Collaborative learning methods and multimedia tools for the education and training of instructors

Abstract

Purpose The purpose of this paper is to analyze the new collaborative learning methods and tools used by elite FIFA referee technical instructors, referees and assistant referees to master the Laws of the Game. These tools allow instructors to learn through practical exercises off the field of play, while they carry out activities in a participative context in which they can share and improve their knowledge regarding the Laws of the Game and consequently the interpretations and the considerations soccer referees throughout the world use to make decisions on the field of play. Design/methodology/approach In this work, we assess a collaborative learning experience that took place during the annual FIFA FUTURO III courses that FIFA provided to FIFA referee technical instructors from its six confederations between 2013 and 2015, where 48 referee technical instructors selected from 211 national associations participated. These instructors constitute the elite of FIFA’s professional training and development chain. They teach other referee technical instructors who will then instruct international referees and assistant referees all over the world with the aim of achieving uniformity when applying the Laws of the Game. Findings The course participants showed a high degree of satisfaction with respect to these materials and methods, especially regarding the possibilities they offer for organizing group discussions and for “learning by doing,” and a lack of skills in ICT management has been detected for some participants, who have shown a willingness and interest to improve their skills in this field. Research limitations/implications The training and education of soccer referees is one of the most heterogeneous training processes in the world. This complex task is even more difficult because of the growing demand for video technology in referee decision making where successful teamwork requires a high level of communication and agreement among its members. Practical implications With 211 associations, FIFA is one of the largest organizations in the world. In international competitions such as the FIFA World Cup, the referees’ decisions are analyzed by media, thousands of fans and millions of viewers. Preparing new professionals for match analysis, interpretation of Laws of the Game and working in a team is a priority for FIFA and the world of soccer. Originality/value It is the first time that collaborative learning methods are used with interactive multimedia tools that facilitate collaborative work in the training environment of soccer referee instructors, international soccer referees and assistant referees. This paper establishes a basis and a reference for future research on the effectiveness of the new collaborative technologies used by FIFA for the training of international referees and assistant referees in general.

Increasing youth awareness of local culture through active learning

“…There are several models in the method of centralised learning for students, for example, integrated project-based learning (Ruslan et al, 2021); role-playing (Church & Bateman, 2020); (Bumbuc, 2020); (Lestari, 2020); (Rolland et al, 2018). There is also a collaborative learning method (Meijer et al, 2020); (Armenteros et al, 2019). Moreno mentions that the role-play method comes from psychodrama where a person must act as if they were someone else.…”

Design and Analysis of Interactive Multimedia Online Physical Education Platform considering Moving Object Segmentation Algorithm

“…On the basis of motion vector processing, global motion compensation is carried out, that is, residual motion compensation is carried out for the accumulated motion field, and the global motion compensation model is constructed by using the corresponding motion model [17][18][19][20]. is paper attempts to use the affine model, that is, not only to optimize the spatial distribution of video images but also to optimize the distribution of time axis of image frames in long-time series.…”

Informe de autoevaluación como herramienta formativa para árbitros de fútbol. Estudio de caso

“…Esta información, previamente analizada, se traslada a las sesiones de formación donde los instructores facilitan procesos de feedback dialógico, seleccionan las temáticas a tratar y establecen vinculación con los materiales didácticos específicos, todo ello desde un enfoque metodológico basado en la participación, la interacción y la colaboración. Los resultados obtenidos evidencian un alto grado de satisfacción y aceptación hacia el instrumento de autoevaluación, los recursos y materiales interactivos (Armenteros, Liaw, et al, 2013;Armenteros et al, 2017), los espacios y tiempos de formación, la calidad de la retroalimentación recibida (Nicol, 2011) y, en último lugar, hacia las estrategias metodológicas empleadas en las sesiones de trabajo para promover la participación, la interacción y la colaboración (Armenteros et al, 2019;Recio-Moreno et al, 2020). El informe de autoevaluación tiene un impacto positivo en los procesos de formación y mejora continua de los árbitros, considerándose un medio útil para el análisis y la reflexión sobre la actividad deportiva.…”

“…Por todo ello, el colectivo arbitral se convierte en una interesante fuente de estudio para analizar su realidad y proceso de formación continua. Surge la necesidad de conocer las oportunidades que ofrecen los distintos enfoques metodológicos basados en la participación, interacción y colaboración (Armenteros et al, 2019;Recio-Moreno, Feliz-Murias, y Elorza-Barbajero, 2020), las prestaciones de la tecnología, el desarrollo de nuevas herramientas y materiales didácticos multimedia (Armenteros, Liaw, Fernández, Flores-Díaz, y Arteaga-Sánchez, 2013) (Armenteros, Liaw, Sánchez-Franco, Fernández, y Arteaga-Sánchez, 2017), con el objetivo final de abordar el diseño de escenarios y situaciones de aprendizaje que contribuyan a la mejora de su formación permanente.…”