scholarly journals Effective i-360 Virtual Museum Tour: Guideline for Elements of Mise-en-Scene from Video Content

2021 ◽  
Vol 8 (2) ◽  
pp. 168-172
Author(s):  
Mohammad Shahiran bin Salim ◽  
Siti Izani binti Idris
Keyword(s):  
Design Thinking ◽  
Film Studies ◽  
Analysis Data ◽  
Virtual Museum ◽  
Video Content ◽  
Location Selection ◽  
Assessment Design ◽  
Mise En Scene ◽  
Thinking Process ◽  
Museum Tour

The i360 Virtual Museum Tour was developed as a facilitator for Topic 5 Mise-en-Scene and Semiotic Elements in the module DVV3013 Film Studies at the Department of Design and Visual Communication, Tuanku Syed Sirajuddin Polytechnic, Perlis. In terms of location selection, costumes, makeup, lighting, and actor expression, these Mise-en-scene elements include the function of a scene in the film to explain something or give a dramatic effect to the audience. This application displays the Malaysian race through the Iconography element Mise-en-scene of the background, costumes, and props highlighted as part of the Malay sultanate concept before. It was developed using a 360 camera as well as 3D vista software for editing purposes. Exploring this museum involves four main aspects, namely information related to learning at the Kedah State Museum and the Kedah Royal Museum and the quiz elements as an assessment. Design Thinking Process (Empathies, Define, Ideate, Prototype and Test) is used as a methodology for design and development process. Thirty-five diploma students (51.4% men, 48.6% of women) responded to the questionnaire. Based on analysis data shown this application is beneficial to know and recognize the elements of Mise-en-Scene the higher-level percentage of 93.0%.

Development and Application of Hackathon in Elementary School Based on Design Thinking Process

2020 ◽  
Vol 51 (1) ◽  
pp. 159-185
Author(s):  
Ju Yeon Park, ◽  
Hye Young Chung, ◽  
Sung Hee Kim, ◽  
Young Mi Lee ◽  
Yoo Kyung Lee ◽  
...  
Keyword(s):  
Elementary School ◽  
Design Thinking ◽  
School Based ◽  
Thinking Process

scholarly journals How to Use Challenge-Based Learning for the Acquisition of Learning to Learn Competence in Early Childhood Preservice Teachers: A Virtual Archaeological Museum Tour in Spain

2021 ◽  
Vol 6 ◽  
Author(s):  
Daniel Abril-López ◽  
Dolores López Carrillo ◽  
Pedro Miguel González-Moreno ◽  
Emilio José Delgado-Algarra
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Virtual Museum ◽  
Learning To Learn ◽  
Virtual Tour ◽  
Childhood Education ◽  
Challenge Based Learning ◽  
Museum Tour

This article presents the research results in relation to an interdisciplinary teaching innovation project—Teaching and Learning of Social Sciences and Teaching and Learning of Natural Sciences—with Early Childhood Preservice Teachers (ECPT) at the University of Alcalá (Spain) in the pandemic context by COVID-19 during 2020–2021 (N = 55): 52 women (94.55%) and 3 men (5.45%) from 20 to 22 years of age. The main research problem is to know if the ECPT improves the learning to learn competence after a challenge-based learning (CBL) linked to virtual tour in a museum. The main objective was to improve the learning to learn competence, during a virtual tour at the Community of Madrid Regional Archaeological Museum (MAR) (Alcalá de Henares, Spain) for a reflective training of students to understand problems of the past and present and future global challenges, promote collaborative and multidisciplinary work, and defend ethics and leadership. In order to ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—pretest–posttest—of the experience was assessed through a system of categories adapted from the European Commission. ECPT worked, in small groups and using e/m-learning tools, ten challenges and one storytelling cooperatively with university teachers to solve prehistoric questions related to current situations and problems. Subsequently, two Early Childhood Education teachers from a school in Alcalá de Henares reviewed the proposals and adapted them for application in the classroom of 5-year-old boys and girls. The results show an improvement in this competence in Early Childhood Preservice Teachers: total score pre-post comparison paired-samples Wilcoxon test result shows a statistically significant difference (p > 0.001); an evaluation rubric verified the results of self-perception. Second, we highlight the importance of carrying out virtual museum tours from a challenge-based learning for the development of big ideas, essential questions, challenges, and activities on socioeconomic, environmental, and emotional knowledge, skills, and attitudes. Third, this experience shows the insufficient educational adaptation of the virtual museum tour to the Early Childhood Education stage from a technological and didactic workshops point of view, but there is a diversity of paleontological and archaeological materials and a significant sociocritical discourse.

scholarly journals Creating a Virtual Leader Development Course Using the Design Thinking Process for Innovation

2021 ◽  
Author(s):  
John Hinck ◽  
Steven Davis ◽  
Justin Longmire ◽  
JB Byrnes
Keyword(s):  
Action Research ◽  
Research Methods ◽  
Design Process ◽  
Design Thinking ◽  
Leader Development ◽  
Lessons Learned ◽  
Theory And Practice ◽  
Multiple Cycles ◽  
Thinking Process ◽  
Development Course

This paper examines how a U.S. Air Force (USAF) faculty team reimagined and redesigned an in-person Leader Development Course (LDC) to a virtual version (vLDC). Using the Design Thinking Process for Innovation (DTPI) and action research methods, a new, virtual course was imagined, designed, tested, and improved over a six-cycle-process. Data was collected via multiple sources from 121 participants (19 faculty/staff and 102 students) and analyzed using manual coding and NVivo Software. Results are organized into 22 categories under four themes (general course design, student experience, instructor experience and faculty development, and technology experience) showing a progressive refinement with key lessons learned that led to the final creation of the new virtual course. Of the five key features in action research (actions matter, context-specific research, multiple cycles and phases, inclusion of people as research target, and reflections), participants reported that multiple cycles and reflections were most important in relation to the DTPI so that change could be enacted that reflected participant voices in the design process of the virtual course. The application of the DTPI using action research methods produced results and lessons learned in the design process that contribute to the theory and practice on developing and teaching in a virtual learning environment. The study fills a gap in the scholarly field and informs other institutions on the process, failures, and successes of course redesign to a virtual version.Keywords: design thinking process for innovation, action research, USAF, leader development

scholarly journals Cinematic Representation of Chinese-Indonesians’ Trauma in Jason Iskandar The Day The Sky Roared

2019 ◽  
Vol 13 (4) ◽  
pp. 275
Author(s):  
Anton Sutandio
Keyword(s):  
Visual Analysis ◽  
Film Studies ◽  
Historical Trauma ◽  
Silent Film ◽  
Short Film ◽  
Trauma Studies ◽  
Mise En Scene ◽  
Different Levels

This research analyzed a contemporary independent Indonesian film entitled The Day the Sky Roared (2015) that was directed by Jason Iskandar. This 10-minute silent film talked about the anxiety of Chinese-Indonesians through the eyes of a mother and her daughter regarding the historical trauma of the May 1998 tragedy. The fact that the film was produced about 17 years after the tragedy suggested the director’s awareness that the trauma remained due to the absence of reconciliation and closure. This research would show how the short film frames the incident and trauma of the Chinese-Indonesians. The research was a combination of trauma studies and film studies that focuses on the visual analysis of the film’s cinematography and mise-en-scene to show the cinematic representation of Chinese-Indonesians’ trauma. The findings show that the portrayal of Chinese-Indonesians still strongly suggests unrelieved psychological discomfort, albeit, at different levels, that is closely related to the traumatic past and the pervasive stereotyping of Chinese-Indonesians. 

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