Several authors have proposed different or possible functions of video in educational contexts.
Cebrián lists several functions (1984, 64:65),
Ferrés (1988) also proposes as positive applications of video in the classroom: informative, motivational, expressive, evaluative, research, playful, metalinguistic. In this regard, Molina and Simó (1990) makes a division of the possible functions of video related to the recipients; Differentiating functions attending to
Cabero (1989: 140) made an exercise of synthesis between the proposals of the various authors and pointed out, that video for its characteristics, allows a diversity of roles within the educational context: information transmitter, knowledge instrument, appraiser of learning , A teacher training medium, a psycho didactic research tool, an iconic communication and literacy tool, and the formation of student attitudes.
In the line of the cited authors, Salinas (1992) proposes three great fields of application of the video in the educative scope:
Regarding the value of the video in the teaching-learning processes, it is emphasized that this value is not in itself, but that its use must account for "intentions, needs, objectives, that have to be closely related to the function and objectives that the school wants to achieve "(Molina i Simó, 1990)
Likewise, Campuzano (1992: 123) states that "it can be used in teaching if it is related to the contents of the program and appropriate integration strategies are established, but some meet conditions that make its use easier and more effective than others" .
On the other hand, Bravo (1996) argues that the videos used in education should have high expressive potential, ie, using all the elements that compose it to reflect the message you want to communicate with clarity. In this sense, videos made in video-lesson format would be the ones that would respond better, since they have been designed with clear learning objectives after their viewing.
Aguaded (1998) explores the possibilities of video in three ways: watching videos, studying the environment as audiovisual language and video as means of expression. In this last option the author points out that:
Cebrián lists several functions (1984, 64:65),
- Instrument of production and creativity;
- Instrument of analysis of the surrounding reality of the users;
- Resource for research, experimentation and monitoring of processes in laboratories and other empirical work;
- Instrument of self-observation in the classroom;
- Dissemination of information;
- Storage medium or bank of audiovisual productions;
- Resource for the critical analysis of audiovisual productions and the circulation of information;
- Means of teaching at the service of curricular disciplines.
Ferrés (1988) also proposes as positive applications of video in the classroom: informative, motivational, expressive, evaluative, research, playful, metalinguistic. In this regard, Molina and Simó (1990) makes a division of the possible functions of video related to the recipients; Differentiating functions attending to
- the receiver students such as: obtaining information, understanding and learning codes, techniques and audiovisual resources, information on iconic culture, building their own identity, etc.
- Also to the functions referred to teachers: preparation of the classes, obtaining cultural and psycho pedagogical information, iconic culture, research.
- We also see in this author, Molina and Simó, the only reference to video intended for families with functions such as: obtaining psycho-pedagogical information, understanding and sensitization methods, techniques and pedagogical resources, analysis of attitudes and values, etc.
- Finally, its role as a medium for teaching (means of presentation of information by the teacher, means for audiovisual education, and instrument for students to make their own messages), for the training of teachers, and as didactic content.
Cabero (1989: 140) made an exercise of synthesis between the proposals of the various authors and pointed out, that video for its characteristics, allows a diversity of roles within the educational context: information transmitter, knowledge instrument, appraiser of learning , A teacher training medium, a psycho didactic research tool, an iconic communication and literacy tool, and the formation of student attitudes.
In the line of the cited authors, Salinas (1992) proposes three great fields of application of the video in the educative scope:
- As a medium for teaching: means of presentation of the subject in the hands of teachers, a means for audiovisual education, as an instrument in the hands of students with the power to develop their own messages.
- In teacher training: for self-observation, hetero-observation, micro-teaching, didactic research and technological training.
- In didactic research as a vehicle for the analysis of reality, in both sides "with" video and "about" video.
Regarding the value of the video in the teaching-learning processes, it is emphasized that this value is not in itself, but that its use must account for "intentions, needs, objectives, that have to be closely related to the function and objectives that the school wants to achieve "(Molina i Simó, 1990)
Likewise, Campuzano (1992: 123) states that "it can be used in teaching if it is related to the contents of the program and appropriate integration strategies are established, but some meet conditions that make its use easier and more effective than others" .
On the other hand, Bravo (1996) argues that the videos used in education should have high expressive potential, ie, using all the elements that compose it to reflect the message you want to communicate with clarity. In this sense, videos made in video-lesson format would be the ones that would respond better, since they have been designed with clear learning objectives after their viewing.
Aguaded (1998) explores the possibilities of video in three ways: watching videos, studying the environment as audiovisual language and video as means of expression. In this last option the author points out that:
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"... the most exciting experience in the creative process with this audiovisual language - which requires minimal preparation by the students and knowledge, not only technical but also technological of the devices - is the production of videos through Banks of own images and original soundtracks. Small films, short films, advertising spots, news, school news, reports, monographic research, works on the environment ... have a place in this new expressive language, which always has to respond to a rigorous and systematic programming. Objectives, activities, methodologies, resources and evaluation criteria to be implemented must be explicitly collected. "
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On the other hand, authors such as Berk (2009) point out that teachers have to decide the effect they want to produce in a learning situation with the use of video, because if inappropriately applied, video can distract and decrease learning, even Incite students to revolt, therefore its function and objective must be well defined prior to its use.
For Gruber (2011), the use of video in class is a facilitator of the construction of a meaningful knowledge since it takes advantage of the communicative potential of the images, the sounds and the words to transmit a series of experiences that stimulate the senses and the different learning styles in students to help them conceive a more realistic image of a concept.
As we can see, the different authors add many functions and possibilities to video as a tool in education, which also increase day by day as technology advances.
In the implementation of this resource in our project, we have followed the uses described by Cabero (Cabero, 2000, 2005, 2015) in general, but emphasizing that the project process itself has in many cases overlapped its functions or new ones have appeared, as will be seen in the report of our experiences. However the proposal of the author is well adjusted, regarding the functions of the educational video:
For Gruber (2011), the use of video in class is a facilitator of the construction of a meaningful knowledge since it takes advantage of the communicative potential of the images, the sounds and the words to transmit a series of experiences that stimulate the senses and the different learning styles in students to help them conceive a more realistic image of a concept.
As we can see, the different authors add many functions and possibilities to video as a tool in education, which also increase day by day as technology advances.
In the implementation of this resource in our project, we have followed the uses described by Cabero (Cabero, 2000, 2005, 2015) in general, but emphasizing that the project process itself has in many cases overlapped its functions or new ones have appeared, as will be seen in the report of our experiences. However the proposal of the author is well adjusted, regarding the functions of the educational video:
- Transmission of information. Audiovisual media facilitate the transmission of contents, supporting the teacher's explanation or describing processes, concepts or situations that may be difficult to assimilate in the classroom context. We can use specifically created media, television programs, documentaries, podcasts, etc.
- Motivation. By drawing attention, it allows participative and innovative didactic strategies and is a motivating element for students.
- Investigation. When used in educational research in different ways: in the process-product research as a data source; In the research on the cognitive processes of decision making of teachers, in ethnographic studies or in laboratory situations.
- Evaluation. We find several forms, among which we highlight; Evaluation from video or audio documents (video, animations, sound files, etc.); Self-confrontation on the part of the students of activities, performed executions or skills; And evaluation based on the products made by the students themselves.
- For the training and improvement of the teaching staff. In this case, the use of these media influences from a double perspective: as a tool to improve skills and teaching strategies and as a means to update the contents of different curricular areas. The most used techniques in the first case are: micro-teaching, clinical supervision, case study or self and hetero-observation.
- As a means of expression and iconic literacy by students, by developing their expressive abilities and at the same time contributing to the digital literacy of these media and audiovisual language.