Mediatization and Pedagogical Mediation in a Multimedia Techno-Pedagogical Environment

Chelliq, Ikram; Erradi, Mohamed; Khaldi, Mohamed

doi:10.4018/978-1-6684-7634-5.ch013

Cited by 4 publications

(2 citation statements)

References 11 publications

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“…Mediatization of content is, therefore, to perform all the necessary operations so that it can, from a scenario, take the final form in which it will be used by learners (Chelliq et al, 2023). The pedagogical script of a video contains all the indications given by the designer, the scriptwriter, and the project manager in detail and is the starting tool for mediatization.…”

Section: Resultsmentioning

confidence: 99%

“…However, not all of them offer the same possibilities, and these also limit the working framework of media designers. From the scenario, some parts will be realized directly in the chosen mediatization tool, others are constituted by existing media or created by other means (e.g., images) that the mediatization tool will allow to integrate, to insert in their place (Chelliq et al, 2023). In general, the media designer takes charge of the process of designing and implementing mediatization training and communication devices, a process in which the choice of media-techno-sociopragmatic devices (TSP) (Peraya, 1999).…”

Section: Resultsmentioning

confidence: 99%

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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: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

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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Transition From Face-to-Face to E-Learning and Pedagogical Model

Chelliq

Anoir

Erradi

et al. 2023

Emerging Trends and Historical Perspectives Surrounding Digital Transformation in Education

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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.

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Exploring the Foundations of Pedagogical Mediation

Chelliq,

Erradi

2024

Advances in Educational Technologies and Instructional Design

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This chapter delves deeper into this field by defining its concept, its historical origins, and the theories that guide it. The aim of the chapter is to improve learners' learning, motivation, understanding of concepts, and retention of knowledge. The chapter covers the essential tools and methods, emphasizing the importance of personalization in e-learning. The detailed exploration of pedagogical objects such as texts, videos, and simulations highlights their central role. Effective pedagogical mediation strategies, including planning, learner interaction, and assessment, are examined. The chapter concludes with a discussion of current challenges and future trends, including the integration of artificial intelligence. In summary, it provides an overview of pedagogical mediation in the context of e-learning and learning objects.

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Mediatization and Pedagogical Mediation in a Multimedia Techno-Pedagogical Environment

Cited by 4 publications

References 11 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

Transition From Face-to-Face to E-Learning and Pedagogical Model

Exploring the Foundations of Pedagogical Mediation

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