Not drowning, waving: The role of video in a renewed digital learning world

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Australasian Journal of Educational Technology Pub Date : 2022-11-04 DOI:10.14742/ajet.7915
M. Colasante
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引用次数: 1

Abstract

While online teaching involves a range of contemporary digital tools, there are strong indicators for an ongoing place for video in a new digital learning world. For example, the use of video during the pandemic, to urgently translate on-campus lectures to online content, refocussed the argument on the role of video into the next phase of digital learning. Beyond a much-appreciated tool of convenience, what is video’s pedagogical role in higher education? This article draws from the literature, including reviews, theory, and case examples, to offer a typology to represent the role of video in university teaching practices, including intentional reasons to employ video beyond passive viewing. The typology is offered in three role types: functional purpose, academic focus (or knowledge type), and pedagogical strategy. It is recommended that university educational practitioners (including teachers, developers, and designers) consider video as multidimensional, and consult all three role types when designing video-based learning experiences, to maintain the human design processes within the complexity of teaching and learning. The typology is dynamic and adaptable to further emerging contexts. Implications for practice or policy: A typology of video roles demonstrates the multidimensional nature of video as a university teaching and learning tool, and thus signals the inherent complexity in digital teaching design practice. The video typology is offered for university educators to consult for intentional video-based learning design choices including to prompt considerations beyond passive student viewing. The typology is open for further adaptation into the future, for example, upon application to new cases.
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不溺水,挥手:视频在更新的数字学习世界中的作用
虽然在线教学涉及一系列当代数字工具,但有强有力的指标表明,视频在新的数字学习世界中仍有一席之地。例如,在疫情期间使用视频,将校园讲座紧急转化为在线内容,重新聚焦了视频在下一阶段数字学习中的作用。除了一个备受赞赏的方便工具之外,视频在高等教育中的教学作用是什么?本文借鉴了文献,包括综述、理论和案例,提供了一种类型学来描述视频在大学教学实践中的作用,包括在被动观看之外使用视频的有意原因。类型学分为三种角色类型:功能目的、学术重点(或知识类型)和教学策略。建议大学教育从业者(包括教师、开发人员和设计师)将视频视为多维的,并在设计基于视频的学习体验时咨询所有三种角色类型,以将人类设计过程保持在教学的复杂性范围内。类型学是动态的,并能适应进一步出现的背景。对实践或政策的启示:视频角色的类型展示了视频作为大学教学工具的多维性,从而表明了数字教学设计实践的内在复杂性。视频类型学为大学教育工作者提供咨询,以了解基于视频的有意学习设计选择,包括促使学生在被动观看之外进行考虑。例如,在应用于新的案例时,类型学可以进一步适应未来。
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来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
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