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[{"key": "dc.contributor.advisor", "value": "Ekonoja, Antti", "language": null, "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Korpi, Mika", "language": "", "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2024-05-10T07:41:53Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2024-05-10T07:41:53Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2024", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/94742", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "The goal of the research was to develop easy-to-use instructions for producers of videos that support learning. The broad topic was narrowed down by defining the object of the instructions, an instructional video, into a presentation video using a detailed taxonomy. The presentation video here refers to a short, concise, clearly structured, and scripted presentation spoken to the camera, to which carefully selected presentation material is synchronized to speech. Keywords, short sentences and pictures and diagrams clarifying the presentation are emphasized in the presentation material of the presentation video. The function of the presentation material is to support the presentation in the best possible way, it is not meant to be the presenter's notes or a collection of slides to be distributed to the audience.\nCognitive theory of multimedia learning served as the gathering theoretical framework of the development research, which was taken towards concreteness with studies that conceptualized the production and scripting of the educational video. The study had three cycles, the first of which had three development phases and the others one. During the first cycle, a list of good presentation video design principles was derived from the theory and the first version of the checklist was compiled from them. After that, broader instructions were developed from the checklist to support the design of the presentation video. Both the checklist and the instructions were tested with three test subjects when planning a real presentation video production. In this way, the theory could be put into practice and tested fresh in the very beginning.\nDuring the second cycle, after getting to know the feedback received from the testing and, for example, the literature related to script writing, the instructions were expanded to be more detailed and especially the part of script writing was added. At the same time, the checklist was further developed and its relationship with the guidelines was considered. The new version of the checklist and instructions was tested in discussions, interviews, and observations with six test subjects. With one of them, two large presentation video productions were also made during the cycle, one in the middle stages of the cycle and the other at the end.\nDuring the third cycle, the focus was on modifying the checklist to be as concise and easy to understand as possible. Only the most essential aspects of the design of the presentation video were taken into it. To support the development of the checklist, a survey was conducted on the importance of its items to four test subjects. The broader guidelines that were involved in the development were limited to the outside of this study during the second cycle. The final development product, an artifact, was a checklist that producers of educational videos can use and further develop for their own needs.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Tutkimuksen tavoitteena oli kehitt\u00e4\u00e4 helposti haltuun otettavat ohjeet oppimista tukevien videoiden tuottajille. Laajaa aihetta rajattiin m\u00e4\u00e4rittelem\u00e4ll\u00e4 ohjeiden kohde, opetusvideo, yksityiskohtaisen taksonomian avulla esitysvideoksi. Esitysvideolla tarkoitetaan t\u00e4ss\u00e4 lyhyehk\u00f6\u00e4, tiivist\u00e4, selke\u00e4n rakenteen omaavaa ja etuk\u00e4teen k\u00e4sikirjoitettua, kameralle puhuttua esityst\u00e4, johon rytmittyy tarkoin valikoitu esitysmateriaali. Esitysvideon esitysmateriaalissa korostuvat avainsanat, lyhyet lauseet ja esityst\u00e4 selvent\u00e4v\u00e4t kuvat ja kaaviot. Esitysmateriaalin teht\u00e4v\u00e4n\u00e4 on tukea esityst\u00e4 parhaalla mahdollisella tavalla, sen ei ole tarkoitus olla esiintyj\u00e4n muistiinpanot tai katsojille jaettava diakokoelma.\nKehitt\u00e4mistutkimuksen kokoavana teoreettisena viitekehyksen\u00e4 toimi kognitiivinen multimedia-oppimisen teoria, jota vietiin kohti konkretiaa opetusvideon tuotantoa ja k\u00e4sikirjoittamista k\u00e4sittelevill\u00e4 tutkimuksilla. Tutkimuksessa oli kolme sykli\u00e4, joista ensimm\u00e4isess\u00e4 oli kolme kehitt\u00e4misvaihetta ja muissa yksi. Ensimm\u00e4isen syklin aikana teoriasta johdettiin lista hyvist\u00e4 esitysvideon suunnitteluperiaatteista ja niist\u00e4 koottiin ensimm\u00e4inen versio tarkistuslistasta. Tarkistuslistasta taas kehitettiin laajemmat ohjeet esitysvideon suunnittelun tueksi. Sek\u00e4 tarkistuslistaa ett\u00e4 ohjeita testattiin kolmen koehenkil\u00f6n kanssa oikeaa esitysvideotuotantoa suunnitellessa. N\u00e4in teoriaa saatiin viety\u00e4 k\u00e4yt\u00e4nt\u00f6\u00f6n ja testattua tuoreeltaan heti alkuvaiheessa.