At the end of the project, with a retrospective of the experience acquired in the use of video in Recording Our Europe, we conclude that it is now when we are really ready for its introduction in the processes of teaching- learning with guarantees of success at pedagogical level , and it is now that this Guide acquires its meaning.
We wanted to do a synthesis work, based on our experience, which includes the aspects we consider most important when using video as a resource in the teaching-learning processes. The theoretical and practical orientations that we offer to teachers is not closed, since video allows adaptation to different contexts, at various moments of the educational process, with different or simultaneous functions and with a wide range of results, as can be seen in the different experiences we show.
The experiences with the video in the context of the project, demonstrate the potential of this resource. On the one hand, it consolidates the permanence of the functions related to the educational video from its first stage (Cabero, 1989); (Cebrián, 1994), (Ferrés I Prats, 1988) (Molina and Simó, 1990) and, on the other hand, bets on the new options offered by the technological development of video recording and dissemination devices and web 2.0 tools (Cabero & Barroso, 2015).
The development of the project has meant a wider presence of video as a resource in the design of interdisciplinary learning situations and those designed in foreign language subjects (English and German) in the "Recording Our Europe" partner schools. The reasons for its greater introduction in foreign language subjects refer to the advantages it offers for the development of the linguistic competence, since it allows the visual and sound image, increasing the expressive potential of its messages, a positive quality for the communication in general.
Another conclusion we can draw at the end of the project is the discovery of the opportunities offered by video for the development of emerging methodologies (Adell Segura and Castañeda, 2012) from a competence and multi-literacy approach, such as the flipped classroom methodology and PBL (Project Based Learning). From the development of "Recording Our Europe" teachers started to introduce them into their teaching practice, generating positive results in the teaching-learning processes of the students.
As for the dissemination of our products, we conclude that YouTube was the ideal place to give visibility throughout the educational community to the video products generated and to show the educational experiences with the use of video. YouTube is the channel with the greatest presence on the Web because of its easy access and the great amount of information it has (Tucker, 2013). With this decision, we also wanted to encourage teachers and students to use video in education, because our project has shown that access to production technology has been simplified for both recording and editing, thus overcoming one of the original obstacles of video making in the school.
Finally, with this Best practice guide, we wanted to simplify the pedagogical and technical issues surrounding the use of video in educational contexts, encouraging all teachers, not only participants in European projects, to their introduction in the design of learning situations. The benefits it generates in the integral education of our students are well worth it. In our objective to train and prepare citizens of the 21st century, video is a powerful tool, contextualized in the current knowledge society, capable of generating, with its own language, a global change. Web 2.0 facilitates the dissemination of all kind of audiovisual messages, we are faced with the imperative need to literate our students in this language if we do not want to deprive them of the necessary tools to grow and develop fully as trained and critical citizens. The introduction of video in the school is one of our instruments to achieve this goal, we invite you to take advantage of it.
We wanted to do a synthesis work, based on our experience, which includes the aspects we consider most important when using video as a resource in the teaching-learning processes. The theoretical and practical orientations that we offer to teachers is not closed, since video allows adaptation to different contexts, at various moments of the educational process, with different or simultaneous functions and with a wide range of results, as can be seen in the different experiences we show.
The experiences with the video in the context of the project, demonstrate the potential of this resource. On the one hand, it consolidates the permanence of the functions related to the educational video from its first stage (Cabero, 1989); (Cebrián, 1994), (Ferrés I Prats, 1988) (Molina and Simó, 1990) and, on the other hand, bets on the new options offered by the technological development of video recording and dissemination devices and web 2.0 tools (Cabero & Barroso, 2015).
The development of the project has meant a wider presence of video as a resource in the design of interdisciplinary learning situations and those designed in foreign language subjects (English and German) in the "Recording Our Europe" partner schools. The reasons for its greater introduction in foreign language subjects refer to the advantages it offers for the development of the linguistic competence, since it allows the visual and sound image, increasing the expressive potential of its messages, a positive quality for the communication in general.
Another conclusion we can draw at the end of the project is the discovery of the opportunities offered by video for the development of emerging methodologies (Adell Segura and Castañeda, 2012) from a competence and multi-literacy approach, such as the flipped classroom methodology and PBL (Project Based Learning). From the development of "Recording Our Europe" teachers started to introduce them into their teaching practice, generating positive results in the teaching-learning processes of the students.
As for the dissemination of our products, we conclude that YouTube was the ideal place to give visibility throughout the educational community to the video products generated and to show the educational experiences with the use of video. YouTube is the channel with the greatest presence on the Web because of its easy access and the great amount of information it has (Tucker, 2013). With this decision, we also wanted to encourage teachers and students to use video in education, because our project has shown that access to production technology has been simplified for both recording and editing, thus overcoming one of the original obstacles of video making in the school.
Finally, with this Best practice guide, we wanted to simplify the pedagogical and technical issues surrounding the use of video in educational contexts, encouraging all teachers, not only participants in European projects, to their introduction in the design of learning situations. The benefits it generates in the integral education of our students are well worth it. In our objective to train and prepare citizens of the 21st century, video is a powerful tool, contextualized in the current knowledge society, capable of generating, with its own language, a global change. Web 2.0 facilitates the dissemination of all kind of audiovisual messages, we are faced with the imperative need to literate our students in this language if we do not want to deprive them of the necessary tools to grow and develop fully as trained and critical citizens. The introduction of video in the school is one of our instruments to achieve this goal, we invite you to take advantage of it.