Creating Characters for Various Interfaces

Author(s):  
Anna Ursyn

This chapter is focused on the theme of creating characters for visual storytelling discussed in practical, theoretical, and historical terms. The description includes a discussion of artistic forms acting as characters for telling stories, various meanings conveyed by characters in semiotic terms, the creating of characters by drawing, and then a set of learning projects follows, on creating characters for various interfaces.

2018 ◽  
Vol 28 (3) ◽  
pp. 887-894
Author(s):  
Iva Andonova Stamenova

The report is devoted to the problem of reading with understanding in the fourth grade. The problem of the levels of reading literacy of elementary school pupils is also affected by international systems for assessing their achievements worldwide - PISA and PIRLS. The worrying results show that Bulgaria occupies one of the last places of literacy in the charts of the two international systems, which implies the necessity of introducing changes in the educational system. For this reason, the National External Assessment at the end of the 4th grade was introduced, based on the level of literacy and reader competence of our students.As a result of yearly tests and many expert studies, we disprove the information originally presented that we are at the bottom of the literacy chart in Europe. During the last few years, Bulgarian students have not only improved their literacy skills, but they have also been among the successful participants in national reading competitions, the project initiatives organized by the Ministry of Education and Science and the clubs for readership interests of the local libraries .Our pupils work on learning projects both in school time and in extracurricular activities that teachers place on their own. Design works are not only a pleasant activity for learners, but also a way of enriching the child's personality, building useful competencies and stimulating the development of creative activity. Apart from the above, the project activities allow students to share ideas, experiences, interests, teamwork, listen and respect with respect to their classmate's point of view, to communicate as equal partners in the process of project endeavors. Teamwork brings together the class and sets the foundations for a friendly work environment where each team member makes every effort to finalize the project.


2020 ◽  
Vol 7 (1) ◽  
pp. 157
Author(s):  
Nawaz Ahmad ◽  
Sarwat Nauman

<p><em>In order to obtain good grades, students involve themselves in hard work according to the best of their ability, yet an experiential learning project makes it even harder to attain the grades that the students are aiming for. Researches have shown that students are generally optimistic about their grades, yet no research has been conducted in Pakistan to gauge student optimism in grades with regard to experiential learning projects. This study is an attempt to gauge an empirical attempt to gauge students’ optimism towards their grades in an experiential learning project. A sample of 106 students is obtained via purposive sampling technique enrolled in the same university and same course. After being involved in an experiential learning project, they were asked their expected marks which were compared later with their actually obtained marks. Pair sample t-test is applied to figure out whether the average of perceived marks is statistically different than the average of actually obtained marks. The average of expected marks exceeds by 2.14 which is statistically significant at 99.9% confidence interval.</em></p>


Journal ◽  
2016 ◽  
Vol 6 ◽  
Author(s):  
Melanie A. Medeiros ◽  
Jennifer Guzmán

Trends in higher education pedagogy increasingly point to the importance of transformational experiences as the capstone of liberal arts education. Practitioners of ethnography, the quintessential transformational experience of the social sciences, are well-positioned to take the lead in designing courses and term projects that afford undergraduate students opportunities to fundamentally reshape their understanding of the social world and their own involvement within it. Furthermore, in the United States, colleges and universities have become proponents of service learning as a critical component of a holistic educational experience. In this article, we describe how service learning can be incorporated into training students in ethnographic field methods as a means to transformational learning and to give them skills they can use beyond the classroom in a longer trajectory of civic participation. We discuss strategies, opportunities, and challenges associated with incorporating service learning into courses and programs training students in ethnographic field methods and propose five key components for successful ethnographic service learning projects. We share student insights about the transformational value of their experiences as well as introduce some ethical concerns that arise in ethnographic service-learning projects.


Journalism ◽  
2021 ◽  
pp. 146488492199628
Author(s):  
Anja Salzmann ◽  
Frode Guribye ◽  
Astrid Gynnild

Due to the visual turn in journalism and the emergence of mobile journalism, many newspaper journalists have had to change the way they work and learn to use new tools. To face these changes, traditional news organizations apply different strategies to increase staff competencies in using new production tools and creating innovative content in new formats. In this paper, we investigate how a specific training arrangement was experienced by a group of 40 print editors and journalists in a German regional publishing house. The journalists were introduced to audio-visual storytelling and reporting with smartphones in a 2-week training course. The training arrangements were studied using participant observation and in-depth interviews, followed by a thematic analysis of the data. The study indicates that for print journalists and editors, the transition from the print to the mojo mindset depends on three dimensions: (i) mastering mojo skills, (ii) adopting visual thinking and (iii) integrating ethical and legal awareness.


Author(s):  
Agnese Addone ◽  
Renato De Donato ◽  
Giuseppina Palmieri ◽  
Maria Angela Pellegrino ◽  
Andrea Petta ◽  
...  
Keyword(s):  

2021 ◽  
Vol 2021 (1) ◽  
Author(s):  
Yanyang Guo ◽  
Hanzhou Wu ◽  
Xinpeng Zhang

AbstractSocial media plays an increasingly important role in providing information and social support to users. Due to the easy dissemination of content, as well as difficulty to track on the social network, we are motivated to study the way of concealing sensitive messages in this channel with high confidentiality. In this paper, we design a steganographic visual stories generation model that enables users to automatically post stego status on social media without any direct user intervention and use the mutual-perceived joint attention (MPJA) to maintain the imperceptibility of stego text. We demonstrate our approach on the visual storytelling (VIST) dataset and show that it yields high-quality steganographic texts. Since the proposed work realizes steganography by auto-generating visual story using deep learning, it enables us to move steganography to the real-world online social networks with intelligent steganographic bots.


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