Up to this point, as we have seen in the review on the use of video in teaching situations designed by teachers, we can detract from the methodological level, that its use is varied and that teacher is the one who decides in the design of the Learning situation; What video, when, how to see or produce it, why, and what the learning objectives are.
Since the appearance of video in the educational scenario, different proposals have been formulated for its correct use in the teaching-learning processes, attending to its three basic and differentiating elements: "On the one hand, interactivity with the system and the user (play, review, ability to pause, repetition of what is seen, etc.); On the other hand, the symbol systems it uses (A.V. code, still image, graphics, music, etc.) similar to those used by tv .; And finally, the message, the different ways in which it can be presented and structured, as well as the different cultural contents that it transmits "(Cebrián, 1994). This implies that we must design a methodology of use that exploits these basic and differentiating elements in order to produce meaningful learning in the students. In order to do this, Bravo (1996) points out that: "The didactic strategy will allow the use of this means of expression not to just let the students contemplate an audiovisual message more or less educational or entertaining, but to become a class with clear learning objectives that are successfully achieved. "
Berk (2009), based on the review of the previous literature, states that the most common procedure for using a video clip in teaching consists of the following steps:
Since the appearance of video in the educational scenario, different proposals have been formulated for its correct use in the teaching-learning processes, attending to its three basic and differentiating elements: "On the one hand, interactivity with the system and the user (play, review, ability to pause, repetition of what is seen, etc.); On the other hand, the symbol systems it uses (A.V. code, still image, graphics, music, etc.) similar to those used by tv .; And finally, the message, the different ways in which it can be presented and structured, as well as the different cultural contents that it transmits "(Cebrián, 1994). This implies that we must design a methodology of use that exploits these basic and differentiating elements in order to produce meaningful learning in the students. In order to do this, Bravo (1996) points out that: "The didactic strategy will allow the use of this means of expression not to just let the students contemplate an audiovisual message more or less educational or entertaining, but to become a class with clear learning objectives that are successfully achieved. "
Berk (2009), based on the review of the previous literature, states that the most common procedure for using a video clip in teaching consists of the following steps:
- Choose a particular video to provide the content or illustrate a concept or principle. If we want students to see an entire film, this vision will be assigned as an external class task;
- Prepare specific guidelines for students or discussion questions so that they have instructions on what to see, hear and look for;
- Introduce the video briefly to reinforce its function;
- Play the video clip;
- Stop the clip in any scene to highlight a point or repeat for a specific class of exercise;
- Set a time for reflection on what the scene was;
- Assign an active learning activity to interact, for example: questions, problems, or concepts of the video; Y
- Structure a discussion around these questions in small and / or large group format.
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With regard to planning:
What is the target audience? What are the objectives we hope to achieve? Does the content of the video correspond to the proposed objectives? What functions do we intend to develop with the video? Regarding to the contents: Are they useful for students? Are the level of language and concepts adapted to the needs, interests and age of the students? What aspects of the content should be expanded, reinforced and / or clarified later? Is the amount of information adequate (not very intense, nor very precarious)? With regard to strategy: What will we do to introduce the theme? What bibliography do students need to expand their information? What activities will students do and what will the teacher do during the video viewing? With regard to evaluation: Do you design the evaluation strategy according to the intended objectives when designing the video task? Do the aspects we evaluate connect future teachers with professional practice and current knowledge? Do we establish how you will evaluate learning? Do we establish the purpose of the evaluation? With regard to the technical aspects: Do we have the technical resources to use the video (TV, computer cables, video cassette player, switches, video projectors, projection screens or others)? If required, is there Internet access? is the equipment in perfect condition? With regard to physical spaces: Where and how will I place students to develop my strategy? Where will I locate the video player and the TV? " |
All previous proposals are valid, but we consider that we should add a plus to the benefits generated by the use of video at the methodological level in the design of learning situations and that is the concept of the "pedagogy of learning creating with ICT" (Area, 2015), which is the opposite of a learning methodology by reception and repetition. It is to turn the process around and to place students in the center of the process so that they develop their knowledge in a personal, original and creative way.
In this sense, contemporary research indicates that today's students tend to prefer experiential-based activities and they prefer to learn in practice rather than learning by listening (McLeely, 2005; (Bennett, Maton, & Kervin, 2008)). Digital video produced by students is attractive as it encourages active and problem-based learning. It also encourages student collaboration and authentic application (Choi & Johnson, 2007).
Kearney and Shuck (2006) analyzed digital video production projects by students in five schools across Australia and they found positive effects on the use of video in teaching-learning methodology. First they determined that this learning is situated in the real world, it is significant. Second, the project to be done using video is not seen by students as a way to study, they watched the videos of the classmates and that motivated them. Third, the production of videos required a high level of initiative on the part of students. And fourth, they confirmed that schools are using video largely in their methodology.
