Hasil Pencarian  ::  Simpan CSV :: Kembali

"Contents :- Preface - Acknowledgments - In This book and on the web - Section 1: Behind the video - Chapter one: Video and the trainer - Chapter two: Video psychology - Chapter three: Video and learning - Chapter four: Video in practice - Section 2: How video works - Chapter five: The picture layer and visual grammar - Chapter six: The visual effects layer - Chapter seven: The spoken word layer - Chapter eight: The music and sound effects layer - Section 3: Preproduction - Chapter nine: Preproduction workflow - Section 4: Production - Chapter ten: Tools of video production - Chapter eleven: How to shoot great pictures - Chapter twelve: How to use your camera - Chapter thirteen: Looking good in video - Section 5: Postproduction - Chapter fourteen: Editing your video - Section 6: Into action - Chapter fifteen: Tech stuff - Chapter sixteen: Video workflow - Index - About the author "

"Perkembangan teknologi saat ini sudah mampu menunjang kegiatan belajar mengajar secara daring. Salah satu metode yang digunakan untuk melakukan kegiatan tersebut adalah secara asinkronus. Umumnya, materi yang disampaikan secara asinkronus menggunakan video pemelajaran. Pengajar mengunggah video pemelajaran pada sebuah layanan Learning Management System (LMS) dan siswa menggunakan video tersebut sebagai bahan belajar. Siswa tunarungu mengalami kesulitan mengikuti kegiatan pemelajaran dengan media tersebut karena kurangnya fitur aksesibilitas pada LMS yang digunakan. Fasilkom UI sebelumnya sudah mengembangkan modul pengubah suara menjadi teks dengan Automatic Speech Recognition (ASR) dan pengubah teks menjadi animasi bahasa isyarat (Text-to-Gesture). LMS yang digunakan adalah Moodle. Pada penelitian ini, dikembangkan suatu layanan yang bisa mengintegrasikan modul ASR dengan aplikasi Text-to-Gesture. Penelitian ini mengembangkan sebuah Application Programming Interface (API) yang bisa menerima hasil ASR dan mengirimkannya ke aplikasi Text-to-Gesture. Animasi dibangkitkan dengan aplikasi Text-to-Gesture yang di saat bersamaan direkam dan kemudian diproses menggunakan FFmpeg. Hasil prosesnya kemudian dikirimkan kembali ke Moodle untuk disajikan sebagai bahan ajar. Pada penelitian ini disimpulkan pengembang dapat membuat sebuah API yang bisa menghubungkan modul ASR pada Moodle dengan aplikasi Text-to-Gesture. API yang dibuat juga bisa dihubungkan dengan aplikasi lain selain Moodle selama mengikuti format yang sama dengan modul ASR.

---

The current technology development has been able to support online learning activities. One of the methods used for such activities is asynchronous learning. Typically, asynchronous learning materials utilize instructional videos. Educators upload instructional videos to a Learning Management System (LMS), and students use these videos as learning materials. Deaf students face difficulties in following the learning activities with these media due to the lack of accessibility features in the LMS being used. Previously, Fasilkom UI has developed modules to convert speech into text using Automatic Speech Recognition (ASR) and to convert text into sign language animations (Text-to-Gesture). The LMS used in this research is Moodle. In this study, a service was developed to integrate the ASR module with the Text-to-Gesture application. An Application Programming Interface (API) was developed to receive ASR results and send them to the Text-to-Gesture application. The animations that are generated using the Text-to-Gesture application are recorded and then processed using FFmpeg. The processed results are then sent back to Moodle to be presented as teaching materials. This research concludes that developers can create an API to connect the ASR module in Moodle with the Text-to-Gesture application. The created API can also be connected to other applications as long as they follow the same format as the ASR module."

