Zoekresultaten

Shared challenges of the video game and literature industries and short reading

Using student generated video to link theory and practice on the ‘Levensbeschouwing’ minor

The research examined the ways in which Student Generated Video supported the learning process on the course ‘Levensbeschouwing’ (Life Philosophy) on the third year on the teacher training course at Inholland in Amsterdam. The central question examined was: In which ways does the student generated video on the Inholland course ‘Life Philosophy’ contribute to students gaining insight, developing deeper knowledge, and achieving the course learning goals? The 30 students on the course participated in the research. During the course, they were involved in creating three video interviews per project group that examined the question of life philosophy from the perspective of personal life, life philosophy traditions and school life. Video production was segmented into four phases; pre-production, production, post-production and reflection. At each phase, students answered short open questions online, and on the final day completed a survey. A group of seven students participated in a group interview on the final day.

Reliability of the assessment of non-technical skills by using video-recorded trauma resuscitations

Purpose Non-technical skills have gained attention, since enhancement of these skills is presumed to improve the process of trauma resuscitation. However, the reliability of assessing non-technical skills is underexposed, especially when using video analysis. Therefore, our primary aim was to assess the reliability of the Trauma Non-Technical Skills (T-NOTECHS) tool by video analysis. Secondarily, we investigated to what extent reliability increased when the T-NOTECHS was assessed by three assessors [average intra-class correlation (ICC)] instead of one (individual ICC). Methods As calculated by a pre-study power analysis, 18 videos were reviewed by three research assistants using the T-NOTECHS tool. Average and individual degree of agreement of the assessors was calculated using a two-way mixed model ICC. Results Average ICC was ‘excellent’ for the overall score and all five domains. Individual ICC was classified as ‘excellent’ for the overall score. Of the five domains, only one was classified as ‘excellent’, two as ‘good’ and two were even only ‘fair’. Conclusions Assessment of non-technical skills using the T-NOTECHS is reliable using video analysis and has an excellent reliability for the overall T-NOTECHS score. Assessment by three raters further improve the reliability, resulting in an excellent reliability for all individual domains.

Using video to support teaching and learning on the ‘Levensbeschouwing’ minor

Video was used in a variety of formats during a third year elective Inholland course ‘Levensbeschouwing’ at the Faculty Onderwijs en Innovatie (education and innovation) in Amstelveen. From April to June (2017), 30 part-time and full-time students on the Tweedegraads Leraren Opleiding chose to follow the course for the ten week study period. Students used a variety of video formats to support and enhance their learning process. This research evaluates how the didactic embedding of video supported the teaching and learning on the course. The objective of the research was to gain insight into the ways in which video supports the learning and teaching process in the course and into the perceived practicality and effectiveness of this video support. The research examined how video was integrated into the course structure, how students and lecturers perceived the practicality of the use of video, and whether they considered it effective. The conversational framework of Laurillard (2002), was used as a framework in which to examine the interaction between students and teachers at the conceptual and application level. An overview was made of the different forms of videos used during the course (both teacher and student generated), how they were viewed and the value of them to the students. A survey was collected on the last day of the course in which students could share feedback on the ways in which video had contributed to their learning process. At the end of the course, a group interview was held with six student representatives (one from each group) and with the lecturers on the course to collect additional qualitative feedback on how video contributed to the learning process.

A home-video method to assess infant gross motor development: parent perspectives on feasibility

Background: Current use of smartphone cameras by parents create opportunities for longitudinal home-video-assessments to monitor infant development. We developed and validated a home-video method for parents, enabling Pediatric Physical Therapists to assess infants’ gross motor development with the Alberta Infant Motor Scale (AIMS). The objective of the present study was to investigate the feasibility of this home-video method from the parents’ perspective. Methods: Parents of 59 typically developing infants (0–19 months) were recruited, 45 parents participated in the study. Information about dropout was collected. A sequential mixed methods design was used to examine feasibility, including questionnaires and semi-structured interviews. While the questionnaires inquired after the practical feasibility of the home-video method, the interviews also allowed parents to comment on their feelings and thoughts using the home-video method. Results: Of 45 participating parents, 34 parents returned both questionnaires and eight parents agreed to an interview. Parent reported effort by the infants was very low: the home-video method is perceived as similar to the normal routine of playing. The parental effort level was acceptable. The main constraint parents reported was time planning. Parents noted it was sometimes difficult to find the right moment to record the infant’s motor behavior, that is, when parents were both at home and their baby was in the appropriate state. Technical problems with the web portal, reported by 28% of the parents were also experienced as a constraint. Positive factors mentioned by parents were: the belief that the home videos are valuable for family use, receiving feedback from a professional, the moments of one-on-one attention and interaction with their babies. Moreover, the process of recording the home videos resulted in an increased parental awareness of, and insight into, the gross motor development of their infant. Conclusion: The AIMS home-video method is feasible for parents of typically developing children. Most constraints are of a practical nature that can be addressed in future applications. Future research is needed to show whether the home-video method is also applicable for parents with an infant at risk of motor development problems.

Cross overs in technology-related jobs

A social media architect is an appealing new profession that entails crossovers between communication and IT & Design. There are no study programmes for this job. Important questions are how to interest secondary school pupils for such a new job, and how to prepare them for these jobs or jobs that do not even exist today? This research aims to set an example by presenting a realistic job profile of a social media architect by linking the ‘21st century skills’ to the context in which he/she operates.