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How to Analyse Emojis, gif s, Embedded Images, Videos, and url s: A Bakhtinian Methodological Approach 如何分析表情符号、gif、嵌入式图像、视频和url:巴赫蒂安的方法论方法
Video Journal of Education and Pedagogy Pub Date : 2023-11-07 DOI: 10.1163/23644583-bja10042
Fiona Westbrook
{"title":"How to Analyse Emojis, gif s, Embedded Images, Videos, and url s: A Bakhtinian Methodological Approach","authors":"Fiona Westbrook","doi":"10.1163/23644583-bja10042","DOIUrl":"https://doi.org/10.1163/23644583-bja10042","url":null,"abstract":"Abstract This article offers a means of analysing social networking, visual dialogues of emojis, gif s (images in the Graphics Interchange Format), embedded images, videos, and url s (Uniform Resource Locators). Doing so addresses these often overlooked and undervalued forms of visual communication, suggesting a unique means of gaining insights into their use within online interactions. Utilising a Bakhtinian methodology, the author extracts excerpts from her research, situated within Facebook, to demonstrate a Bakhtinian genre analysis, a framework that the author contends is adaptable to multiple social networking spaces. Highlighting emojis, gif s, embedded images, videos, and url s as integral components of online communication, an emphasis is placed on how the text dances with the visual, presenting a nuanced framework for such an analysis. Consequently, an argument is developed for the significance of visual dialogues in contemporary online spaces, and the need for researchers to better understand these dynamic forms of communication, offered through Bakhtinian dialogism.","PeriodicalId":31797,"journal":{"name":"Video Journal of Education and Pedagogy","volume":"72 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135540350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Papuan Voices: An Initiative for Decolonized Filmmaking to Document Indigenous People’s Lived Experiences in West Papua 巴布亚之声:非殖民化电影制作计划，记录西巴布亚原住民的生活经验
Video Journal of Education and Pedagogy Pub Date : 2023-11-07 DOI: 10.1163/23644583-bja10044
Wensislaus Fatubun
{"title":"Papuan Voices: An Initiative for Decolonized Filmmaking to Document Indigenous People’s Lived Experiences in West Papua","authors":"Wensislaus Fatubun","doi":"10.1163/23644583-bja10044","DOIUrl":"https://doi.org/10.1163/23644583-bja10044","url":null,"abstract":"Abstract Film making provides a tool for Indigenous peoples of West Papua to tell a story, consolidate community collective memory (solidarity), support human rights advocacy and assist trauma healing. Moreover, films raise critical awareness among Indigenous Papuans in relation to the outside world. Film making allows Indigenous voices to be seen and heard by others beyond West Papua. So, film is an important media tool with the potential to enable vulnerable Indigenous communities to produce knowledge, and tell stories about life and culture from their own perspectives. It also supports Indigenous West Papuan communities to document human rights abuses and to advocate for their human rights in the international arena. Film making therefore provides an important medium to expose the oppressive realities of Indigenous peoples’ lives in in West Papua, so often distorted by the propaganda of the occupying Indonesian military. This article explains the context of film making in West Papua. Next it shares some personal experiences of film making in West Papua before sharing three approaches adopted by Indigenous West Papuan filmmakers. These film making approaches empower Indigenous communities to tell their own stories and support their own decolonization goals.","PeriodicalId":31797,"journal":{"name":"Video Journal of Education and Pedagogy","volume":"13 49","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135540717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Possibilities, Perceptions and Practices: Visibilising the Impact of Flexible Learning Spaces 可能性、认知和实践:可视化灵活学习空间的影响
Video Journal of Education and Pedagogy Pub Date : 2023-11-07 DOI: 10.1163/23644583-bja10045
Lynne Connor
{"title":"Possibilities, Perceptions and Practices: Visibilising the Impact of Flexible Learning Spaces","authors":"Lynne Connor","doi":"10.1163/23644583-bja10045","DOIUrl":"https://doi.org/10.1163/23644583-bja10045","url":null,"abstract":"Abstract In recent years, school building policy in New Zealand has emphasised the development of flexible learning spaces ( fls ). Through deliberate design choices, flexible learning spaces are intended to promote student-centred and collaborative teaching practice, creating an innovative learning environment which is adaptable and future-focussed. However, this intended practice is not always realised. This article draws on data from a study examining the practice of seven English teachers working in a flexible learning space in one New Zealand secondary school. Using Lefebvre’s spatial triad of conceived, perceived and lived space, the author will argue that elements of the learning space are imbued with layers of visual symbolism, highlighting the tensions between the rhetoric and the reality of innovative practice in flexible learning spaces. While the policy intent of the flexible learning space is made visible through elements of its design, the use of the space by teachers and students indicates that their visual interpretations of these elements can serve to reinforce teaching and learning practices that flexible learning spaces are designed to disrupt. These findings highlight that teachers require increased spatial competence and critical awareness of visual learning space elements to maximise the potential of fls for innovative teaching and learning.","PeriodicalId":31797,"journal":{"name":"Video Journal of Education and Pedagogy","volume":"11 43","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135540463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Competence and Mastery in Practice: On Participation, Responsibility and Believing in Your Own Abilities 实践中的能力与掌握:关于参与、责任和相信自己的能力