\nToisen syklin aikana testauksesta saatuun palautteeseen ja esimerkiksi k\u00e4sikirjoittamiseen liittyv\u00e4\u00e4n kirjallisuuteen tutustumisen j\u00e4lkeen ohjeita laajennettiin seikkaper\u00e4isemmiksi ja lis\u00e4ttiin etenkin k\u00e4sikirjoittamisen osuutta. Samalla tarkistuslistaa kehitettiin eteenp\u00e4in ja pohdittiin sen suhdetta ohjeisiin. Tarkistuslistan ja ohjeiden uutta versiota testattiin keskusteluissa, haastatteluissa ja havainnoinneissa kuuden koehenkil\u00f6n kanssa. Yhden kanssa heist\u00e4 tehtiin my\u00f6s kaksi isohkoa esitysvideotuotantoa syklin aikana, toinen syklin keskivaiheilla ja toinen sen lopussa.\nKolmannen syklin aikana keskityttiin muokkaamaan tarkistuslista mahdollisimman tiiviiksi ja helposti ymm\u00e4rrett\u00e4v\u00e4ksi. Siihen otettiin vain kaikkein oleellisin esitysvideon suunnittelun kannalta. Tarkistuslistan kehitt\u00e4misen tukemiseksi tehtiin kysely sen kohtien t\u00e4rkeydest\u00e4 nelj\u00e4lle koe-henkil\u00f6lle. Kehityksess\u00e4 mukana olleet laajemmat ohjeet, rajattiin t\u00e4m\u00e4n tutkimuksen ulkopuolelle toisen syklin aikana. Lopullisena kehitt\u00e4mistuotoksena, artefaktina, oli tarkistuslista, jota opetusvideoiden tuottajat pystyv\u00e4t hy\u00f6dynt\u00e4m\u00e4\u00e4n ja kehitt\u00e4m\u00e4\u00e4n edelleen omiin tarpeisiinsa.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by Paivi Vuorio (paelvuor@jyu.fi) on 2024-05-10T07:41:53Z\nNo. of bitstreams: 0", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2024-05-10T07:41:53Z (GMT). No. of bitstreams: 0\n Previous issue date: 2024", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "101", "language": "", "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.language.iso", "value": "fin", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "opetusvideo", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "kognitiivinen multimediaoppimisen teoria", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "esitysmateriaali", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.subject.other", "value": "opetusvideon taksonomia", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": "dc.title", "value": "Esitysvideon tuottamisen tukeminen ohjeistuksella", "language": "", "element": "title", "qualifier": null, "schema": "dc"}, {"key": "dc.type", "value": "master thesis", "language": null, "element": "type", "qualifier": null, "schema": "dc"}, {"key": "dc.identifier.urn", "value": "URN:NBN:fi:jyu-202405103514", "language": null, "element": "identifier", "qualifier": "urn", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Master\u2019s thesis", "language": "en", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.type.ontasot", "value": "Pro gradu -tutkielma", "language": "fi", "element": "type", "qualifier": "ontasot", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Faculty of Information Technology", "language": "en", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.faculty", "value": "Informaatioteknologian tiedekunta", "language": "fi", "element": "contributor", "qualifier": "faculty", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Information Technology", "language": "en", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.department", "value": "Informaatioteknologia", "language": "fi", "element": "contributor", "qualifier": "department", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "University of Jyv\u00e4skyl\u00e4", "language": "en", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.contributor.organization", "value": "Jyv\u00e4skyl\u00e4n yliopisto", "language": "fi", "element": "contributor", "qualifier": "organization", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Educational Technology", "language": "en", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "dc.subject.discipline", "value": "Koulutusteknologia", "language": "fi", "element": "subject", "qualifier": "discipline", "schema": "dc"}, {"key": "yvv.contractresearch.funding", "value": "0", "language": "", "element": "contractresearch", "qualifier": "funding", "schema": "yvv"}, {"key": "dc.type.coar", "value": "http://purl.org/coar/resource_type/c_bdcc", "language": null, "element": "type", "qualifier": "coar", "schema": "dc"}, {"key": "dc.rights.accesslevel", "value": "openAccess", "language": null, "element": "rights", "qualifier": "accesslevel", "schema": "dc"}, {"key": "dc.type.publication", "value": "masterThesis", "language": null, "element": "type", "qualifier": "publication", "schema": "dc"}, {"key": "dc.subject.oppiainekoodi", "value": "601", "language": null, "element": "subject", "qualifier": "oppiainekoodi", "schema": "dc"}, {"key": "dc.subject.yso", "value": "video", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "ohjeet", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "tarkistuslistat", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "suunnittelu", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "kehitt\u00e4mistutkimus", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.subject.yso", "value": "k\u00e4sikirjoittaminen", "language": null, "element": "subject", "qualifier": "yso", "schema": "dc"}, {"key": "dc.rights.url", "value": "https://rightsstatements.org/page/InC/1.0/", "language": null, "element": "rights", "qualifier": "url", "schema": "dc"}]
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