Computational Thinking and Participatory Teaching as Pathways to Personalized Learning

This chapter discusses personalized learning by briefly outlining historical trends and deficiencies associated with what can be referred to as production style or assembly line approaches to education before contrasting personalized learning definitions. The chapter extends those definitions. It discusses participatory teaching as a personalized learning strategy by which students take on roles of co-teaching, co-designing lessons, or co-designing curriculum with adult teachers. One participatory teaching example involves an international group of students who help one another learn science and mathematics through shared video production. This example involves a US school involved in a larger districtwide effort comprehensively designed to involve each student. Organized around computational thinking, multidisciplinary innovation, arts integration, and collaborative problem-solving, the district may be viewed as a case study in implementing personalized learning. The chapter furnishes several examples that blend participatory teaching and computational thinking.

Visual Storytelling for Knowledge Translation: A Study on BRAC’s Novel Health Loans in Protecting the Poor Against Health and Asset Vulnerability In Bangladesh

Knowledge Translation (KT) is a dynamic and iterative process that includes synthesizing, disseminating, exchanging, and ethically sound application of knowledge to improve health and strengthen the health care system. It facilitates sharing the information generated through research outcomes with the public, the policymakers, or others for further scaling up or continuation of the interventions. Literature suggests a substantial gap exists in communicating with the decision-makers. BRAC JPGSPH produced a documentary/video that iterates how BRAC’s revised medical treatment loan program (MTL+) works with its microcredit clients and modalities. After reviewing all possible options for communication, the video was chosen as the best knowledge translation tool. The video creation and dissemination process are comprised of four phases: pre-production, production, post-production, and exhibition. The video production team reviewed documents and articles and conducted multiple interviews before developing the script. Later, a series of interviews were taken with the beneficiaries who receive medical treatment loans, mid-level, senior managers at BRAC, and researchers. After the production, the director, with a professional editor, edited the video. Over three hours of footage was viewed and ultimately compiled into a six-minute-long video documentary. The audience for the video was more expansive than narrow; from potential beneficiaries to policymakers and every group of stakeholders in between, the video was well-understood. The new MTL+ was integrated into the main program and would be scaled up soon.

VIDEODESIGN PRODUCTION: DEFINITIONS, STAGES AND MAIN COMPONENTS

The purpose of the study is to define the characteristics of the concept of "videodesign production", to analyze the stages of videodesign production and identify their main components. Methodology. The research uses methods of analysis, synthesis, identification, formalization and systematization, which allow us to consider the videodesign production and its stages as hierarchically subordinate integrity. Results. The research of production through the prism of film, video production, cinematographic activity, film production is carried out. The definition of the term "videodesign production" is given. The distinctive characteristics between the terms "video production" and "film production", "videography", "video editing" are revealed. The main stages of videodesign production are established and analyzed, namely: "zero", pre-production, production, post-production, presentation. Their main components are identified. Scientific novelty. The research of videodesign as an independent process of videodesign product production is carried out, the definition of the term "videodesign production", its stages and main components is formulated. The practical significance of the study is due to the expansion and deepening of knowledge about videodesign in terms of its implementation through production. The processed information and materials allowed to determine the leading stages and components of the videodesign production and can be used in further research on videodesign.

Knowledge graph technology application in Chinese SSCI: An example of short videos research

Thousands of new publications appear every day in bibliometric databases, so the demand for document retrieval technology is growing. Bibliometrics makes it possible to perform a quantitative analysis of text publications; however, the problem of classifying complex videos with a high level of semantics remains unsolved. Meanwhile, short-form videos gain popularity and attract more researchers. Knowledge Graph seems to be a promising technology in this area. This technology makes it possible to modernize the information search infrastructure. The experiment involved 461 short-video studies. The material for the experiment was collected from the Chinese Social Sciences Citation Index (CSSCI) database. The bibliometric method was recognized as expedient for the analysis. The keyword mapping and clustering operations were performed using the CiteSpace software. The results demonstrate that short-form video research has been popular among Chinese scientists since 2017. Short-form video research focuses on five major topics, that is, development trends, modern media convergence, video production, visual content management, and short-form videos in the public sector. The present findings may be employed in future research to collect relevant samples with exact semantic relationships. The technology is not limited to specific applications and, therefore, may be useful in any field of research.

APPLICATION OF EDUCATIONAL VIDEO IN CREATIVE PROJECTS OF JOURNALISTS STUDENTS IN DISTANCE LEARNING (ON THE EXAMPLE OF THE DISCIPLINE: “SPECIALIZATION: INTERNET, TELEVISION”)

The importance of effective organization of the educational process in training of competent specialists - future journalists has been accentuated in the paper. The authors outlined the role of student assessment as a way of orienting higher education towards the personality of an applicant, actively involving them in the educational process, which has an impact on the self-improvement and professionalism of a future specialist. The relevance of innovation practices in distance learning has been substantiated. A scientific review of educational research on distance learning has been implemented. The notions of “educational video”, “video accompaniment”, “video lecture”, “tutorial” and “screencast” have been defined. The main types of educational have been described alongside with the specifics of their creation. The algorithm of creation of educational video has been analyzed and proven to be effective tools. The features and technology of creating educational videos and application of YouTube channels as an interactive platform for the presentation of educational videos of student journalists have been considered. The special features of video lectures given by the fourth year of study journalists have been described. The topics and content of the lecture, specifics of video production, and use of technical programs have been outlined. The difficulties in producing, creating, and installing various types of educational videos have been accentuated. The creation of a video product for independent and individual tasks has been outlined. The introduction of new forms of organization of the educational process is intended to provide future media professionals with the necessary skills and competencies. It focuses on the advice and recommendations of higher education applicants on the advisability of introducing such forms of instruction into the educational process.

Rethinking the One Button Studio: An Alternative Solution

This design case focuses on the development of an alternative to Penn State’s One Button Studio, but with a do-it-yourself mentality and a substantially smaller budget. The development of our one button video kiosk began as a class project but is part of a larger design-based research project. Video production is not something that all faculty, staff, or students are comfortable with. Our one button video kiosk is intended to minimize barriers and concerns with such productions by helping users produce video content as quickly and easily as possible. The case focuses on the design, development, and initial testing of the kiosk. By freely sharing these details, it is the hope of the authors that readers will join the conversation by sharing their revisions or new designs for such kiosks or alternative solutions.

The video years: Stuart Cunningham and screen industry research

This essay explores Stuart Cunningham's foundational contributions to screen industry research. Cunningham's work is grounded in the understanding that industrial and expressive processes are co-constitutive. More than a gestural attempt to articulate opposing fields (industry and culture), it is instead a career-long thinking-through of their mutual constitution. This manifests in Cunningham's close attention to the everyday work of screen industries: distribution; exhibition; promotion; professional training and education; institutional representation and lobbying; regulation. The essay explores Cunningham's thirty years of work on these topics, including his recent studies of online video production and distribution. It also reflects on his intellectual trajectories and his legacies for the field.