Within pedagogical issues, we must differentiate whether video production will be conducted by teachers or students, for this first issue, it’s crucial to define the appropriate parameters for production. This means that a video will serve different objectives, methodology and evaluation depending on who is its producer. Therefore we must begin with a distinction of one or the other to pose the most appropriate pedagogical questions.
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A) VIDEO PRODUCTION BY TEACHERS |
Regarding the production of videos by teachers, we must define from our role of teachers, the reasons why we choose this resource and not another one to be used in the learning situations we design. Within our reach we have multiple resources to exercise our teaching function in the classroom; whether as a transmitter of knowledge, guide, coach, dynamizer, etc., therefore it would be appropriate to ask questions like:
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"Why shall I produce a video and not photocopy a few notes?Why shall I choose to upload the video I have produced on the subject to the virtual platform instead of a link to a certain web? |
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The answer to these kind of questions can give us the guidelines to start the design that our video production will be based on. Surely we will choose producing a video because it is the best resource in that specific learning situation, to:
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One way to determine if we have been right with our choice of video resource / media is to verify that:
- The use of the video within the specific instructional process (learning situation, programming unit, task, project, etc.) is justified, ie the curricular enclave is clear.
- It defines the methodology in which the use of video as a resource is inserted.
- It is based on previous knowledge, interests, context and the diversity of students.
- The right means are used, they are at my disposal and I know how to use them.
- There are some indicators defined to evaluate the teaching-learning process using the resource.
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B) VIDEO PRODUCTION BY STUDENTS |
Regarding the production of videos by students, we must ask ourselves as we did with the teachers why the production of videos is the best option compared to other resources to achieve certain learning objectives. For this purpose, we can ask ourselves questions like:
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Is a video product better on a research topic than a manuscript? |
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As with teachers, we should answer all these questions before opting for video against other products designed for the students’ learning situations. This will help us determine that we can use it as:
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After determining that video is the most suitable tool for our purposes, it would be convenient also to verify that:
- It starts from the level of digital competence that students have.
- The objective, format, and technical conditions of the video production (duration, etc) are clearly explained to the students.
- The production process is properly organized, distinguishing roles, phases and timing.
- Adequate means are used, they are available to the students and they know how to use them.
- Indicators and descriptors defined to evaluate the teaching-learning process are clearly and explained beforehand.