1,720,984 research outputs found
Close-up Brand Identity
No full textClose-up detail shot of the right-hand side of the gallery. Showcasing the visual identity of the teaching method.https://digitalcommons.jsu.edu/etds_mfa_images/1031/thumbnail.jp
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Exhibition Entry
No full textThe exhibition entrance view shows all the elements of the thesis, Videntis.https://digitalcommons.jsu.edu/etds_mfa_images/1026/thumbnail.jp
Infographics Panel
No full textClose-up detail on infographic poster panel.https://digitalcommons.jsu.edu/etds_mfa_images/1027/thumbnail.jp
How the Method Works
No full textDigital file used to produce infographic poster design introducing the teaching method Videntis and informing the audience on how the technique works. With Videntis, the power of graphic design goes beyond aesthetics – it embodies a mindset that transforms our approach to learning. The Videntis methodology seamlessly integrates the creative problem-solving mindset of graphic designers into secondary classrooms, enriching education in Mathematics, Science, English, and History. Explore the fusion of creativity and academia with Videntis. 1. Teach Content The instructor teaches preliminary content to students that is based on state standards and requirements for the semester. 2. Create Project The instructor decides on the project and the visual outcome the student will create. The instructor explains what is required and the process of completing the project. 3. Research // Ideate The student creates ideas for their project. The student provides preliminary ideas and research about their topic using multiple visual- and research-based article resources. The student submits the research and ideas to the instructor. The student receives feedback for an actual product to be made. 4. Create // Revise The student experiments, creates a rough prototype, and presents it to the instructor and classmates. He or she brings in the sample and explains how the research informed the choice he or she made in creating the prototype. The instructor and classmates offer critiques before the student creates the final outcome. 5. Final // Evaluate The student produces the final product. As part of the explanation/presentation of the final outcome, the student covers the following: an overview of the topic/research; an explanation of choices made in the creation of the process/product; a reflection on what they would change/improve about their final outcome, and what they enjoyed about the project.https://digitalcommons.jsu.edu/etds_mfa_images/1046/thumbnail.jp
Booklet
No full textDetail of booklet design in the exhibition.https://digitalcommons.jsu.edu/etds_mfa_images/1037/thumbnail.jp
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Videntis: A Design-Based Methodology for Secondary Educators
Get PDFView the Digital Exhibition of Videntis
Videntis explores the application of graphic design process and visual outcomes to secondary education curricula in Alabama. Videntis was influenced by the following methodologies currently used in education: Design-Based Learning (DBL), Problem-Based Learning (PBL), Engineering Design Process (EDP), Project-Based Learning (PBL), and Design Thinking (DT). The paper provides the definitions of these methodologies and the benefits of these methods in the classroom. In the formation of my methodology, seven high school educators were interviewed to obtain their perspectives on the framework of Videntis. The results identified factors that would best help them teach content to their students. Videntis is an introductory design methodology that infuses the graphic designer’s thought process into core curriculum subjects such as Mathematics, History, English, and Science. The method incorporates the important skills of communication, collaboration, problem solving, and creativity through the creation of hands-on projects resulting in visual outcomes. Teachers can access Videntis digitally via a web-based organization, which offers support and practical ideas.https://digitalcommons.jsu.edu/etds_mfa_docs/1001/thumbnail.jp
Booklet: Flat Spread
No full textDigital files are used to produce booklet design spreads introducing the teaching method integrated into an English Language Arts course.
The following is an example project using the Videntis method in an English/Language Arts class.
1. Teach Content
Learning about poems, students read the poems of “Beowulf” and “Sir Gawain and the Green Knight.”
2. Assign Project
Coat of Arms Project:
After examining the literature of “Beowulf” and “Sir Gawain and the Green Knight” and discussing the heroic qualities of each character in each poem, students identify their personal heroic attributes and then create a coat of arms that represents those personal heroic qualities using symbolism, color, and visuals.
3. Research // Ideate Students choose four words, research those four words and what they mean visually, and provide rough drawings of the symbols they are creating. Students provide a presentation to turn in on those four words and why they chose them to describe their own attributes. The students will receive feedback on their ideas.
4. Create // Revise
The students take feedback from their initial idea and create their shield. The students bring their work-in-progress shields and continue to work on them during class. The workday is the final opportunity for the students to receive feedback from the teacher and classmates.
5. Final // Evaluate The students are evaluated on the following: the presentation of the project, the quality of the shield, and completing the requirements of the project. The students will discuss their project to the class, what four words describe their heroic qualities, and why they chose these final visuals for their shield. After their presentation, they will write a short reflection essay on what they enjoyed about the project, what was successful, and what they would change to enhance their product.https://digitalcommons.jsu.edu/etds_mfa_images/1054/thumbnail.jp
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