Student-generated instructional videos facilitate learning through positive emotions

Pirhonen, Juhani; Rasi, Päivi

doi:10.1080/00219266.2016.1200647

Cited by 44 publications

(35 citation statements)

References 18 publications

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“…Creativity was a feature of LGDM reported approvingly by students previously [27,57], as was teamwork [58]. Learning of subject content [26,78,93] and learning about digital media [58] were also highlighted as attractive by previous research. Triangulating the data from this study with the marks attained by participants, it seems that students had an overall positive learning experience using LGDM as an assessment tool.…”

Section: Discussionmentioning

confidence: 90%

“…Hosting video on open platforms such as YouTube and Vimeo [60,61] can also promote student agency and accomplishment. Using an open platform to upload the LGDM assignments can provide student access even after they finish their studies, so that they can showcase their assignments as evidence of teamwork, digital media skills, and achievement of graduate attributes highly regarded in the workforce [26,55]. Nevertheless, some higher education institutions are moving to closed video platforms such as Kaltura.…”

Section: Hosting and Distributionmentioning

confidence: 99%

“…Research has described the importance of audience awareness to get students motivated about LGDM assignments [2,26,38]. The prospect of creating LGDM content that can help the learning of students elsewhere gives students a sense of agency and students reported high levels of accomplishment and ownership from digital media assignments [25].…”

Section: Hosting and Distributionmentioning

confidence: 99%

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Using the Learner-Generated Digital Media (LGDM) Framework in Tertiary Science Education: A Pilot Study

Reyna

Meier

2018

Education Sciences

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Learner-Generated Digital Media (LGDM) has become prevalent in higher education. Frameworks have been developed for video-making in the classroom that consider technical requirements, pedagogies, and the combination of both. However, missing is a practical model to guide academics and students on the implementation of LGDM assignments. This research aims to test a model to design, implement, and evaluate LGDM as an assessment tool. The model was built based on research gaps and it considers the following elements: (1) pedagogy, (2) student training, (3) hosting of videos, (4) marking schemes, (5) group contribution, (6) feedback, (7) reflection, and (8) evaluation. For this purpose, five science subjects (N = 270) were used to test the model as a guide to implementing LGDM assignments. Data was gathered using a validated 33-step questionnaire instrument. Additionally, group contributions were received using the SPARKPlus peer review application, and marks attained were gathered. Methodological triangulation of the datasets suggested that students have a positive attitude toward LGDM for science learning. Students enjoyed the group work and creativity, and they identified digital media support as a critical component of their learning experience. Preliminary data support using the LGDM framework to design digital media assignments for science education.

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Section: Discussionmentioning

confidence: 90%

Section: Hosting and Distributionmentioning

confidence: 99%

Section: Hosting and Distributionmentioning

confidence: 99%

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Using the Learner-Generated Digital Media (LGDM) Framework in Tertiary Science Education: A Pilot Study

Reyna

Meier

2018

Education Sciences

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“…Los docentes perciben que los estudiantes disfrutan con este tipo de actividad, como también se recoge en [13].…”

Section: B Puntos Fuertes Detectadosunclassified

Vídeos cortos realizados por los alumnos como recurso docente. Diferentes enfoques.

