The effects of audiovisual tools in literature teaching: Experience and perspectives in the Albanian school

The digital culture has enabled innovative approaches to communication in society. New professions, such as youtubers and vloggers, have conquered the labor market. In the classroom, teachers attempt to adapt teaching to that reality by stimulating research and knowledge by means of innovative methodologies. This study aims to investigate the use of audiovisual tools in the development of contents proposed by Technical Education teachers at Universidade do Vale do Taquari. Based on a questionnaire emailed to 306 students that have already concluded at least half of the courses, it was possible to analyze how that resource has enabled learning according to the students’ perception. As a descriptive, qualitative research, it aimed to obtain statistical data for a numerical analysis of results. Among the answers from 32 students we found out that part of the interviewed students positively evaluated the use of audiovisual tools in the learning process, as they both facilitate understanding and approach the content in a simple and practical way. It was also possible to understand that most students learned to use these tools by themselves or with the help from their classmates. When the students were asked about their willingness to use audiovisual tools more often in class, more than a half of them gave a positive answer, whether this use would be in theoretical disciplines, paper presentation or as a research instrument. Finally, we have considered the possibilities of articulation and interaction between teachers and students in order to reflect on the influence of the means of communication and information on the pedagogical practice in professional education.

The present generation of young people who nowadays attend higher education curricula are accustomed to receiving information and knowledge through audiovisual material. Creating a digital story can assist students to learn more on the subject they study as well as to help them overcome obstacles that hinder the presentation of their gained knowledge. The aim of this paper was to examine the use of audiovisual tools in the educational procedure of sport journalism higher education courses. Thirty-eight students in the School of Journalism at the Aristotle University of Thessaloniki were asked to present a team sport in a video form. Following the general instructions from the teachers they were able to use any kind of equipment and software they chose to create the audiovisual production. Upon the completion of the projects and based on an embedded mixed research design they were asked to answer a short questionnaire and afterwards to participate in two focus group discussions. The results revealed that the employment of technological tools to create, present, and furthermore express themselves was warmly accepted and the participants stated that it provided a vivid educational environment, which besides enhancing the process of teaching, contributed to the acquisition of skills and their right utilization.

<p>The purpose of this research is to develop audiovisual tools in the form of animation to improve the skills to analyze information of students Category V SD Tunas Pelita Binjai. This research is motivated by the lack of audiovisual media applications in elementary schools and teachers less improve audiovisual media. The formulation of the problem in this research is: a) How to develop audiovisual Media in the form of animation on the“ theme of 7 events in life and subtheme (2) national events of the colonialism Era?”. b) How is the feasibility of audiovisual Media in the form of animation to improve students ' information analysis skills on“ theme 7 events in life and subtheme (2) national events of the colonialism Era?”. c) How is the effectiveness of audiovisual media in improving students ' information analysis skills on“ theme 7 events in life and subtheme (2) national events of the colonialism Era”. This research was conducted in SD Tunas Pelita Binjai with the number of participants is 30 students of fifth grade. The procedure for this research is development (research and development). The results of this research is to show that the way the development of audiovisual Media in the form of animation on the " theme of 7 events in life and subthemes (2) get the submission in the category of good and right. The feasibility of audiovisual media obtained with valid type where the evaluation of experts tried totality, this animated video product obtained 227 numbers with a percentage of 87, 31%( valid type). Expert evaluation to the large group trial if the animated video products in this research get the number 243 with a percentage of 93. 46% (type of breast milk). Furthermore, for the use of audiovisual tools obtained thcount= 8, 82 from the listxtribution t by usingopportunities 1- α =0, 95 with cdk n - 1 (6 - 1)= 5 obtained price ttable= 2, 07. The result is obtained t Number T table, that is.</p>

The use of radio for educational purposes in high schools expanded considerably between 1920 and 1970. Education scholars generally qualify radio for schools as a failure. This conclusion is based on the accessibility of radio sets in schools, the interest of teachers in radio for schools, and the budgets allocated for the purchase of radio sets. A wider investigation shows that educational radio resulted from collaboration among school personnel, radio broadcasters and the political authorities. We agree with communication scholars that using a means of communication for educational purposes involves many spheres of society. An examination of the origins, development and decline of radio broadcasting for schools also reveals that this was a technical substitution phenomenon; one means of communication was replaced by another. The use of radio in schools gradually declined, following the introduction of television in schools during the 1960s. Taking all these aspects into account, our study identifies the...

The article reviews the use of audiovisual tools in the framework of foreign language classes. Such tools should, on the one hand, simplify the understanding and grasping of the subject, and, on the other, serve as an additional source of gaining extralinguistic skills. The authors consider a wide range of possibilities for the use of audiovisual tools while teaching Spanish to students of non-language higher education institutions of humanitarian profile. An educational film “Español extra” and a documentary devoted to the San Fermín holiday (Pamplona, Spain) are taken as an example.

