Educational video and multimedia

To assist learning, preparation of suitable learning material is recommended along with a blended learning approach. Educational videos could be considered as a tool that can be adapted. This study aimed to develop educational videos for three (3) selected topics in Digital Illustration course offered to FirstYear Multimedia undergraduate students. ADDIE instructional design model was used to develop those educational videos. This study started with choosing a topic, designing storyboards, developing videos, uploading prototype videos to Google Drive for evaluation purposes, and conducting a usability evaluation on selected respondents. Finding from the user testing showed it was ascertained that the students agreed to use videos to enhance their understanding in selected topics in the Digital Illustration course. There should be continuous improvement in the educational videos specifically in including additional content to further enhance the videos.

Jelen szakdolgozattal egy tömör, gyakorlati útmutatót kívánok adni a multimédiás, mozgóképes tananyag fejlesztése felé kacsingatóknak. Az oktatóvideók fejlesztésének megkönnyítését gyakorlati példával illusztrálom, és saját készítésű Online ZongoraÓrámat is bemutatom, mely elérhet a www.zenergia.hu internetes portálon a ZongoraÓra menüpont alatt.

A finales de febrero del 2020 las escuelas de todo el país cerraron y dejaron al alumnado de todas los niveles sin clases por la pandemia COVID-19. Los padres de familia tuvieron que organizar su estilo de vida y cuidar a sus hijos en casa. El ámbito laboral para los adultos también cambió ya que plazas comerciales, empresas y negocios de todo tipo empezaron a cerrar. La opción para todos fue la de trabajar y tomar clases desde casa. Se seleccionaron los canales educativos encontrados en la lista de Social Blade dentro de los mejores 100 de México. Se analizaron las visualizaciones y el tipo de contenido producido por estos canales educativos durante la pandemia. Los resultados mostraron que cuatro de los seis canales encontrados tiene contenido educativo infantil de edades de 1 a 6 años y son de dibujos animados. Las visualizaciones incrementaron hasta el 694% durante el encierro y empezó a disminuir con la vacunación y la apertura de las escuelas. Se discute la posibilidad de que estos canales mantengan el número de subscritores y que las visualizaciones continúen si los niños asisten a clases presenciales.

To assist learning, preparation of suitable learning material is recommended along with a blended learning approach. Educational videos could be considered as a tool that can be adapted. This study aimed to develop educational videos for three (3) selected topics in Digital Illustration course offered to First Year Multimedia undergraduate students.

In recent years, English language teaching trends, which parallel pedagogical tendencies for content classes, have become more focused on using technology. Scholars remain divided over whether technology has more positive or negative consequences.

The appearance of YouTube in 2005 transformed the possibilities of using video as an educational resource. Our research aims to understand the use of videos in today's education from the teachers' point of view and to determine the factors that influence its implementation in the classroom. Through a survey study of 1,150 teachers, we delve into the following items: the number of videos they use, the selection criteria, the types of content of the videos, the agent that proposes them, the most used platforms, and the level of satisfaction in their implementation, relating them to the variables of sex, age, educational stage and type of educational centre. The results show how teachers are currently using the video resources in their lessons. We also conclude that the variables of educational stage and type of educational centre are significant in the implementation of videos in education. Our research offers reliable data to adapt teacher-training plans to educational reality.

The Personalised System of Instruction is a form of mastery learning which, though it has been proven to be educationally effective, has never seriously challenged the dominant lecture-tutorial teaching method in higher education and has largely fallen into disuse. An information and communications technology assisted version of the Personalised System of Instruction using a virtual learning environment is promoted here based on the authors‟ longitudinal design research into this pedagogy. The particular elements of the virtual learning environment which are promoted are short video clips, online formative tests and an assessment management system. The authors present their experiences of developing and deploying this pedagogy for the teaching of introductory discrete mathematics to large classes of Computer Science students at two UK higher education institutions both with whole cohorts and „at risk‟ groups of students. In particular, this method is promoted as particularly helpful to students who do not adopt a deep approach to learning as many students fail to do. Moreover „at risk‟ students using this method (n = 71) demonstrated an average Glass effect size of 0.83 compared with other „at risk‟ students who did not (n = 35). Based on these experiences, this pedagogy is promoted as an effective approach to teaching in higher education, especially the teaching of cognitive skills to diverse cohorts of students on foundation level modules.

