The field of education has undergone a significant evolution in the face of technological innovation and through the use of technology that has had a significant impact on teaching and learning. The use and integration of video in adaptive e-learning has proved to be a beneficial method of delivering learning content. Educational online videos are becoming more and more successful thanks to the excellent progress in video production technology, methods, and techniques. The chapter presents a framework to develop an effective online video that facilitates learning. In this chapter, the authors present a methodology and a set of guidelines, tools, and processes for scenario setting of educational online videos. They also offer an approach to the presentation and the integration of scripted educational online video in adaptive hypermedia systems to ensure the process of scenario adaptation that will facilitate enhanced learning.

No abstract

As information and communication technologies (ICT) have evolved, new types of digital learning resources have been developed. The learning object has become a key element in the field of computer-based environments for e-learning. This chapter focuses on the mediatization of learning objects which extends to the science of pedagogy and e-learning. One of the major problems is the lack of coherence in the different definitions, mainly due to the variety of points of view adopted to address the issue of mediatization. In this chapter, the authors give an overview of the learning object and then define the two concepts, mediation and mediatization. Then, they focus on the mediatization of the learning activity for a learning object by identifying the forms, effects, and tools of mediatization as well as their articulation mediatization according to previous studies.

Various efforts and forms to provide effective e-learning during the COVID-19 crisis forced teachers during this period to re-examine what form learning and teaching can take in the long term and what role e-learning can play when institutions reopen. This transaction from face-to-face learning to distance learning is gradually developing and leading the world towards a fully digital world and with the proliferation of technology and the information and communication technology (ICT) revolution. The field of e-learning has now become a new epitome widely used, accessed, and implemented by institutions. The main objective of the chapter is to shed light on the transition from face-to-face to online learning. The authors define traditional learning after giving an overview of the so-called new pedagogy and comparing it to traditional pedagogy. Then they define the different types of e-learning by proposing examples each time. Towards the end, they specify the different models and methods of e-learning.

The evolution of technology in education allows us to create tools that allow make us to achieve things that we can't do without, or that we used to do, but in a different way, and this difference is significant enough to change the character of activities and relationships. As a result, using a computer system generates a new environment for new applications. This dimension must be integrated into the design of the object or the difficulty is to develop an environment that will provide a context that meets pedagogical expectations and encourages the learning desired. In order to design learning environments, it is necessary to have works that study the use of technologies from the perspective of learning. In this chapter, the authors present the progression of digital education from its birth to today as well as the pedagogical practices of each mode and type of education.