Educational Online Video in Adaptive E-Learning

Introduction

Information and communication technologies (ICTs) is defined as the use of technology to enhance support and optimize the delivery of information. ICTs have greatly enhanced audiovisual engagement during the advancement of new audiovisual approaches to education. The educational video has become an effective tool for learning and engagement in education, as it combines audio and video to convey concepts often perceived by learners as abstract and complex but when done well, does so in a clear and structured way. Educational videos are progressively being integrated into face-to-face or distance courses, such as online training, hybrid training, Massive Open Online Courses (MOOCS), Small Private Online Courses (SPOCS), or flipped classes for both young children and adults.

Online video can be the basis for many learning activities and can also be used as a means of learning and communicating information, to aid the transferring of knowledge, visualizing processes, or analyzing learning situations. As educational online videos have been increasingly incorporated into teaching and learning whether for young children or adults, they are being used to convey knowledge through many forms. Examples of such forms are cartoons or animated films for the youngest, real-life scenarios (for instance, videos of road situations with multiple-choice questions to learn the highway code), or recordings of courses or conferences. Educational videos are becoming increasingly popular and are being used in a variety of educational settings. On the Internet, especially on YouTube, there are thousands of educational online videos because it is fed by individual and group motivation as well as the masses and caters for individual and public interests, needs, and tastes. Although there are many contexts in which educational videos are used, creating an effective educational online video, that is, a video that teaches a concept and from which the learner retains the main message can be a difficult task. An online educational video design must ensure that both words and pictures are carefully intertwined so that the whole is greater than the sum of its parts.

This chapter presents the process of scenario setting, which is the concept of developing a pedagogical scenario for educational online video intended to be used and manipulated in a learning context to give coherence to a complex learning situation. Further, the creation of learning activities will be explored to situate the learning interactions that occur while engaging with educational videos, including subsequent assessments. To achieve the engagement objectives, it is necessary to set up an online scenario for pedagogical online videos. The chapter presents an approach and a strategy for a simulation close to the real scenario. Furthermore, this approach also offers the ability for online video to create opportunities for mediating meaning (Mentor, 2006) for online videos in a pedagogical manner. This multimedia activity, which has moved more and more online, is defined as a situation created by a teacher and proposed to the learner, which Charles Kinzer and others referred to as Anchored Instruction (Bransford et al., 2012; Glazer et al., 1999; Kinzer et al., 1994).

This chapter proposes guidelines and tools for scripting an educational online video to facilitate the creation and framing of the online video for maximum learning effectiveness. We propose a new structure for the representation and organization of an educational online video based on the cognitive and pedagogical considerations that enable educators to select or develop videos that can help teachers maximize the benefits of the usage of online videos. This structure is proposed to bridge the gap between low-level representative features and high-level semantic content in terms of object, event, and semantic relation extraction in a hypermedia learning system and to help maximize the satisfaction, understanding, speed, and learning success (performance) of each learner model.