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The impact of a video artefact may vary based on the experimental condition into which the subject is placed.
This interaction effect between a video artefact and a behaviourally relevant variant corroborates previous predictions by several authors (e.g. Fleishman and Endler, 2000; Swaddle et al., 2006).
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The episodes show that there are multiple ways in which video artefacts are inscribed with emotions that structure students' learning, both affording and limiting opportunities.
On the road north to Johannesburg, the Apartheid Museum on Northern Parkway & Gold Reef Road in Ormonde ( admission £3.40) is an excellent primer, allowing you to get a basic overview or, if you have time, dig deeper into the generous mix of text, photography, video and artefacts.
In the video, the artefacts are described as "false idols" and their destruction justified in religious terms.
Key to our argument about video as artefacts inscribed with emotional energy is the use of "voices".
The exhibition blends theatre and video with real artefacts from Cern in order to recreate the experience of visiting the LHC.
With this show, several years in the making, MoMA could have set a new template for a multimedia museum experience, blending music and video, text and artefacts.
One of the militants in the video describes the artefacts as "false idols" and seeks to justify their destruction in religious terms.
Given this, the focus of this paper is to examine cogenerated insights into video as a mediating artefact of science learning.
The analysis of the use of video as a mediating artefact drew on an interpretive approach framed as authentic participant-centered inquiry and employed multiple theoretical frameworks to generate perspectives on the affordances and constraints of learning from video.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com