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Borup, Jered, Richard E. West, and Rebecca Thomas. "The Impact of Text Versus Video Communication on Instructor Feedback in Blended Courses." Educational Technology, Research and Development, vol. 63, no. 2, 2015, pp. 161-184. ProQuest In this study we examined student and instructor perceptions of text and video feedback in technology integration courses that combined face-to-face with online instruction for teacher candidates. Items from the Feedback Environment Scale (Steelman et al. 2004 ) were used to measure student perceptions of feedback quality and delivery. Independent sample t tests found no significant difference in perceptions of feedback quality and delivery between students who received video feedback and those who received text. End-of-semester student and instructor interviews identified several differences in the instructors' feedback methods when they were communicating with text as compared to video. In general, students and instructors found that the affordances of text enabled more efficient and organized feedback, while the affordances of video encouraged more supportive and conversational communication. Analysis of actual feedback comments found video comments were longer and more supportive, while text feedback contained more specific critiques. When rating types of feedback, both students and instructors valued the efficiency of text over the more affective benefits of video. The article concludes with possible implications for future research and recommendations for practice that draw on the potential benefits of both feedback forms.
de Klerk, Saskia. "The Creative Industries: An Entrepreneurial Bricolage Perspective." Management Decision, vol. 53, no. 4, 2015, pp. 828-842. ProQuest The idea of "creating something from nothing" resonates strongly with the creation process associated with artists. The Levi-Strauss and Baker and Nelson discussions also refer to entrepreneurial bricolage as something that entails a "make do with what is at hand". The purpose of this paper is to investigate how artists utilise bricolage to create projects and develop their skills. Little is known of their perceptions of entrepreneurial behaviour and bricolage, and how they construct these bricolage networks. The tension between sharing, creating and to maintain a personal brand is negotiated by leveraging these bricolage relationships. This study contributes to theory on bricolage and entrepreneurial behaviour in small enterprises and creative industries. Artists can benefit from the knowledge to build strategic networks to secure future work. Educators can use this information to prepare aspiring artists to create more independent and/or interdependent entrepreneurial projects.
Pisarenko, Veronika. "Teaching a Foreign Language using Videos." Social Sciences, vol. 6, no. 4, 2017, pp. 125. ProQuest This paper considers audiovisual technologies (AT) for foreign language training in high school. It reports on a number of audiovisual activities in foreign language training. The research provides some ideas of the students’ perception of video in the education process. The classification of video materials allows consideration of the different pedagogical and didactic conditions of AT realization. The functional features of a video film in the training process and four stages of audiovisual education technology based on a video film are described. To present the process of training, the pedagogical algorithms based on the structure of the knowledge acquisition process are developed according to the aims of viewing (illustrative viewing, fact-finding, studying, critical, and search viewing. The stages of AT realization (previewing, presentation, after-viewing, and actualization) are considered. An educational intervention using AT is developed and we investigate (1) the effectiveness of audiovisual technology as a teaching method; and (2) the degree of knowledge acquisition of the language content proposed to students. The aim of foreign language training is to form and to develop foreign language communicative competence that includes different skills, abilities and knowledge of grammar, pronunciation and vocabulary, skills in reading, writing, audition and speaking. To estimate the communicative competence level, we used the calculation of knowledge acquisition factor of training material. A significant improvement was observed in the acquired knowledge of a foreign language and AT were perceived to be effective in teaching foreign languages.
Robson, A. D. "Industry: Art Angel? Pepsi-Cola's "Portrait of America" Art Annual as an Early Instance of Corporate Art Sponsorship." The Journal of American Culture, vol. 38, no. 4, 2015, pp. 329-343. ProQuest A reason for this is that the original announcement of "Portrait of America" stated that it would not just provide a conventional calendar, but would "afford the artists ... an opportunity to submit what they considered their best work of art for judging by a well-recognized and impartial jury" and "give the artists an annual exhibition where their paintings could be seen and bought by the public, without expense to public or painter" (qtd. in McCausland Work for Artists 141-42). There were to be twelve prize winners, including four purchase prizes, which were to be reproduced in a Pepsi-Cola art calendar (print run 600,000 copies) which would be distributed free of charge to museums, schools, libraries, factories, and other institutions in the next calendar year.\n" It can be argued that Mack saw himself in this role when he insisted on the "philanthropic" role of Pepsi, writing in 1947 that "We are sincerely trying to be of service to artists in this country and to the public in our art contest ..."
Yasin, Burhanuddin, Faisal Mustafa, and Rizki Permatasari. "How Much Videos Win Over Audios in Listening Instruction for EFL Learners." TOJET : The Turkish Online Journal of Educational Technology, vol. 17, no. 1, 2018. ProQuest This study aims at comparing the benefits of using videos instead of audios for improving students’ listening skills. This experimental study used a pre-test and post-test control group design. The sample, selected by cluster random sampling resulted in the selection of 32 second year high school students for each group. The instruments used were listening tests and observation sheets. The test results were analyzed by applying paired-samples t-test, while the items in the observation sheets were analyzed by calculating their means. The results of the t-tests (sig. 2-tailed) were 0.000 for both the video and the audio groups, showing that the scores obtained by students in both groups improved significantly. However, the video group improvement was over 2.5 times higher than the improvement in scores of their audio counterparts. In terms of the instructional processes, the mean scores obtained by the video group were significantly higher than those from the audio group for all observed aspects, i.e. motivation, responses, teamwork and participation. Based on these results, it can be concluded that using video materials is more effective in terms of both the output and the process. Therefore, teachers are recommended to use video materials instead of their audio counterparts for teaching listening skills.

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