"Semenjak penemuan Internet, perilaku masyarakat telah berubah secara dramatis. Mereka menggunakan Internet untuk merasa terhubung dan diterima oleh teman-teman, masyarakat dan dunia. Laporan ini mengidentifikasi keinginan untuk diterima dan keterhubungan sosial dalam masyarakat sebagai pengguna dari salah satu perilaku yang diadopsi dari pengguna Internet; obsesi dalam video tantangan, yang diistilahkan dalam sebutan ‘video viral’.Berfokus kepada tiga video tantangan yang popular, yaitu: the ALS Ice Bucket Challenge, the Kylie Jenner Lip Challenge dan Planking, tujuan dari laporan ini ialah untuk mengeksplorasi fenomena dari video viral dan dampaknya terhadap para remaja di Australia dengan menyediakan kunci literatur dan latar belakang dari video viral.Hasilnya, dapat ditarik kesimpulan bahwa video viral mengandalkan sejumlah kunci penentu untuk menghasilkan video tersebut dapat tersebar secara pesat. Tekanan dari lingkungan pergaulanlah yang pada dasarnya mendorong para pengguna Internet untuk berpartisipasi dalam mengikuti video tantangan tersebut, dimana setiap orangnya mencoba untuk menandai fenomena lebih besar dan lebih berbahaya dari orang-orang sebelumnya agar menonjol. Dalam realitas tipe ini, peserta harus memilih konsekuensi dari tantangan tersebut diantara kesejahteraan atau penerimaan sosial dari masyarakat.

---

Since the invention of the Internet, people’s behaviours have changed in a dramatic way. People go to the Internet to feel connected to and accepted by friends, community and the world. This report identifies the want for acceptance and connectedness as the driver behind one of societies strangest adopted behaviours; the obsession with video challenges, which associated with the coined term of 'viral videos’.

Focusing onto the three popular challenges, which are: the ALS Ice Bucket Challenge, the Kylie Jenner Lip Challenge and Planking, the aim of this report is to explore the viral video phenomenon and its effects on the youth in Australia by providing key literature and background into viral videos.

As a result, it can be drawn that viral videos rely on a number of key determinants for the video to spread at a rapid rate. It was essentially peer pressure that was compelling the Internet users to participate in the challenges, with each person trying to make their mark bigger and more dangerous than those before them, to stand out from the thousands of other video sharers. In this type of reality, participants will need to step back and weigh up the consequences of the challenge to choose either their wellbeing or acceptance from peers."

"Pada masa ini, dengan mengakses situs-situs multimedia seperti Youtube, kita dapat melihat bagaimana anak-anak di seluruh dunia menggunakan bahasa . Penelitian ini berfokus pada bagaimana anak-anak dalam saluran Youtube HiHo Kids berkomunikasi dengan menggunakan metafora mood dalam percakapannya. Teori metafora mood antarpersonal Halliday dan konsep face negative dan positif Brown & Levinson digunakan untuk menganalisis interaksi anakanak tersebut. Hasilnya, anak-anak dalam saluran Youtube tersebut menggunakan metafora mood dalam interaksi mereka, meskipun terbatas. Mereka juga menggunakan lebih sedikit metafora mood ketika berbicara dengan anak-anak sebaya merraka dibandingkan dengan ketika berbicara dengan orang dewasa. Metafora mood juga mereka gunakan dengan mempertimbangkan face pendengarnya.

---

Today, through accessing multimedia websites such as Youtube, people can see how children around the world use language. This paper examines how children, through Youtube channel HiHo Kids, expresses meaning through different mood metaphors in their language. Therefore, Halliday’s theory of interpersonal metaphor of mood, as well as Brown & Levinson’s notion of negative and positive face, are used to analyse the children’s interaction. The total of eight videos were analysed; four from the series “Kids Show and Tell” and four from the series “Kids Describe”. The results show that the children in this channel use mood metaphors in their interactions, although limited. They use less mood metaphors when speaking to their age group compared to when they are speaking to an adult. They also use mood metaphors to appeal to the hearers’ face."

"Why does even the most expertly designed and deployed training sometimes fail to produce the desired results? Could a poor learning environment be the answer? This issue presents a comprehensive discussion of why and how adults learn. It discusses various instruction methods, their characteristics, advantages and disadvantages, and offers concrete tips and advice on how you can create a winning learning environment in your organization."

