Integration of Pedagogical Videos As Learning Object In An Adaptive Educational Hypermedia Systems According To The Learner Profile

Chelliq, Ikram; Erradi, Mohamed; Souhaib, Aammou; Khaldi, Mohamed

doi:10.14445/22312803/ijctt-v69i6p101

Cited by 8 publications

(3 citation statements)

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“…When the teacher wishes to use a video, it is necessary to consider its educational dimension and the reasonable use of the video. In this sense, we have based our study on the article "Integration of Pedagogical Videos as Learning Objects in an Adaptive Educational Hypermedia Systems According to The Learner Profile" (Ikram et al, 2021). In the latter, we propose four ways of using video media.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Pedagogical video: a key learning object for e-learning, from mediation to mediatization

Ikram,

Omar,

Mohamed

et al. 2024

Front. Educ.

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Current developments relating to integrating information and communication technologies (ICT) in learning lead us to wonder about the positive impact that pedagogical video can have on e-learning devices mediating between teacher and learner. Determining the concepts of mediatization and mediation constitutes one of the essential bases of any pedagogical engineering of mediated videos to ensure better transmission of knowledge. To articulate the two concepts of mediation and mediatization, designers, teachers, and trainers must not only mediate the contents of the video but also the pedagogical relation, the design and production process, without forgetting the scenarization phase of the pedagogical videos, which occupy an important place in the pedagogical engineering. In our article, after giving an overview of the two concepts, mediation, and mediatization, we define the pedagogical video, the use of the pedagogical video, and the forms of the pedagogical video. Then, we identify the mediatization tools of pedagogical videos and their mediatization articulation according to previous studies.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Pedagogical video: a key learning object for e-learning, from mediation to mediatization

Ikram,

Omar,

Mohamed

et al. 2024

Front. Educ.

Self Cite

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“…In a unique study, Ikram et al (2021) examined the integration of pedagogical videos as adaptive educational hypermedia adjusted to learner profiles. The biggest benefit of adaptive hypermedia lies in their flexibility to modify to suit learner needs which are often varied and diverse.…”

Section: Literature Reviewmentioning

confidence: 99%

EdTech and the Saudi EFL learners: Bane or boon?

Aljafen

2021

lingcure

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Educational technology in the English as a Foreign Language (EFL) classroom has great potential to usher in innovativeness and authenticity in the language instruction and learning processes apart from facilitating collaboration, cooperation, and engagement. Consequently instruction can take newer pathways that ensure these qualities along with enhancing learners’ language skills. Data on the application of edtech tools were gathered from 60 undergraduate EFL learners and four teachers at Qassim University, Saudi Arabia. The free version of Grammarly was found to be the one most accessed by the participants for grammar and language enrichment in academic writing assignments, followed by Writer, Scribens, and Ginger, in that order. Teachers, on the other hand, were apprehensive of learners’ dependence on apps and perceived these as hurdles in their learning as they got corrected and improved versions of their writing but without detailed explanations which encouraged a tendency in the learners to rely on these free apps.

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“…Computer-assisted collaborative learning ( Ikram et al, 2021 ) requires an environment and scenarios that are well studied and well developed by the educational manager of our system. For this we present how the online educational scenarios evaluate the development of the traditional teaching towards Collaborative distance education (Dor and Shmuel-Nir, 2023) in order to help students in difficulty and improve the quality of teaching, although collaboration can be considered as an educational strategy in terms of disciplinary learning, it is also defined as a philosophy, a way of life (Meirinhos and Osório 2009).…”

Section: Introductionmentioning

confidence: 99%

Design and Modeling of Educational Scenarios for Collaborative Online Learning Activities

Kawtar,

Mohamed,

Mohamed

2024

Intl. J. Rel.

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Collaborative learning has evolved from traditional classroom teaching to e-learning platforms, at this level of revolution, Educational scenarios for online collaborative learning activities must be carefully designed to make an interactive and engaging learning experience. This research aims to model collaborative educational scenarios within the framework of online learning activities to allow learners to participate in online activities. We discuss the appropriate educational scenario, which combines multimedia content, interaction between the collaborative group, and active learning elements, and then we model this scenario with the UML modeling language. As a result, we represent how the design of educational scenarios, provides a better enhancement of the collaborative learning experience through the use of new technologies so that learners are encouraged to reflect on their learning processes and their group's collaboration, thus promoting better understanding. In conclusion, designing and modeling a collaborative learning educational scenario emphasizes collaboration, interaction, and knowledge acquisition between learners within a collaborative learning activity.

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Integration of Pedagogical Videos As Learning Object In An Adaptive Educational Hypermedia Systems According To The Learner Profile

Cited by 8 publications

References 0 publications

Pedagogical video: a key learning object for e-learning, from mediation to mediatization

Pedagogical video: a key learning object for e-learning, from mediation to mediatization

EdTech and the Saudi EFL learners: Bane or boon?

Design and Modeling of Educational Scenarios for Collaborative Online Learning Activities

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