Bu çalışmanın amacı stratejik yönetim alanında tasarlanan bir dizi eğitsel videonun nasıl geliştirildiğini paylaşmaktır. Çalışmanın temel hareket noktası öğrencilerin öğrenme tarzları ile eğitim amacıyla kullanılan materyaller arasında uyum sağlandığı hallerde eğitim ve öğretim faaliyetlerinin daha etkili olacağı yönündeki beklentilerdir. Çalışma kapsamında yürütülen tasarım süreci, ilgili kavramsal çerçeveyle desteklenerek, adım adım betimlenmektedir. Tasarım sürecinde Kolb’un Öğrenme Stili Modeli temel alınmış ve ADDIE modeli rehberliğinde yarı-yapılandırılmış görüşmeler ve gözlem verilerine dayalı olarak stratejik yönetim süreci ile stratejik ittifaklar, kurumsal sosyal sorumluluk ve stratejik liderlik konularını kapsayan 9 bölümlük bir eğitsel video serisi elde edilmiştir.

Uma das grandes preocupacoes no ensino superior e a compreensao das ideias presentes nos textos academicos, dimensao fundamental da educacao cientifica. Assim, e importante que todas as etapas na leitura de um texto sejam compartilhadas entre os discentes, estimulando, dessa forma, a construcao coletiva do conhecimento e promovendo um aprendizado por meio do uso da leitura e da escrita. A escrita, nesse contexto, e considerada uma habilidade e deve se tornar uma preocupacao dos docentes. A aquisicao dessa habilidade por parte dos discentes e o que se chama de “letramento academico”. A partir da reflexao sobre a construcao das videoaulas do curso EAD Pensamento Lesbico Contemporâneo (UFBA, 2017), buscaremos compreender o papel das videoaulas no auxilio a compreensao de textos academicos.

Η ενσωμάτωση του βίντεο στην εκπαίδευση αποτελεί ένα ισχυρό μέσο που έχει τη δυνατότητα να τραβήξει την προσοχή του μαθητή και να αυξήσει την συμμετοχή του κατά την εκπαιδευτική διαδικασία. Ένα εξαιρετικό παράδειγμα είναι η χρήση βίντεο από την πλατφόρμα « You tube » , του οποίου το περιεχόμενο δεν είναι εντελώς εκπαιδευτικό. Στην εποχή του Web2.0 υπάρχει η ανάγκη για ένα κατάλληλο εκπαιδευτικό εργαλείο για εκπαιδευτικά βίντεο. Αυτή η εργασία παρουσιάζει την πλατφόρμα διαμοιρασμού και αξιοποίησης βίντεο με τίτλο "Schoolsplay". Το" Schoolsplay " είναι ένα open source εκπαιδευτικό Web2.0 εργαλείο όπου οι εκπαιδευτικοί αλλά και κάθε ενδιαφερόμενος, μπορούν να αναζητήσουν και να παρακολουθήσουν εκπαιδευτικά βίντεο. Ο επισκέπτης έχει την επιλογή να παρακολουθήσει κάποια από τα βίντεο που υπάρχουν αλλά και να εγγραφεί έχοντας με αυτόν τον τρόπο στη διάθεσή του πολλαπλές λειτουργίες. Κάθε χρήστης μπορεί να εγγραφεί ως εκπαιδευτικός, ως μαθητής, ως γονέας και να μπορεί να ανεβάζει (upload) το δικό του οπτικοακουστικό υλικό το οποίο θα διαμοιράζεται μέσω της πλατφόρμας. Ο εγγεγραμένος χρήστης μπορεί επιπροσθέτως να δημιουργήσει δικές του συλλογές με συγκεκριμένο οπτικοακουστικό υλικό και να το έχει άμεσα έτοιμο για αναπαραγωγή. Το ''schoolsplay'' εμπλουτίζεται συνεχώς με οπτικοακουστικό υλικό το οποίο είναι ταξινομημένο προκειμένου η αναζήτηση και η διαχείριση του υλικού στην τάξη να είναι ευκολότερη. Η κατηγοριοποίηση γίνεται ανά μάθημα. Η πλατφόρμα ανταποκρίνεται στην ανάγκη της εποχής μας και για κοινωνική δικτύωση καθώς οι χρήστες έχουν την δυνατότητα να δημιουργούν το δικό τους προφίλ και να κάνουν φίλους ανάμεσα στους χρήστες. Με αυτόν τον τρόπο παρέχει την αλληλεπίδραση και τη συνεργασία μεταξύ των μελών της. Τέλος , είναι πλήρως προστατευμένη από μη αναγκαίες παρεμβάσεις και , σε γενικές γραμμές , είναι μια ασφαλής ψηφιακή βιβλιοθήκη που προσφέρει πολλαπλά οφέλη στη διαδικασία της μάθησης .