Guillén¹,

Iglesias²,

Torres³

et al. 2017

Proceedings XIII Jornadas De Ingenieria Telematica - JITEL2017

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Resumen-Este trabajo presenta el desarrollo y análisis de los resultados de un proyecto de innovación docente basado en la creación por parte de los alumnos de vídeos cortos, de 3 o 4 minutos de duración, donde deben exponer algún concepto o tema propuesto por el profesor. En esta actividad los alumnos trabajan las competencias digitales, búsqueda y síntesis de la información, comunicación, trabajo en grupo y mediante el uso de la coevaluación la capacidad de crítica. La experiencia se ha desarrollado de forma conjunta con asignaturas y docentes de diversas universidades, titulaciones y cursos. A partir de unas pautas comunes, se ha adaptado la experiencia al contexto específico de cada asignatura, lo que permite diferentes enfoques.Palabras Clave-metodologías activas, vídeos generados por los alumnos, competencias digitales, síntesis, coevaluación, Web 2.0. I. INTRODUCCIÓNEn una sociedad cada vez más globalizada, la cantidad ingente de información que se genera y distribuye hace indispensable desarrollar la capacidad de procesarla y resumirla de la mejor manera posible.Otra de las nuevas competencias cada vez más demandada en la sociedad contemporánea es la competencia digital, que engloba tanto el manejo en general de las TIC, Tecnologías de la Información y las Comunicaciones, como la propia creación de contenidos digitales.Con el objetivo principal de trabajar estas competencias y capacidades, junto con otras como la búsqueda de información, la comunicación, la capacidad crítica o el trabajo en grupo, se definió un proyecto de innovación docente. Este proyecto se basa en que los alumnos realicen un vídeo corto, de unos tres minutos de duración (cuatro en algunos casos), donde trabajen un concepto o tema propuestos por los docentes de cada asignatura. Posteriormente los estudiantes deben evaluar los vídeos de sus compañeros. Se les da libertad en la elección del software de edición de vídeo.Desde el curso 2011/2012, en la asignatura de Redes, de segundo curso del grado de informática de la Universidad de A Coruña, los docentes organizan un concurso de vídeos cortos de conceptos relacionados con la asignatura. De entre los presentados se premian los tres mejores, que reciben tres recompensas diferentes [1]. A partir de esta idea de proponer la realización de vídeos cortos a los alumnos, un grupo de profesores de diversas universidades, titulaciones y cursos, solicitaron en el año 2015 un proyecto de innovación docente donde desarrollar esta idea y ponerla en práctica con diferentes matices en las asignaturas que impartían.En el siguiente apartado se presentará una breve descripción del estado del arte en la utilización de vídeos realizados por los alumnos como recurso docente, a continuación se explicará cómo se organizó 347

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“…Secondary students will learn content, meanwhile the transferable competencies such as creativity, collaboration and problem solving desired in video production. (Pirhonen & Rasi, 2017;Hakkarainen 2009;2007;Shewbridge and Berge 2004;Jonassen et al 2003;Jonassen 2000;Verran 1992) A study found the creating video project sincerely extremely positive and respected it propelling to deal with a video which they realized will have use in the future. This exploration recommends that a multimodal video project in a higher education setting enhances learning through increased motivation and positive emotions.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Student Competencies Through Digital Video Production: A Project-based Learning Framework

Hoe

Chuan

Hanipah

et al. 2019

JBSEE

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Purpose: This study purposes to get a demonstration of students' competencies enhancement through a production of digital video project as a consequence the application of technology through project-based learning (PBL) framework. Thus, PBL is a key to support students to be more competitive in an external environment. Design/Methodology/Approach: The respondents were given 4 weeks to plan and organized the video project. Likert-type questionnaire is developed to identify students' viewpoint on the PBL method in enhancing student competencies. The data were collected through questionnaire from 63 respondents. Findings: There is a positive significant result in terms of student competencies through PBL framework which provides appropriate structure in determining the level of student competencies. Implications/Originality/Value: Students able to produce an educational based video on the topic they are learning. By integrating technology in Malaysia Education Curriculum through PBL, student competencies, which consist of communication, collaboration, creation and critical thinking was enhanced. PBL framework provides appropriate structure for determining the level of student competencies. This paper gives a framework which serves as a reference to facilitate the relevant policymaking in the secondary school education trend. This study adds to the comprehension on how PBL should be implemented in the classrooms to encourage students in to pursuing STEAM majors at the higher level.

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Student-generated instructional videos facilitate learning through positive emotions

Cited by 44 publications

References 18 publications

Using the Learner-Generated Digital Media (LGDM) Framework in Tertiary Science Education: A Pilot Study

Using the Learner-Generated Digital Media (LGDM) Framework in Tertiary Science Education: A Pilot Study

Vídeos cortos realizados por los alumnos como recurso docente. Diferentes enfoques.

Enhancing Student Competencies Through Digital Video Production: A Project-based Learning Framework

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