Introduction Audio-visual content is rapidly becoming the preferred form of content in user-controlled-media, aka social media. We see media going from classical journalist provided content to more positioned or assigned content and more video and audio-visual content. This goes for both online and offline streaming. Simultaneously we do see an establishment of (miniature) TV-channels. Both classical media and the major providers of social media platforms such as Facebook, Google and others are setting up their platforms in order to provide better possibilities for moving this type of content. It even scores high in search engine optimisation. Facebook is even working on becoming a TV-Channel itself – and not merely a social media platform and news provider, and thus pushing the next step in the use of assigned audio-visual content. Methods Today the development of technology and the economization of technology make the move more accessible for all. We can all be photographers and video-makers, sound engineers and film directors or visual effects makers. We can all assign content and move it faster with video. Still science in its dissemination is rather textual and video seem to be controlled by representatives of the 70 s educational programmes and their University-equivalent in the 2000s. Why should OSH providers reach into this development, make use of it and gain from it? How should we do it, and what hindrances can we meet? What are the concerns to look out for and how can a small scientific organisation benefit from this development? Results What lessons can we learn from content marketing and the use of more audio-visual tools in the dissemination of science? What have we experienced so far and to what extent this evolve into models usable outside of the mere personal or organisational experience? Conclusions This move of communication, both in form and use of platforms, is ongoing, and scientific OSH-organisations are not forerunners within this field. Therefor collation and sharing of practice and experience is highly needed across the OSH-arena. Improved understanding of why, improved competence on how-to combined with higher levels of activity will provide OSH with a larger catchment area and probably higher societal impact.

The article focuses on the most wide spread English loan words in the terminological systems of language and literature methodology. Attention is mainly given to those foreign words that do not meet phonetic and morphological rules of the Ukrainian language. Key reasons for popularization of the English loan words in terminology have been revealed, namely: laconicity, one meaning, expressiveness, desire to enhance authority of the speaker and his/her profession. Examples from the Internet sources show that teachers of language and literature as well as scholars actively use -ing words (сторітелінг, кардмейкінг, лепбукінг, скрайбінг, скрапбукінг, etc.). The texts illustrate sometimes in appropriate an discorrect usage of the English loan words that have not become established yet: one can often face doubts regarding spelling of the foreign words,there are lexical mistakes caused by misunderstanding of the loan word. In appropriate usage of the aforementioned English loan words is also proved by the fact that these word shave not adapted to the Ukrainian language, and therefore they often are rendered in the Ukrainian texts in the language of the original. The article offers possible variants of replacing in appropriate English loan words with proper Ukrainian language means (words and word combinations). Usage of English loan words in the speech of teachers of language and literature should be limited, as these words have unclear semantics and, consequently, the pupils may misunderstand them or miss their meaning completely. Excessive use of quasiterms, forexample, сторітелінг, кардмейкінг, лепбукінг, скрайбінг, скрапбукінг gives the text pseudoscientific character and makes it not understandable for the pupils. In this way the pupils are imposed the ideas at all the terms are loan terms, and modern sciences do not use Ukrainian, giving exclusive preference to English. Certainly, it is true that English plays an important role in the modern world, as it is the language of international communication in Europe and worldwide. However, automatic borrowing of the English words, which do not correspond to Ukrainian grammar does not enrich our language but ruins it. Each of the above mentioned English loan words can be replaced with equivalents from the already existing words and word combinations. Use of word combinations instead of one-lexeme English borrowings is not a drawback as it is important for the pupils to understand the term and its transparent semantics.

A fixed expression is a combination of words that has a stylistic value. The meaning of a fixed expression should be understood from the whole parts and cannot be identified from each of the constituent separately. This study aimed to identify the techniques used to translate French fixed expressions to Indonesian language based on the theory of translation techniques proposed by Molina and Albir (2004). It applied descriptive-qualitative method focusing on equivalence in translation. The data collection was carried out by finding the metaphorical suites of words in Gustave Flaubert’s Madame Bovary novel and their equivalents in its Indonesian version Nyonya Bovary. The results showed that, in total, there are three different techniques used by the translator in translating the fixed expressions in the novel. Out of 73 fixed expressions, 61 were translated by modulation, 8 by discursive creation and only 4 by transposition. This article is expected to give contribution to the studies of translation in general and translation of fixed expressions from French to Indonesian, in particular.

