Browsing by Subject "youtube"

Streaming, also referred to as vlogging, is the act of providing real-time video content over the internet. This activity encompasses numerous sub-genres such as video gaming and irl (”in real life”). Degenerate streaming is a new sub-genre often consisting of belligerent public behavior and drug abuse. Streamers sometimes receive monetary donations for their efforts from their audience. The actors taking part in this variety of streaming can be said to embody features of an antihero, a concept appearing in literature since antiquity. An antihero is a central character in a work of fiction who often lacks moral fortitude, resorting to dubious behavioral patterns in order to reach their goals. A dark triad personality is used in scientific literature to describe individuals with a history of psychopathic, opportunistic (i.e. Machiavellian), and narcissistic characteristics. This study frames the public personas of Finnish degenerate streamers as antiheroes in the context of the dark triad personality; their public communications are also analyzed within this framework. The topic is approached using a qualitative data-analysis of a total of 24 hours of degenerate streaming as well as with character typologies. The data-set consists of material created by five individual streamers. The main themes found in this material are identified and further categorized into sub-themes. In the analysis section of this study the life histories and potential root causes of degenerate streamers are discussed; a poor economical standing and mental health issues were identified as contributing factors. Some correlations with Finnish public political discourse are also suggested. This thesis contains descriptions of potentially upsetting events, such as domestic violence.

The aim of this Master’s thesis is to study the use of videos in education. The main focus is on teachers who produce their own videos. Due to the exponential growth of audio-visual communication in social media and the internet, today’s youth consume videos more than ever. In many ways schools continue to operate in the same way they have in previous decades and fail to utilize the full potential of the new medium. The theory section of this thesis consists of two chapters, which examine the use of videos in schools and the Flipped Classroom method, which is based on the idea of student-centred learning. Previous studies have shown, that the Flipped Learning method can improve student satisfaction and in some cases test results. Research findings on the qualities of a good instructional video are available. The research method chosen for this paper is one of theory-guided, qualitative content analysis. The theme-centred interview consists of three Finnish upper secondary school teachers, who had several years of experience in the making of instructional videos. Based on analysis of the semi-structured interview, three main categories were formed: videos in education, making of videos and teaching with videos. Case study as a research strategy helped to answer the main questions of why and how videos are used in schools. The study reveals, that teachers produce videos, because they want to teach in their own specific way. The teachers used other online videos only as additional material and they did not receive much collegial support. According to teachers, the Flipped Classroom method, which relies on videos as learning material, improved student and teacher satisfaction at school. It shifted the work from teaching towards guiding. The production of the videos was considered time consuming, but the student feedback was positive. Often students did not watch the videos at home, which was a problem for the teachers. In the future, the teachers want to develop and support students to produce their own videos. This could help them to understand the students’ thinking processes and replace some of the written exams. Increasing the use of video at school could help develop students' media literacy, support different learning styles, encourage creativity, improve school satisfaction and narrow the communication gap between students and teachers. The findings can be applied by those who wish to produce their own instructional videos or try the Flipped Classroom method.