在电子学习课程中使用视频材料

Liliia Varchenko- Trotsenko, A. Tiutiunnyk, Tatiana Terletska
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引用次数: 2

摘要

视频材料是教育过程中最强大的工具,因为它们同时为学习者提供听觉和视觉信息。因此,根据埃德加·戴尔的学习方法,它们比经典的课堂讲座、阅读教科书或听播客更有效。此外,视频作为日常学习的一部分对习惯于从数字资源中获取知识的现代学生更有吸引力。本文介绍了在大学电子学习课程(ELC)中实现视频材料的数据,既作为远程学习系统的一部分,又为翻转学习过程提供信息。此外,在课堂上使用视频的问题也得到了关注。本文还结合以z世代为主体的现代学生的心理特征和研究模式,探讨了教育视频设计的特殊性。这就是为什么微学习被认为是实现上述目的的一种成功的远程学习实施方法。微学习的视频材料不应超过15分钟,应该有清晰的信息结构,并让学生参与到学习过程中。ELC中使用的视频有不同的类型,如入门视频、视频讲座、视频说明、附加材料视频、互动视频。尽管内容多种多样,但所有类型的视频材料都经过以下步骤的相同设计过程:将材料分成逻辑上完整的部分,定义概念,编写有意义的问题,构建视频组件等。设计一个视频的电子学习课程必须仔细规划的过程,以确保高质量的成品。之前和之后的活动也必须设计为从课程中获得最大的成果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
USING VIDEO MATERIALS IN ELECTRONIC LEARNING COURSES
Video materials belong to the most powerful tools in educational process because they provide learners simultaneously with auditory and visual information. Thus, according to the Edgar Dale’s cone of learning they are more effective than classical classroom lectures, reading textbooks or listening to podcasts. Moreover, video as a part of a learning routine appeals better to modern students who are used to gaining knowledge from digital sources. The article presents data on video materials implementation into an electronic learning course (ELC) of a university both as a part of distant learning system and for providing information for flipped learning process. In addition, the question of using videos in the classroom is given attention. The article also deals with peculiarities of educational video design considering psychological features and studying patterns of modern students who mainly belong to z-generation. That is why microlearning is considered as a successful distant learning implementation method for the above mentioned purposes. Video materials for microlearning should not be more than 15 minutes long, should have clearly structured information and involve student into the learning process. There are different types of videos used in ELC such as introductory videos, video lectures, video instructions, additional materials videos, interactive videos. In spite of variety of the content all types of video materials undergo the same design procedure with the following steps: splitting materials into logically completed parts, defining notions, writing meaningful questions, structuring components of the video etc. Designing a video for an electronic learning course must be a carefully planned process to ensure high quality of a finished product. Preceding and following activities also have to be designed to receive maximum outcome from the course.
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