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Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
}
TY - GEN
T1 - Exploring Video Literacy and the Practice of Educators
T2 - Videos, Vlogs, Videoconferencing and Holographic Teleportation
AU - Sime, Julie-Ann
AU - Themelis, Chryssa
PY - 2018/6/25
Y1 - 2018/6/25
N2 - Video permeates everywhere online and is a key element for social media, marketing strategies, business communication, information dissemination and community building. We interviewed 21 educators from various disciplines within higher education and vocational trainers then analysed the data within the framework of informed grounded theory (IGT). IGT embraces data, categorises and correlates them with a literature review to critically reflect on and develop a theory of praxis – of how educators use visuals in teaching with technologies. The findings provide guidelines for educators, derived from practice, on how to use visuals (from a pragmatic perspective, including: static, dynamic and interactive tools). This paper focuses only on video literacy from the educators’ perspective. Video literacy includes videos, vlogs, video conferencing and holographic teleportation (holoportation) which is the next big step in learning technologies for transformational change. This paper is the outcome of research into the visual literacy and teaching practice of educators who are experienced in using technology enhanced learning tools and technologies. The findings can be used to improve teaching practice, inform policy makers and promote further research. The results are being disseminated via a MOOC entitled “Visual Literacy: Exploring educational practices and technologies”, if you want to learn more, join our MOOC: https://mooc.viliproject.eu
AB - Video permeates everywhere online and is a key element for social media, marketing strategies, business communication, information dissemination and community building. We interviewed 21 educators from various disciplines within higher education and vocational trainers then analysed the data within the framework of informed grounded theory (IGT). IGT embraces data, categorises and correlates them with a literature review to critically reflect on and develop a theory of praxis – of how educators use visuals in teaching with technologies. The findings provide guidelines for educators, derived from practice, on how to use visuals (from a pragmatic perspective, including: static, dynamic and interactive tools). This paper focuses only on video literacy from the educators’ perspective. Video literacy includes videos, vlogs, video conferencing and holographic teleportation (holoportation) which is the next big step in learning technologies for transformational change. This paper is the outcome of research into the visual literacy and teaching practice of educators who are experienced in using technology enhanced learning tools and technologies. The findings can be used to improve teaching practice, inform policy makers and promote further research. The results are being disseminated via a MOOC entitled “Visual Literacy: Exploring educational practices and technologies”, if you want to learn more, join our MOOC: https://mooc.viliproject.eu
M3 - Conference contribution/Paper
VL - 2018
SP - 2029
EP - 2036
BT - Proceeding of EdMedia: World Conference on Educational Media and Technology
A2 - Bastiaens, Theo
A2 - Van Braak, J
A2 - Brown, M
A2 - Cantoni, L
A2 - Castro, M
A2 - Christensen, R
A2 - Davidson-Shivers, G
A2 - DePryck, K
A2 - Ebner, M
A2 - Fominykh, M
A2 - Fulford, C
A2 - Hatzipanagos, S
A2 - Knezek, G
A2 - Kreijns, K
A2 - Marks, G
A2 - Sointu, E
A2 - Korsgaard Sorensen, E
A2 - Viteli, J
A2 - Voogt, J
A2 - Weber, P
A2 - Weippl, E
A2 - Zawacki-Richter, O
PB - AACE
ER -