Video Journal of Education and Pedagogy Pub Date : 2023-11-02 DOI: 10.1163/23644583-bja10041
Grethe Nina Hestholm
{"title":"Competence and Mastery in Practice: On Participation, Responsibility and Believing in Your Own Abilities","authors":"Grethe Nina Hestholm","doi":"10.1163/23644583-bja10041","DOIUrl":"https://doi.org/10.1163/23644583-bja10041","url":null,"abstract":"Abstract How can school-weary youth regain faith in their abilities and their own future? The film discussed in this article is a critique of compulsory school’s inability to mediate knowledge and self-confidence through practical experiences. We meet two young boys who describe their schooldays as a time of little self-accomplishment and little joy in learning. Being given the opportunity to participate in the practical relation between themselves, the materials, the tools, and the customers at the car workshop Midtun Dekk, they now have experienced performance accomplishment and developed self-efficacy . They both emphasize how this workplace has changed their lives and their attitude towards themselves, and they both express a sincere gratitude to the company manager who gave them trust and responsibility. This article will highlight some of the conditions that may have contributed to their positive development. The determinative experiences of the boys combined with the power of visual communication makes it also necessary to discuss some of the considerations to be made in the process of presenting research through a research film. The author wants to ask: How much is it acceptable to edit in a research film? Can too much intervening change the result from argumentative reasoning to propaganda?","PeriodicalId":31797,"journal":{"name":"Video Journal of Education and Pedagogy","volume":"101 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135975904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Using Video and Multimodal Classroom Interaction Analysis to Investigate How Information, Misinformation, and Disinformation Influence Pedagogy 利用视频和多模式课堂互动分析研究信息、错误信息和虚假信息对教育学的影响
Video Journal of Education and Pedagogy Pub Date : 2023-08-29 DOI: 10.1163/23644583-bja10040
J. Riordan, L. Revell, B. Bowie, C. Thomas, M. Woolley, S. Hulbert
{"title":"Using Video and Multimodal Classroom Interaction Analysis to Investigate How Information, Misinformation, and Disinformation Influence Pedagogy","authors":"J. Riordan, L. Revell, B. Bowie, C. Thomas, M. Woolley, S. Hulbert","doi":"10.1163/23644583-bja10040","DOIUrl":"https://doi.org/10.1163/23644583-bja10040","url":null,"abstract":"\u0000Misinformation is accidentally wrong and disinformation is deliberately incorrect (i.e., deception). This article uses the Pedagogy Analysis Framework (paf) to investigate how information, misinformation, and disinformation influence classroom pedagogy. 95 people participated (i.e., one lesson with 7-year-olds, another with 10-year-olds, and three with a class of 13-year-olds). The authors used four video-based methods (lesson video analysis, teacher verbal protocols, pupil group verbal protocols, and teacher interviews). 35 hours of video data (recorded 2013–2020) were analysed using Grounded Theory Methods by the researchers, the class teachers, and groups of pupils (three girls and three boys). The methodology was Straussian Grounded Theory. The authors present how often participants used information, misinformation, and disinformation. They illustrate how the paf helps understand and explain information, misinformation, and disinformation in the classroom by analysing video data transcripts. In addition, the authors discuss participant perceptions of the status of information; overlapping information, misinformation, and disinformation; and information communication difficulties.","PeriodicalId":31797,"journal":{"name":"Video Journal of Education and Pedagogy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41688929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Beautiful Risk Enacted: Editorial 一个美丽的风险颁布:社论
Video Journal of Education and Pedagogy Pub Date : 2023-07-05 DOI: 10.1163/23644583-08010002
Philippa Isom, B. Redder, Lynn J. McNair
{"title":"A Beautiful Risk Enacted: Editorial","authors":"Philippa Isom, B. Redder, Lynn J. McNair","doi":"10.1163/23644583-08010002","DOIUrl":"https://doi.org/10.1163/23644583-08010002","url":null,"abstract":"\u0000This editorial explores education as a beautiful risk and its embodiment in the Association of Visual Pedagogies (avp) Twitter Conference. The conference aimed to co-construct visual pedagogical provocations and engage participants through Twitter. The authors formed a diverse organizing team and leveraged their strengths in technology, pedagogies, global networking, and organization to create an invitational dialogue. Twitter was recognized as a powerful tool for professional networking and accessible resource for conference participation. The call for visual pedagogical provocations generated diverse responses across educational sectors, fostering connections and expanding visual pedagogy possibilities. The conference showcased various visual forms, challenging conventional notions of pedagogy. It inspired a community of practice, with participants sharing artistic, informative, and thought-provoking contributions. This editorial concludes by sharing a video compilation of selected provocations, inviting readers to explore the transformative potential of visual pedagogy.","PeriodicalId":31797,"journal":{"name":"Video Journal of Education and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49230186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Scholarly Discourse on the Visuality of Ethics in Gaming: An Opening Conversation 游戏伦理视觉化的学术话语——一次开放性对话