"Stimulasi perkembangan yang dilakukan secara terarah pada usia dini meningkatkan kemampuan anak di semua ranah perkembangannya. Kualitas pengasuhan yang dilakukan oleh ibu dan lingkungan keluarga lain berperan dalam menentukan keberhasilan stimulasi. Metode edukasi yang lebih efektif dan informatif dibutuhkan untuk meningkatkan kualitas pengasuhan ibu. Video panduan stimulasi diperkirakan bisa menjadi sarana belajar yang baik.Tujuan. Menilai kenaikan tingkat perkembangan (Developmental Quotient/DQ) bayi usia 6-12 bulan sesudah diberikan stimulasi oleh ibu dengan video panduan stimulasi dibandingkan dengan bayi yang dilakukan stimulasi mandiri oleh ibu berdasarkan buku KIA.Metode. Penelitian uji acak terkendali terbuka (open randomized controlled trial) yang membandingkan kualitas pengasuhan dan tingkat perkembangan bayi usia 6-12 bulan sebelum dan sesudah pemberian video stimulasi perkembangan kepada ibu dibandingkan dengan stimulasi berdasarkan buku KIA. Penilaian kualitas pengasuhan menggunakan instrumen HOME Inventory dan tingkat perkembangan (DQ) menggunakan Griffith-III. Dinilai kualitas pengasuhan anak, DQ anak secara keseluruhan, perbandingan DQ sebelum dan sesudah perlakuan pada kedua kelompok, hubungan kualitas pengasuhan dan DQ, serta kenaikan DQ pada kedua kelompok.Hasil. Skor HOME Inventory kategori baik (skor ≥27) pada kelompok perlakuan sebesar 84,09% dan 15,91% kurang baik (skor <27), sedangkan pada kelompok kontrol 53,45% kategori baik dan 46,55% kurang baik. Tingkat perkembangan anak dalam DQ mendapatkan 16,16% di bawah rerata (<90), 58,82% rata-rata (DQ 90-109), dan 23,23% di atas rerata (>110). Kenaikan DQ dari pretest ke post-test pada kelompok perlakuan sebesar 14,27+12,12 dibandingkan dengan 1,37+18,55 pada kelompok kontrol.Simpulan. Stimulasi dengan panduan video meningkatkan DQ bayi usia 6-12 bulan lebih tinggi daripada stimulasi berdasarkan buku KIA.

---

Developmental stimulation at an early age improves children's abilities in all areas of development. The quality of care performed by the mother and other family plays a role in determining the success of stimulation. More effective and informative educational methods are needed to improve the quality of maternal care. Stimulation guide videos are expected to be a good learning tool for mothers and caregivers of the child.

Objective.

Assessing the increase in the level of development (Developmental Quotient/DQ) infants aged 6-12 months after being given stimulation by mothers who received stimulation guidance videos compared to babies who were self-stimulated by mothers based on the MCH Handbook.

Methods.

An open randomized controlled trial that compared the quality of care and development levels of infants aged 6-12 months before and after treatment in the form of providing developmental stimulation videos to mothers compared to a control group that performed stimulation based on the MCH book. Assessment of the quality of care using the HOME Inventory instrument, and the level of development (DQ) using Griffith-III. Assessed the quality of childcare, DQ of children as a whole, comparison of DQ before and after treatment in the two groups, the relationship between the quality of care, and DQ and the increase in DQ in both groups.

Results.

HOME Inventory scores in the good category (score 27 and above) in the treatment group were 84.09% and 15.91% were not good (below 27), while in the control group 53.45% were in good categories and 46.55% were not good. The level of child development in the DQ was 16.16% below the average (<90), 58.82% on average (DQ 90-109) and 23.23% above the average (> 110). The increase in DQ from pretest to posttest in the treatment group was 14.27 + 12.12 compared to 5.02 + 18.55 in the control group.

Conclusions.

Video stimulation can increase the DQ value of infants aged 6-12 months more than self-stimulated method based on the MCH handbook."

"Using this Infoline, readers will be able to build a management development program in their company. The audiences for this title are learning strategists, training managers, and human resources professional that make decisions about training. This title covers how to know what you want from your management program, find candidates, build your management program, and monitor the program so that it can evolve with your business needs."

"Takes you through a discovery tour of three internationally recognized companies (Accenture, Microsoft, and Caterpillar), and a single, large department within the US Department of Labor and how they successfully blended organizational strategy and technology-based learning initiatives that resulted in measurable, bottom-line results."