Aguaded (1998) proposes the benefits of the introduction of video production through the planning, literary and technical writing, realization and recording, assembly, vision and critical review of the phases because it inserts the students in the universe of communication.
There are many benefits of integrating digital video technology into the classroom, some studies conclude that it encourages students to think more deeply about the subject (Swain, Sharpe, and Dawson 2003), improving educational outcomes including greater Reflection (Henderson et al., 2010), it promotes self-expression and creativity (Reid, Burn, and Parker, 2002), it provides a sense of achievement, it improves self-esteem (Ryan, 2002), and increases motivation and joy. (Burn et al., 2001) (Bravo, Amante, Simo, Eno &, Fernandez, 2011) Students can gain confidence and competence by applying theory to practice and discovering how to view, analyze, create, and edit a digital video.
In the case that the methodology used includes videos produced by the students, it would be important to include a rubric, as this resource helps students be clear on the way the task is to be evaluated and makes them more confident towards its realization (Benigni, 2010); (O'Loughlin, Chroinín, & O'Grady, 2013).
As a constructivist learning tool, students' video production has potential for its application in an unlimited range of subjects (Shewbridge & Berge, 2004). By uploading videos onto the web, students can develop collaborations with each other beyond the classroom. Production is hard work, but it's fun, and students find the experience motivating and inspiring. Educators can take advantage by introducing in their methodology this power and to create imaginative learning opportunities for their students.
Digital video projects can promote student creativity, they provide authentic learning experiences and are, of course, student-centered activities. A study by Hofer and Owens (2005) showed that during the practice of digital video projects, students were very interested in the project and did a thorough analysis of the material they found, they developed critical reading skills for their interpretation of the content.
Other research, such as Hakkarainen's (2011), has perfected a pedagogical model that combines video production with PBL to support meaningful student learning, demonstrating another possible function of video.
Even after completing a learning situation, video can help students review the contents studied quickly and easily (Whatley & Ahmad, 2007).
As we can see, the introduction of video in teaching- learning methodology has positive consequences on the students because of the processes generated in them and its versatility presents it as a suitable medium for almost all methodologies, traditional and emerging.
In this sense, contemporary research indicates that today's students tend to prefer experiential-based activities and they prefer to learn in practice rather than learning by listening (McLeely, 2005; (Bennett, Maton, & Kervin, 2008)). Digital video produced by students is attractive as it encourages active and problem-based learning. It also encourages student collaboration and authentic application (Choi & Johnson, 2007).
Kearney and Shuck (2006) analyzed digital video production projects by students in five schools across Australia and they found positive effects on the use of video in teaching-learning methodology. First they determined that this learning is situated in the real world, it is significant. Second, the project to be done using video is not seen by students as a way to study, they watched the videos of the classmates and that motivated them. Third, the production of videos required a high level of initiative on the part of students. And fourth, they confirmed that schools are using video largely in their methodology.
Aguaded (1998) proposes the benefits of the introduction of video production through the planning, literary and technical writing, realization and recording, assembly, vision and critical review of the phases because it inserts the students in the universe of communication.
There are many benefits of integrating digital video technology into the classroom, some studies conclude that it encourages students to think more deeply about the subject (Swain, Sharpe, and Dawson 2003), improving educational outcomes including greater Reflection (Henderson et al., 2010), it promotes self-expression and creativity (Reid, Burn, and Parker, 2002), it provides a sense of achievement, it improves self-esteem (Ryan, 2002), and increases motivation and joy. (Burn et al., 2001) (Bravo, Amante, Simo, Eno &, Fernandez, 2011) Students can gain confidence and competence by applying theory to practice and discovering how to view, analyze, create, and edit a digital video.
In the case that the methodology used includes videos produced by the students, it would be important to include a rubric, as this resource helps students be clear on the way the task is to be evaluated and makes them more confident towards its realization (Benigni, 2010); (O'Loughlin, Chroinín, & O'Grady, 2013).
As a constructivist learning tool, students' video production has potential for its application in an unlimited range of subjects (Shewbridge & Berge, 2004). By uploading videos onto the web, students can develop collaborations with each other beyond the classroom. Production is hard work, but it's fun, and students find the experience motivating and inspiring. Educators can take advantage by introducing in their methodology this power and to create imaginative learning opportunities for their students.
Digital video projects can promote student creativity, they provide authentic learning experiences and are, of course, student-centered activities. A study by Hofer and Owens (2005) showed that during the practice of digital video projects, students were very interested in the project and did a thorough analysis of the material they found, they developed critical reading skills for their interpretation of the content.
Other research, such as Hakkarainen's (2011), has perfected a pedagogical model that combines video production with PBL to support meaningful student learning, demonstrating another possible function of video.
Even after completing a learning situation, video can help students review the contents studied quickly and easily (Whatley & Ahmad, 2007).
As we can see, the introduction of video in teaching- learning methodology has positive consequences on the students because of the processes generated in them and its versatility presents it as a suitable medium for almost all methodologies, traditional and emerging.