Video Journal of Education and Pedagogy Pub Date : 2023-04-05 DOI: 10.1163/23644583-bja10037
Ben Redder, G. Schott
{"title":"Scholarly Discourse on the Visuality of Ethics in Gaming: An Opening Conversation","authors":"Ben Redder, G. Schott","doi":"10.1163/23644583-bja10037","DOIUrl":"https://doi.org/10.1163/23644583-bja10037","url":null,"abstract":"\u0000This article offers perspectives into some of the key intersections between ethics in representation and game design by showcasing an extended ten-minute version of the presenters’ original video about the provocation of visual ethics in gaming, first shown at the summit ‘Re/Sponse-able Visual Ethics.’ This version particularly divulges further detail into the ludic and congruent real-world dynamics that come into play in coding and facilitating both the game’s system of rules and mechanics as well as the player’s immersion in its game world. Topics principally addressed included the relationship and function of violence in procedural-based game activity, and game developer intentions or responses to their chosen subjects and themes embedded into their game. While the video and its topics primarily aligned to the presenters’ respective disciplines, it is still a valuable platform to instigate new or expand existing avenues of research into the relationship of ethics and gaming.","PeriodicalId":31797,"journal":{"name":"Video Journal of Education and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49064716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Telling, Gathering and (Re)Experiencing Stories: Video Interview as Methodology and Innovation in Practitioner-Based Research 讲述、收集和(再)体验故事:视频访谈作为实践者基础研究的方法论和创新
Video Journal of Education and Pedagogy Pub Date : 2023-04-04 DOI: 10.1163/23644583-bja10038
Nicola Dunham, Lisa Chant
{"title":"Telling, Gathering and (Re)Experiencing Stories: Video Interview as Methodology and Innovation in Practitioner-Based Research","authors":"Nicola Dunham, Lisa Chant","doi":"10.1163/23644583-bja10038","DOIUrl":"https://doi.org/10.1163/23644583-bja10038","url":null,"abstract":"\u0000This article explores the use of video as both an interview technique for data collection and for research dissemination. Attention is given to ways in which video interviews gathered as part of the Maraea community research project were reframed in the development of a virtual reality experience. Maraea is a research project conducted between 2017–2020. A comparative methodology was used to gather knowledge on indigenous-health-practitioner-led community-based solutions from New Zealand, Australia, Canada and the USA that focus on whānau rangatiratanga / family self-determination. Although the video interviews have been disseminated through an official Maraea website, the authors explored ways to reframe or (re)experience the stories being told. An immersive virtual reality (vr) prototype was created to explore the potential to bring the user / learner / audience closer to the narrative, to the practitioner telling their story and therefore to the practices being shared.","PeriodicalId":31797,"journal":{"name":"Video Journal of Education and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48341968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Re/sponse-able Visual Ethics for Education: Editorial Re/sponse-able视觉伦理教育:编辑
Video Journal of Education and Pedagogy Pub Date : 2023-01-12 DOI: 10.1163/23644583-08010001
Jayne White, D. Sutherland, M. Tesar
{"title":"Re/sponse-able Visual Ethics for Education: Editorial","authors":"Jayne White, D. Sutherland, M. Tesar","doi":"10.1163/23644583-08010001","DOIUrl":"https://doi.org/10.1163/23644583-08010001","url":null,"abstract":"\u0000The special topic editors develop some preliminary ponderings on visual ethics, setting the stage for further contributions to this topic.","PeriodicalId":31797,"journal":{"name":"Video Journal of Education and Pedagogy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47309013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
In Pursuit of a Multimodal Ensemble in a Stop-motion Animation Movie Created by Six Young Children 在六个小孩创作的定格动画电影中追求多模态合奏
Video Journal of Education and Pedagogy Pub Date : 2022-12-27 DOI: 10.1163/23644583-bja10035
Marianne Undheim, Trude Hoel
{"title":"In Pursuit of a Multimodal Ensemble in a Stop-motion Animation Movie Created by Six Young Children","authors":"Marianne Undheim, Trude Hoel","doi":"10.1163/23644583-bja10035","DOIUrl":"https://doi.org/10.1163/23644583-bja10035","url":null,"abstract":"\u0000 In this article, the authors explore the visual and auditive modes in a stop-motion animation movie created by six young children in collaboration with their teacher. Drawing on social semiotic multimodal perspectives as the theoretical framework, the authors apply the concepts of multimodal orchestration and multimodal ensemble to discuss the relationship between the modes. This study is a qualitative case study in which the movie and video recordings from the production are used as data. The findings indicate that the relationship between the modes is characterized by layers that partially interact; sometimes they do and sometimes they do not. The moving images form the basis, while the voiceovers and background music to a small extent deepen or nuance the visual mode. In the article the authors question whether the sequential design of the digital apps used in the production of the movie may have contributed to this partial interaction between the modes.","PeriodicalId":31797,"journal":{"name":"Video Journal of Education and Pedagogy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64623048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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