"Short videos are highly attractive and are becoming increasingly popular among young adults due to their unique properties. However, they also pose a risk of getting used to surface processing and suppressing slow analytic thinking. So far, little is known about the potential impact of short video
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use (SVU) on learning variables. Therefore, this series of studies aimed to examine the consequences of SVU on rational thinking, academic delay of gratification (ADOG), and a surface learning approach (Study 1) and examine the situational impact of watching a short video collection on those variables except ADOG (Study 2). Further, it was examined whether short video-based learning material is suitable for teaching low-complex material (Study 2). In Study 1, participants (n = 169) completed questionnaires regarding SVU, rational thinking, ADOG, and surface learning approach. For Study 2, participants (n = 123) took part in an online experiment with a 2 (short video collection; present vs. not present) x 2 (learning material; short video-based vs. text-based) between-subject design, completed questionnaires regarding SVU, rational thinking, surface learning approach and answered a quiz regarding knowledge acquisition. The findings reveal that SVU is negatively associated with rational thinking and positively associated with a surface learning approach. Watching a short video collection led to a higher situational surface learning approach, and participants who learned with short videos scored lower on the quiz than those who learned with text. Limitations, implications, and future directions are discussed." (Abstract)
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"This guide is intended to help creators producing or thinking about making shortform video content seeking to counter extremism. Our goal is not to tell you what to create; your original content is what makes your channel creative and organic. Instead, we hope to provide you with tools and tips to
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create stronger content that harnesses evidence from decades of academic research. Creating short-form video content (with expected video length to be 15-60 seconds) that counters extremism (both violent and nonviolent) and promotes positive values is a powerful way to engage with your audience. To help you succeed in this mission, we have compiled a guide that not only inspires creativity but also provides practical tips for further success." (Page 2)
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"The purpose of this review is to support education practitioners, host country government representatives, donors, implementers, non-governmental organizations (NGOs), civil society organizations, and other stakeholders in applying best practices to monitor and evaluate distance learning initiative
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s designed for diverse learners and implemented both within and outside of learning institutions. This review covers the four key distance learning modalities: radio/audio, television/video, mobile phone, and online learning. Printed texts, which are often developed to accompany these first four modalities, can also be a fifth modality in contexts where technology is not used. Most of the data sources were drawn from work in the primary education sub-sector. However, much of the guidance can be applied to secondary and tertiary-level distance learning. This review is also applicable to data collection in both crisis and non-crisis contexts. This review presents a roadmap that guides users through four steps of planning and designing how distance learning delivered through any of these modalities can be monitored and evaluated. Step 1: Determine the Objectives of Monitoring and Evaluating Distance Learning; Step 2: Determine What Will Be Measured (Reach, Engagement, and Outcomes); Step 3: Determine How Data Will Be Collected (In-Person or Remotely); Step 4: Determine the Methods and Approaches for Measurement. Based on emerging global evidence, this review guides users through the process of measuring the reach, engagement, and outcomes of distance learning initiatives. In addition to providing step-by-step guidance, this review provides three overarching recommendations for developing and implementing evidence-based monitoring, evaluation, and learning (MEL) plans for distance learning initiatives." (Executive summary)
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"Preventing violence against women (VAW) requires witnesses to come forward, yet willingness to report is often undermined by social sanctions against those suspected of fabricating allegations. Our theory of the micro-politics of information disclosure in interdependent communities elucidates the r