Chronic Obstructive Pulmonary Disease (COPD) affects close to 16 million Americans and is the third leading cause of death in the United States with recent estimates of care costing approximately $49.9 billion. The 30-day hospital readmission rates for this diagnosis are exceedingly high with an estimate of 14%, thus making it imperative that patients have a solid understanding of their disease state. Continuous efforts are being made to improve patient care with the focus on patient education. Educational methods and tools utilized include paper brochures, verbal instruction, and use of Audiovisual tools including the Getwellnetwork(TM). At project inception, no process or protocol existed at the clinical site of interest to ensure that the content of educational materials are consistent with evidence-based and guideline recommendations. Additionally, educational content may not be reviewed to be actionable and understandable to the patients. Thus, revealing no standard method deemed superior to provide patients and caregivers education upon hospital discharge for a diagnosis of this chronic condition. A product evaluation and appraisal of an audiovisual educational platform known as the Getwellnetwork(TM) that is available on demand with the use of a SMART TV was completed. The appraisal was inclusive of a pulmonary interprofessional expert panel to ensure the modules and materials are reviewed from different healthcare disciplines. Panel members utilized the Patient Education Materials Assessment Tool for Audiovisual (PEMAT-AV) materials to assess module content for actionability and understandability. Results from this product evaluation project may be useful for other chronic disease education materials. Keywords: Chronic Obstructive Pulmonary Disease, COPD, Getwellnetwork (TM), PEMAT-AV, patient education, self-management, AV education

The purpose of this article is to present the comparison between three different methodologies for the transfer of knowledge of complex operations in aeronautical processes that are related to maintenance and training. The first of them is the use of the Traditional Teaching Techniques that uses manuals and printed instructions to perform an assembly task; the second one, is the use of audiovisual tools to give more information to operators; and finally, the use of an Augmented Reality (AR) application to achieve the same goal with the enhancing of real environment with virtual content. We developed an AR application that operates in a regular laptop with stable results and provides useful information to the user during the 4 hours of training; also basic statistical analysis was done to compare the results of our AR application.

Today specialists agree on the importance of studying the practices of reuse and reduction or slow consumption in the domestic space. In response to this need, this research seeks to understand the extent to which daily consumption practices influence the life trajectory of objects. Specifically, the project seeks to recognize, analyze and value everyday practices related to the use, care, repair, reuse and storage of objects of daily consumption, which favor conservation and influence the willingness to consume new replacement products. The ethnographic study, uses in-depth interviews, participant observation and use of audiovisual tools to investigate the relationships that a diverse group of people have with their everyday objects. Limiting the study to people who reside in different communes of the city of Santiago.

The Use of Audio-Visual Tools in Learning English: An analysis of online teaching and learning

This study investigates the pronunciation challenges faced by third-year English majors at Ho Chi Minh City University of Food Industry (HUFI) in achieving native-like pronunciation. Pronunciation plays a crucial role in effective communication, yet it is often neglected in English language instruction. Using a mixed-methods approach, this research examines the current pronunciation proficiency of students and identifies factors contributing to their difficulties, such as limited exposure to authentic English sounds and insufficient phonetic training. The study also explores strategies to enhance pronunciation, including the use of audiovisual tools, problem-solving techniques, and voice control systems. Cultural awareness and phonological knowledge are highlighted as critical components in improving pronunciation. The findings show that while students recognize the importance of accurate pronunciation, many still struggle with distinguishing English sounds and applying proper intonation and stress patterns. Recommendations are provided to improve pronunciation instruction, focusing on integrating more engaging and systematic pronunciation exercises in the curriculum. The results emphasize the need for targeted pronunciation training to help students develop clear and intelligible English speech, thereby enhancing their overall communicative competence.

De Oro explores the feature film Alias Maria to demonstrate that, in the current neoliberal environment, film policies in Colombia achieve both an opening of Colombian cinema to the international market while creating spaces in which films dealing with urgent social issues can thrive. De Oro analyzes Alias Maria as an example of neoliberal practices of financing, producing and exhibiting cultural products, and an effective resistance strategy that uses filmmaking as an instrument of social engagement and awareness. The chapter also draws attention to the use of audiovisual tools as pedagogical and communicative strategies to strengthen community networks amid armed conflict.

During the Europe-wide iTEC project, student reflection has been supported through the development of two dedicated digital tools: TeamUp and ReFlex. Using these tools, students are able to monitor their progress, thus gaining a greater awareness of their learning achievements and an appreciation of the new skills they have developed. Although TeamUp and ReFlex have been well-received by teachers and students, the use of audio-visual tools to support reflection was novel for most and the project evaluation highlighted the need for detailed guidance if these technologies are to be exploited to their full advantage.KeywordsReflectionaudio-visual toolsscaffoldingdigital tools