Within the audiovisual ecosystem, we can define video as a system for capture and instant playback of the moving image and sound by electronic means. It has a number of features related to the progress of technology that allow it to be present at different stages of the educational process, both as a means of observation, expression, self-learning by the students, or teaching aid.
Video has been an educational tool in different educational contexts since its inception and it was closely linked to the so called distance education. The transition from analog to digital video in recent decades, as well as the expansion of Web 2.0 have made it become a powerful resource with immense possibilities in the learning processes of students in both formal and informal settings, so that it is suffering a kind of rebirth as a teaching tool. Examples of this, can be found in emerging methodologies such as gamification, Flipped Classroom, webinar, etc., in which the video input is crucial to successfully achieve the learning objectives.
But perhaps the highlight of the contribution of video in contemporary classrooms, from the experience we are sharing in this guide, is the changing role that the use of video has meant for students. Students have moved from being mere consumers of content to be producers of them. This circumstance enhances more meaningful learning and further development of key competences, since when producing their own videos, whatever the type, students need to use all of them to obtain a suitable product. In the end we are using video as a tool for "learning by doing", one of the principles of Constructivism.
Another reason for this unstoppable reborn as a resource in the teaching-learning process, is that video is presented as a motivating, affordable and ubiquitous tool. On the one hand, teachers and students count on the chance of videographic record offered by the various devices that come in their day to day (phones and tablets mainly); and on the other hand, technical problems regarding this technology (which had slowed their advance in the 80's last century) have been solved, so that video has become a suitable means to successfully face some learning objectives that otherwise would not be as positive or motivating.
The latest research consolidate the hypothesis handled since the last century on the power of the image as a positive element to acquire knowledge in the processes of teaching and learning. Within this line, video is definitely an opportunity to bring about changes in teaching practice that favor academic achievement in students. This does not mean that the single use of video in the classroom will generate positive changes in the instructional process. To make it happen, we need to previously define learning objectives and to develop a whole teaching sequence in which the video will come at different stages, if necessary and especially if it brings better results than using any other resource. This is how we have worked when developing this best practice guide, showing our experience in the use of video as a resource, inserted into the designs of different tasks, units, materials, projects, etc., so that their use is transferable and exportable.
Video has been an educational tool in different educational contexts since its inception and it was closely linked to the so called distance education. The transition from analog to digital video in recent decades, as well as the expansion of Web 2.0 have made it become a powerful resource with immense possibilities in the learning processes of students in both formal and informal settings, so that it is suffering a kind of rebirth as a teaching tool. Examples of this, can be found in emerging methodologies such as gamification, Flipped Classroom, webinar, etc., in which the video input is crucial to successfully achieve the learning objectives.
But perhaps the highlight of the contribution of video in contemporary classrooms, from the experience we are sharing in this guide, is the changing role that the use of video has meant for students. Students have moved from being mere consumers of content to be producers of them. This circumstance enhances more meaningful learning and further development of key competences, since when producing their own videos, whatever the type, students need to use all of them to obtain a suitable product. In the end we are using video as a tool for "learning by doing", one of the principles of Constructivism.
Another reason for this unstoppable reborn as a resource in the teaching-learning process, is that video is presented as a motivating, affordable and ubiquitous tool. On the one hand, teachers and students count on the chance of videographic record offered by the various devices that come in their day to day (phones and tablets mainly); and on the other hand, technical problems regarding this technology (which had slowed their advance in the 80's last century) have been solved, so that video has become a suitable means to successfully face some learning objectives that otherwise would not be as positive or motivating.
The latest research consolidate the hypothesis handled since the last century on the power of the image as a positive element to acquire knowledge in the processes of teaching and learning. Within this line, video is definitely an opportunity to bring about changes in teaching practice that favor academic achievement in students. This does not mean that the single use of video in the classroom will generate positive changes in the instructional process. To make it happen, we need to previously define learning objectives and to develop a whole teaching sequence in which the video will come at different stages, if necessary and especially if it brings better results than using any other resource. This is how we have worked when developing this best practice guide, showing our experience in the use of video as a resource, inserted into the designs of different tasks, units, materials, projects, etc., so that their use is transferable and exportable.