<i>Insights into Participatory Video: A Handbook for the Field</i> by Nick and Chris Lunch

Buchy, Marlène

doi:10.1111/j.1467-7660.2008.00473_13.x

Cited by 16 publications

(26 citation statements)

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“…was used to develop a collective community vision and strategy for Fogo's bleak economic renewal [85]. Snowden is credited as the first person to use film media in a team-based "kitchen-counter" approach and his design has since become one standard for participatory community development [86]. Identified as the "Fogo Process", ephemeral outcomes have resulted in improved government policy and action for small remote communities [76].…”

Section: Guided Collaboratively By Colin Lowe Fred Earle and Donald mentioning

confidence: 99%

Embedded Place-Responsive Learning, Participatory Video and Scholastic Achievement in Northern Manitoba Adult Environmental Education

Stepaniuk¹

2019

JHRSS

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Academic performance is a challenge confronting many postsecondary students in Northern Manitoba. As such, this study explores the role of situated (field-based) learning and participatory video in facilitating scholastic achievement relating to local freshwater availability and mindfulness. First-year students (n = 97) enrolled at the University College of the North in The Pas were randomly assigned to four adult education approaches containing identical subject matter. Student performance was assessed using outcomes of quantitative testing that focused on either foundational concepts or applied skills. Empirical data were examined using ordered multinomial logistic regression and explored cursorily in relation to unsolicited qualitative statements arising from in-stream participatory video and digitally-captured post-test interviews for each enrollee. Non-conventional lesson interaction inclusive of a modified participatory video approach significantly (p = 0.003) increased quantitative test score means by 26%, raised applied skill scores by one grade level (12%) and significantly (p = 0.07) improved concept understanding between five and 20%. Despite benefits, northern self-declared Aboriginal students still had lower (−11%) test scores on average. Importantly, there was less of a difference academically between non-and self-declared Aboriginal student test scores when situated learning and participatory video use were compared to didactic delivery alone. By identifying non-conventional strategies for improvement in environmental education, tertiary level institutions are presented another option for increasing academic performance ideally mitigating high attrition rates that continue to plague postsecondary education in Northern Manitoba; and for that matter, Canada.

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Section: Guided Collaboratively By Colin Lowe Fred Earle and Donald mentioning

confidence: 99%

Embedded Place-Responsive Learning, Participatory Video and Scholastic Achievement in Northern Manitoba Adult Environmental Education

Stepaniuk¹

2019

JHRSS

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“…Con ello, se mantiene la reflexión acerca del territorio y también el foco en los problemas locales. Estas dos cuestiones son referidas como elementos clave cuando se habla de iniciativas colaborativas en formato presencial (Lunch y Lunch, 2006).…”

Section: Discussionunclassified

“…Todo esto ha tenido un marcado carácter presencial, porque cada uno de estos procesos implicaba la colaboración cercana entre quienes impulsaban la iniciativa y quienes participaban en ella. Por otro lado, la cuestión del espacio físico de la comunidad es significativa en los medios colaborativos, porque frecuentemente se intentan identificar y abordar problemas que están vinculados con ese espacio (Lunch y Lunch, 2006). Por este motivo, Shaw y Robertson (1997) han destacado la relevancia de trabajar en el entorno de la comunidad.…”

Section: Proceso Colaborativo Espacio Público Y Restricciones De Movi...unclassified

Creación audiovisual colaborativa: enfoques durante la crisis del coronavirus y las restricciones de movilidad

Balaguer

2023

RAE-IC

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Los medios audiovisuales colaborativos se han basado históricamente en el desarrollo de procesos colectivos locales con quienes participan en las iniciativas. En estos procesos, el espacio compartido era fundamental para la consecución de algunos de sus objetivos. Pero con la crisis del coronavirus se han imposibilitado estos encuentros debido al establecimiento de cuarentenas y restricciones de movilidad. La investigación se propone identificar y analizar enfoques que responden a esta limitación en el ámbito de la creación colaborativa durante la pandemia. Para ello, se emplea un método cualitativo basado en el estudio de dos casos de estudio que se definieron en respuesta a la pandemia y se desarrollaron durante las etapas de confinamiento: Nos roban todo, menos la rabia (colectivo LASTESIS, 2020) y Reinventadas (Sonja Marzi, 2021). Con ello, hemos analizado su producción, sus dinámicas de colaboración y su contenido. Aunque el espacio público no podía servir de escenario, ambos casos lo retoman al indagar sobre su alteración con la crisis y las emergencias sociales derivadas de esta transformación. Además, ambos proyectos proponen dos maneras diferentes de construir una obra colaborativa. Con todo ello, la investigación aporta además nuevas perspectivas sobre esta modalidad de producción y su adaptación al espacio virtual.

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“…According to Lunch and Lunch (2006) participatory video work in the following way- Building of individual skills of the society and other fascinated players to utilize the technology  Exploring of the catalysts who watch their function as "co-learner"  Developing associations and recognizing the progress troubles through appealing in conversation with the contributors and by means of participatory gears personalized to the situation  Petite film and communication equipped and recorded with and by the contributors  Every day broadcasting of video recording with the neighborhood  Approving a society-led education, giving out and swap movement  Finished film is able to serves as a foundation for knowledge and share between ranges of unlike target people.…”

Section: Theoretical Framework Of the Studymentioning

confidence: 99%

“…Now-a-days, rural women throughout Asia and the pacific region make critical economic contribution to households through participatory video program. Participatory video traditionally supports an empowering procedures where society people 'move ahead in iterative series of filmingreviewing' to 'create film descriptions that speak what folks who take part in the progression really desire to talk, in a way they feel is perfect' (Kindon, 2003). Participatory Video would be useful for information and communication technology (ICT) to facilitate capacity development of the resource poor women in Bangladesh (Chowdhury et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Role of Participatory Videos in Economic Empowerment of Rural Women: A Case Study from Bangladesh

Khatun

M.A

M.H

2018

5005

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The present study was intended to assess function of participatory videos in improving economic empowerment of the rural women. Pragmatic information for the study was composed from 65 randomly selected rural women from the study villages using structured interview schedule. The result of the study showed that over half (56.9 percent) of the respondents had medium income improvement due to participation of IGAs like preparation of vermi-compost, preparation of botanical pesticide, home gardening, safe food processing and filming (recording of local events) as introduced by participatory video programs. The result of the study also illustrated that the top mass (70.76 percent) of the respondent women had participation in homestead gardening after joining with video programme while it was less than half (47.69 percent) before joining to video programme. Findings also showed that the half (61.6 percent) of the women had medium to soaring participation in family decision making method. Additionally the study discovered so as to out of the seven selected socio-economic characteristics of the women except age all the variables have significant positive relationship with their economic empowerment.

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Insights into Participatory Video: A Handbook for the Field by Nick and Chris Lunch

Cited by 16 publications

References 0 publications

Embedded Place-Responsive Learning, Participatory Video and Scholastic Achievement in Northern Manitoba Adult Environmental Education

Embedded Place-Responsive Learning, Participatory Video and Scholastic Achievement in Northern Manitoba Adult Environmental Education

Creación audiovisual colaborativa: enfoques durante la crisis del coronavirus y las restricciones de movilidad

Role of Participatory Videos in Economic Empowerment of Rural Women: A Case Study from Bangladesh

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