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ole of social norms in preventing VAW. We present experimental evidence from a media campaign attended by over 10,000 Ugandans in 112 rural villages that featured three short videos designed to encourage reporting of VAW in the household. Results indicate a substantial reduction in VAW over a 6-month period following the campaign. Investigation of mechanisms reveals that women in the treatment group became less likely to believe that they would be labeled a gossip if they were to report an incident of VAW, and their personal willingness to speak out increased substantially. We find no evidence of a deeper change in core values pertaining to VAW." (Abstract)
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"This praxis note suggests some possible ways to harness YouTube in support of civil society development. Firstly, it examines the ways in which YouTube might be used. Secondly, there are suggestions of particular clips that INTRAC staff and others have found useful." (Page 2)
"This publication is intended to provide guidance to individuals and organizations wishing to train animators on the use of the films Out of the Shadows and Red Top, Blue Top, which were created in partnership between No Strings International and Catholic Relief Services. The films aim to support em
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otional and social resilience of children affected by conflict in the Middle East. Since the creation of the films in 2013, a cohort of implementers have trained animators in Egypt, Syria, Lebanon, Turkey, and Jordan on their use. The Guidance on Training is an attempt to synthesize and systematize the way trainings are conducted throughout the region. It focuses on puppets (manipulating puppets, showing children how to make puppets), working with children, key messages of the films, and session planning. The Guidance on Training includes the components needed for a successful training on the use of these films. It is not, however, prescriptive, and should be adapted as appropriate to each individual context. The Guidance includes both a 3-day agenda, suitable for training on one of the films, and a 5-day agenda, suitable for training on both films." (Introduction, page 1)
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"In 2008, an NGO showed videos about rice to farmers in 19 villages in Benin. A study in 2013 showed that farmers remembered the videos, even after five years had passed. In most of the villages at least some farmers experimented with rice farming or with new technology after the video screenings, w
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hich attracted large audiences of community members, including youth and women. Some of the villagers also visited extension agencies to get rice seed, and occasionally to seek more information. Farmers can benefit from agricultural learning videos shown by organisations with little previous agricultural experience. Videos do not necessarily need to be facilitated by an expert who knows the subject. Sometimes the video can speak for itself." (Abstract)
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"Using low-Cost videos within your agricultural development project can be an effective way for increasing the scale of your activities by leveraging the expertise of local experts and farmers for a broader audience. Since the videos may be created in the field by your staff, the cost will be lower
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than professionally produced videos, and the turnaround time from concept to final product will likely be much faster. Given the cost and time benefits, you will also likely be able to create many more videos than you would be able to do otherwise. Also, if you find that one of your videos is not having the desired impact, it is much less expensive to create a newer, more effective video than it would be using a professional videographer. Last, producing videos with local stakeholders will likely increase local ownership of content, empower local farmers by giving them a voice, and increase local exposure to ICT tools." (Introduction, page ix-x)
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"Africa Rice Center (WARDA) facilitated the development and translation of 11 rice videos. From 2005 to 2009, WARDA partners translated them into more than 30 African languages. Open-air video presentations enhanced learning, experimentation, confidence, trust, and group cohesion among rural people.
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The videos strengthened capacities of more than 500 organisations and hundreds of thousands of farmers. WARDA's integrated rural learning approach also helped women to access new markets and credit. Learning videos allow for unsupervised learning; unleash local creativity and experimentation; facilitate institutional innovations; and improve social inclusion of the poor, youth, and women." (Abstract)
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"The book was written mainly to inform rural development professionals, practitioners and decision-makers in a variety of organisations – from NGOs and farmer associations to government departments and research and educational institutions – about the diverse uses of video in development. Specif