The following paper seeks to develop a proposal, observing to what extent educational videos and affective learning can strengthen vocabulary in an EFL setting. This action research study was done with fifth grade students belonging to a public school, who showed a low degree of motivation in the English class, making it difficult to acquire the language. The instruments that were applied are pre/post-tests, pre/post questionnaires, field notes and class workshops. Grounded theory was implemented for the data analysis. Results evidence the enhancement students had in vocabulary acquisition along with educational videos and affective learning.

This paper reports a comparative overview of MOOC courses from edX, Coursera, Futurelearn and Iversity. The sample covers courses published between September 2014 and January 2015 and the comparison focuses on different video styles as well as course descriptions on the platforms. Based upon this data set of MOOCs (N=448) this study shows noteworthy facts about the state of MOOC production. Talking head is the most common video style overall on all four MOOC platforms (87%), followed by or in combination with Presentation slides (38%). The courses on the European platforms Futurelearn and Iversity show a highly significant difference in the amount of work effort per week description compare to the US platforms edX and Coursera. In addition, Futurelearn has the shortest course week duration compare to the other platforms. A number of further points are reported below.

Abstract This study used innovative assessment practices to obtain and document broad learning outcomes for a 15-hour game-based curriculum in Quest Atlantis, a multi-user virtual environment that supports school-based participation in socio scientific inquiry in ecological sciences. Design-based methods were used to refine and align the enactment of virtual narrative and scientific investigations to a challenging problem solving assessment and indirectly to achievement test items that were independent of the curriculum. In study one, one-sixth grade teacher used the curriculum in two of his classes and obtained larger gains in understanding and achievement than his two other classes, which used an expository text to learn the same concepts and skills. Further treatment refinements were carried out, and two forms of virtual formative feedback were introduced. In study two, the same teacher used the curriculum in all four of his classes; the revised curriculum resulted in even larger gains in understanding and achievement. Gains averaged 1.1 SD and 0.4 SD, respectively, with greater gains shown for students who engaged more with formative feedback. Principles for assessing designs and designing assessments in virtual environments are presented.

The appearance of YouTube in 2005 transformed the possibilities of using video as an educational resource. Our research aims to understand the use of videos in today's education from the teachers' point of view and to determine the factors that influence its implementation in the classroom. Through a survey study of 1,150 teachers, we delve into the following items: number of videos they use, selection criteria, types of content of the videos, agent that proposes them, most used platforms and level of satisfaction in their implementation, relating them to the variables of sex, age, educational stage and type of educational centre. The results show how teachers are currently using the video resource in their lessons. We also conclude that the variables of educational stage and type of educational centre are significant in the implementation of videos in education. Our research offers reliable data to adapt teacher-training plans to educational reality.

The purpose of this study is to determine the effect of the flipped learning method on the cognitive load of the students. The study was conducted with a sample of 160 people who were trained in Department of Mechanical Engineering for algorithms and programming courses at a higher education level. The study, which lasted for 8 weeks, has a semi-experimental design. A 9-point scale developed by Paas and Van Merrienboer (1993) was used for cognitive load measurements. At the end of the weekly courses, the scale was filled by the experimental and control groups. Independent sample t test was applied through SPSS 24 program to the obtained data. In both instances, the cognitive load in the experimental group in which the flipped learning method was applied was found to be lower than the cognitive load in the control group in which traditional face-to-face training was applied. As a result, it can be said that flipped learning, if well structured, is a method reducing cognitive load.

