroom

10.28945/4131 ◽  
2018 ◽  
Vol 17 ◽  
pp. 471-484 ◽  
Author(s):  
Mik Fanguy ◽  
Jamie Costley ◽  
Christopher Lange ◽  
Matthew Baldwin ◽  
Seunglock Han
Keyword(s):  
Online Learning ◽  
Goal Orientation ◽  
Future Research ◽  
Valuable Insight ◽  
Video Lecture ◽  
Conflicting Information ◽  
Video Lectures ◽  
E Learning ◽  
Intrinsic Goal Orientation ◽  
Intrinsic Goal

Aim/Purpose: Extant research provides conflicting information regarding the role that lecture behaviors play within e-learning lectures. This study sought to understand what role motivation plays in increasing the likelihood that students engage in lecture behaviors in general, and how motivation affects the differing types of lecture behaviors. Background: The growth of online learning has increased the importance of video lectures as a means of delivering content. As with offline lectures, students may find it useful to adapt and change the way they interact with lectures to improve their learning. One possible approach that allows students to effectively manage any challenges they have in understanding a lesson is to initiate lecture behaviors to alter the flow of information. Methodology: In the present study, a survey was administered to cyber university students (n = 2434) in order to examine at the relationship between intrinsic goal orientation (a type of motivation) and levels of lecture behaviors. Contribution: This research fills an important gap by showing the effects that motivation can have on how students interact with video lectures and suggests the ways in which students engaging in specific lecture behaviors do so in order to gain a better understanding of the content. As lecture behaviors are an important part of how students are interacting with this important and new method of teaching, it is important to understand which characteristics make students more likely to engage in lecture behaviors. Findings: Students who have higher levels of motivation are more likely to engage in lecture behaviors. These lecture behaviors may include splitting attention between media sources, pausing the video lecture, rewatching parts of the video lecture, and diverting attention to obtain better audio or visual clarity. Recommendations for Practitioners: Instead of just tracking students’ viewing progress on each course lecture video, instructors should further endeavor to measure their students’ use lecture behaviors in relation to online course lecture content. Doing so can provide valuable insight into students’ level of engagement with course lecture materials and overall levels of intrinsic goal orientation. Recommendation for Researchers: Researchers need to start factoring in how student characteristics interact with instructional engagement when investigating online learning. Impact on Society: Improvement in our understanding of online learning helps improve the quality of instruction, which provides a net gain for society. Future Research: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of lecture behaviors, possibly using controlled experiments.

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