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ically, it seeks to give decision-makers greater insight into the subject in order to support decisions on the strategic use of video in development. As such, it draws extensively on practical experiences to illustrate the potential of this powerful communication tool for development." (Introduction, page 1)
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"FilmAid International (FilmAid) is a nonprofit organization whose mission is to use the power of film to promote health, strengthen communities and enrich the lives of the world’s vulnerable and uprooted populations. FilmAid offers programming that aims to facilitate social change by providing co
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mmunication tools, information, and opportunities for people to come together to explore, debate, and express ideas. Although other aid organizations have used film as a medium of change and instruction, unlike the FilmAid approach this has generally been ad hoc, irregular, and part of a wider program of interventions. The FilmAid approach is therefore unique and offers an opportunity to conduct a study of the impact of showing films to a refugee population. Apart from an evaluation conducted in 2003 of FilmAid’s own program in Kakuma, Kenya, the authors are not aware of any other formal assessments. Consequently, there is little known regarding the impact of the FilmAid program. Gaining knowledge on this subject will not only assist FilmAid in their operation of programs, but will also provide guidance for other organizations interested in using films as interventions. The purpose of the assessment reported here was to evaluate the impact of the FilmAid International program in the Kakuma Refugee Camp in Kakuma, Kenya. We used a three-phase approach employing both qualitative and quantitative methods. The assessment was led by an independent consultant assisted by faculty at the Boston University School of Public Health (BUSPH) and the staff of FilmAid." (Executive summary)
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"Das inhaltliche Spektrum der Filme deckt die wesentlichen Bereiche der gesundheitlichen Aufklärung ab. Dazu gehören Aidsaufklärung, Suchtvorbeugung, Sexualaufklärung, die Entwicklung von Kindern und Jugendlichen. Allgemeine gesundheitliche Themen sind Früherkennung von Krankheiten, Tabak-, Alk
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ohol- und Tablettenmissbrauch, illegale Rauschmittel, stoffunabhängige Süchte wie z.B. Fernsehsucht und Ess-Störungen. Aber auch Liebe, Sexualität, Beziehungen, Schwangerschaft, Hygiene, Baby-und Kleinkindentwicklung werden in den Filmen behandelt. So vielfältig die Inhalte der Filme sind, so vielfältig zeigt sich auch deren filmische Umsetzung in unterschiedlichen Formaten. Diese reichen von kurzen Spots, Kurzfilmen und Spielfilmen über Dokumentationen bis hin zu Mehrteilern und Fernsehserien, in denen – beispielsweise wie in Sterne des Südens – das jeweilige Thema einen Handlungsstrang bildet. Durch diese unterschiedlichen Formen und Wege sollen die verschiedenen Zielgruppen bestmöglich erreicht werden.
Bei dem Umgang mit Filmen zu aufklärerischen Zwecken stellt sich jedoch häufig das Problem, dass die dramaturgische Konzeption oft zu eindimensional und die filmische Zielsetzung zu offensichtlich ist. Bei der Aufbereitung für den Unterricht gelingt es häufig ebenfalls nicht, über die Bearbeitung der zentralen Botschaft des Films, wie z.B. „Rauchen schadet der Gesundheit“, hinauszukommen. Nicht selten bleibt es bei einer ganz eng an den jeweiligen Film angelehnten, rein kognitiven Verarbeitung. Das kann sinnvoll, mitunter aber auch langweilig sein. Neuere Methoden der wahrnehmungsorientierten Medienpädagogik stellen einen visuell-ästhetischen Lernprozess in den Vordergrund. Damit gehen sie manchmal weit über den eigentlichen Film hinaus, bieten allerdings dabei die Chance, sich mit dem Film wie auch mit der konkreten Lebenswelt der jeweiligen ZuschauerInnen auf lebendige Weise auseinanderzusetzen.
Vor diesem Hintergrund geht es bei dem hier vorgestellten Projekt einerseits um das Schwerpunktthema Gesundheit, andererseits aber auch darum, Möglichkeiten einer interaktiven und kreativen (Medien-)Pädagogik darzustellen. Dem Projekt liegt die Prämisse zugrunde, dass Kinder und Jugendliche in ihrem Alltag erlebnisorientiert Medien konsumieren und dabei immer mehr von ästhetischen Kriterien geprägt sind. Um sie für Gesundheitsthemen zu sensibilisieren, scheint eine Adaption ihrer Seh- und Wahrnehmungsweisen unumgänglich. Akzeptiert man/frau diese Prämisse, bedarf es daher neben den traditionellen verbalkognitiven Ansätzen neuer Methoden, bei denen ein emotionaler Zugang eine zentrale Rolle spielt. Diesem wahrnehmungsorientierten Ansatz sowohl der Gesundheitsförderung wie auch der Medienpädagogik entsprechend, geht es bei den in diesem Handbuch vorgestellten Methoden nicht um Belehrung, sondern um eine gesprächs- oder aktivitätsgeleitete Auseinandersetzung vor dem sozialen und biographischen Hintergrund der jeweiligen Zielgruppen." (Zu diesem Handbuch, Seiten 36-38)
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