This paper aims to present the results of an experimental activity of Media Education and Educational Robotics, based on the integration of the audiovisual language and coding. This case of study is part of a wide research about the role of the multimedia language and the innovation in Education, Pedagogy and in Anthropology of Media. Nowadays, we live in a hyper-connected and media-world: all our actions are, at the same time, in the virtual space and in the physical environment; we can do an act on the Web and give it a corresponding meaning and a true realization in reality. Thus, for example, when we organize a flash mob (or a social movement) with social networking sites, we would like to realize it for real, in the physical world: in this case, our virtual intentionality and speech acts become real actions (with real effects). Every day, we do many things with media and technologies; we not only use them to communicate but also to build concrete actions and media-products. Many of these productions could be part of a new collective knowledge and provide to increase a new media semiosphere (that is, also, a cognitive surplus). In this context, it is important that users (and, obviously, students) learn how to create and co-create new meanings with media language and technology. Our research group works on two experimental directions: first, we consider Media Education as a method to teach the grammar and syntax of multimedia language, to help students not only to read with media but also to write (that is they can participate in the collective creation of materials for the cognitive surplus increasing). Obviously, we want to educate them to communicate and produce meanings. They should acquire technological skills and digital competences and, above all, the awareness of the power of media language. Besides, media languages are used to exceed some learning difficulties and to support the dynamic inclusion. In the second way, we use educational robotics to increase some basic notions about the visual and spatial skills (above all, in primary schools) and to help students to acquire some processes of reasoning, such as the logic of the problem solving and the creative problem solving. Moreover, we use educational robotics to teach math and geometry procedures. Starting from by these aspects and from by previous technological and media laboratories (with school and academic students), we experiment an innovative methodological approach to realize videos video of storytelling with robots. In this activity, students create some short films, starting by their fantasy and working on the storytelling process; robots (Bee-bot and Pro-bot) are the protagonists of these videos. Students must ideate the tale, build the scene, programme robots and realize the video, thinking about robots can move and interact with others and with space, according to the script. In this way, students must consider what are the skills to realize a communicative video and, at the same time, what are the coding needs to move a robot and how it is possible to create a meaningful product with these technologies. In this paper, we describe this action, its educative aims and its results (obtained during the II edition of the Summer Junior University, 2015, Turin, Italy). Denicolai wrote 1, 2, 2.1 and 4 paragraphs, Grimaldi and Palmieri 3, 3.1, 3.2 and 3.3.

The context of this thesis is digital distance education. Distance education has developed from correspondence courses, based on letters sent by mail between student and teacher, to digital distance education with interactive video classes from anywhere, as long as a computer/tablet/smartphone and an Internet connection are available. The development of technology, particularly with the introduction of the Internet, has completely changed the possibilities for teaching, learning, interaction, and communication at a distance. Many technologies can be used in distance education, but this thesis aims to: Better understand the possibilities and limitations of video in digital distance higher education. The research has three elements of analysis: 1) video technology, 2) distance courses, and 3) distance teachers. Each allows a focus on how distance courses with video are designed and on teachers’ perspectives on the use of video in distance education. The first focus on course design is examined through two research questions. RQ1 asks, How is digital video used in distance higher education? When teachers design distance courses with digital video; a) which categories of video are used or not used? b) how much are these categories used? c) why are they used or not used? And d) how are they used? Complementing RQ1, RQ2 asks, How do course designers respond to the possibilities and limitations of video for distance higher education? Addressing the second focus of the thesis on teacher perspectives, RQ3 asks, What are the teacher’s attitudes and perceptions about the use of digital video in distance higher education? 
With a comprehensive literature review as a foundation, the results of this thesis include a classification system with two main categories; recorded and live video that is developed and used to orient an empirical investigation. The data for this investigation was collected through a national web-based questionnaire. Then, based on the survey, a specific higher education institution was selected for an interview study with teachers using video conferencing in distance courses in Teacher education. Interaction and communication are central concepts in this thesis, and the analytical lens combines the socio-cultural perspective and the theory of affordances.
The results indicate that across types, video is mostly used as a supplement to other resourses. Further, a correspondence is found concerning, on the one hand, teachers’ experience of distance education and participation in in-service training, and on the other hand, their use of video in teaching. In general, the most reported reasons why teachers do not use video are that it does not bring anything and takes too much time. Many of the constraints that teachers perceive are related to time; e.g. competition between an ambition to teach according to a student-centred approach but also a strong feeling of responsibility of delivering content to students. The technology of video has the affordances of mediating a teaching and learning environment similar to the one in the classroom, but conditions such as large or many students and the difficulty of perceiving non-verbal signals through video, affect the communication situation negatively and reduce possibilities of interaction.
As a systematic study investigating the mainstream use of technology and media, this thesis contrasts with many other studies, which are often relatively small and local in nature, conducted by enthusiastic teachers investigating the use of one specific technology. The results show how the mainstream use of technologies such as video change conditions for distance teaching and influence how we think and interact with others and our environment.

This paper presents a comparison between two examples of process systematization of educational videos production, developed in projects of distance education in higher education institutions, in the light of academic productions and classical processes of audiovisual realization.

Parents (n=610) and teachers (n= 228) of 292 girls and 318 boys answered the Social Skills Rating System-Parent and Teacher forms (Gresham & Elliot, 1990) which aimed to investigate gender differences in social skills, problem behaviors and academic competences of Iranian kindergarten children. Results showed that girls scored higher than boys on social skills. Conversely, teachers and parents scored boys higher than girls on the externalizing and hyperactivity problem behaviors with no gender differences on internalizing. Also, girls scored higher than boys on academic competences.

Quelle place donner aux activités ludiques dans les processus d’apprentissage ? En quoi jouer permet-il d’apprendre ? Qu’apprend-on en jouant ? Les rapports entre jeu et éducation interpellent depuis l’Antiquité, ils sont aujourd’hui au centre des préoccupations des chercheurs et éducateurs qui s’intéressent à l’usage de jeux numériques pour l’éducation et la formation. Cette rencontre doctorale réunira des spécialistes de différents horizons (historiens, archéologues, philologues, spécialistes du développement cognitif et des sciences de l’éducation). L’objectif est de croiser différentes approches du sujet dans le monde occidental, de l’Antiquité à aujourd’hui, afin de saisir le développement de différents discours sur l’enfant, de comprendre les rapports qui peuvent se nouer entre jeu et apprentissage tout en montrant les apports méthodologiques d'une réflexion diachronique et comparatiste.
Le jeu est-il un lieu « naturel » d’apprentissage informel, pour les enfants comme pour les adultes ? Quel type de discours incite les adultes à intervenir dans les jeux des plus jeunes et à les transformer en jeux à visée éducative ? Dans quelle mesure se crée un discours normatif qui façonne l’individu ?
Le monde gréco-romain est souvent perçu comme le berceau de la notion moderne de jeu éducatif. Platon, Aristote, ainsi que les auteurs romains, tel Quintilien, valorisent la contribution du jeu au développement physique et moral de l’enfant. Le jeu entraîne tout en révélant les dispositions naturelles des enfants. En grec, paidia, « jeu » et paideia, « éducation » sont de la même racine, tout comme le latin ludus, qui signifie à la fois « le jeu » et « l’école ». Ces concepts se transmettent et se déclinent au Moyen âge et à la Renaissance. Au XVIIIe siècle, à l’époque de la révolution romantique, les activités spontanées des enfants sont valorisées et encouragées.  Le jeu devient une source « naturelle » d’éducation, contribuant au développement cognitif de l’enfant. Le concept de « jeu de famille » fait son apparition avec un nouveau type de famille « bourgeoise » et des jeux éducatifs sont créés, comme les Jeux de cartes instructives d’Étienne de Jouy (1804) qui décrivent la vie d’hommes illustres de l’Antiquité, avec leurs portraits, ou le Grand Jeu de l’Histoire Ancienne de la Grèce (1815), qui permet d’apprendre en jouant les principaux événements de l’histoire grecque. Aujourd’hui, les jeux numériques constituent des produits culturels parmi les plus consommés. Des jeux numériques sont également produits pour des visées éducatives quand ce ne sont pas les situations d’apprentissage elles-mêmes qui sont ludicisées à l’aide des technologies numériques.

The evolution of information and communication technologies demands the adoption of new models of organizational work, new services, new attitudes and new teaching and learning approaches. The change, based on knowledge, generates expectations of how to proceed in the integration of technologies in the higher education.. In the process of the integration of web technologies in higher education system, there is no single recipe. Each case is a case and we must analyse the learning stages that can be developed online or in face-to-face mode. Aware that the integration of the web technologies in the Polytechnic of Porto / Portugal is not a perfect picture, the initial enthusiasm leads now to a reflection process, trying to define a learning maturity model for our institution. Technology alone does not change school practices. In order to maximize the benefits of technological innovation, it is important to change the way education is thought. The mix of a face-to-face and virtual-learn...

La Universidad Nacional Autónoma de Honduras, UNAH, desde su creación ha sido una institución pionera en cada una de las áreas donde ha sembrado la semilla del conocimiento, y la utilización de diversos medios y recursos tecnológicos en el ámbito educativo no ha sido ajena a los retos que representa la constante y veloz evolución actual.
El video educativo, ha pasado por varios momentos a lo largo de la historia
proporcionando una alternativa para actividades innovadoras en el aula,
sabiéndose adaptar a las necesidades tanto de los usuarios como de los cambios tecnológicos. Se ha considerado un pilar fundamental en la conservación de la memoria y una fuente vital de conocimiento histórico.
El Articulo aborda la evolución de la experiencia del video educativo en la UNAH a través de los aportes del Departamento de Recursos de Aprendizaje.