1 Instituto Politecnico Nacional / CIECAS (MEXICO)
2 Universidad Autónoma de la Ciudad de México (MEXICO)
About this paper:
Appears in: ICERI2019 Proceedings
Publication year: 2019
Pages: 11372-11378
ISBN: 978-84-09-14755-7
ISSN: 2340-1095
doi: 10.21125/iceri.2019.2834
Conference name: 12th annual International Conference of Education, Research and Innovation
Dates: 11-13 November, 2019
Location: Seville, Spain
Regardless of the educational level of the students, currently any student can easily consult tutorial videos for various educational topics (for example how to carry out a physics project, solve some equation, identify elements in a cell, among thousands of other subjects). Although they can consult it in fixed computers, they mainly consult it through their mobile devices (tablet, cell phones, iPod, etc., all of them portable and with wireless connectivity) for the immediacy that these devices offer, which involves them in the context of mobile electronic learning, also known as mobile learning (m-learning). M-Learning refers to learning regardless of where the student is, including “the processes of knowing, operating and learning through new and changing learning contexts”, (London Mobile Learning Group, 2099, cited in SCOPEO, 2011, p.39). Starting from a constructivist vision of education in which the student is an active subject of their own learning, we propose not only to watch the videos, but to take advantage of m-learning so that the students elaborate their own tutorial videos, especially for the distance modality. This proposal will enrich the educational environment since it allows the student to be active in their learning by using their creativity in the preparation and design of the video as well as allowing them to observe the level of subject mastery generating significant learning. Likewise, this strategy will discourage the abuse of other repetitive educational strategies such as the delivery of abstracts or other written materials. For this research, the higher and postgraduate educational level was selected. As a previous phase for students to make video for educational purposes, in this case a video tutorial, it is essential to identify if students have a mobile device, as well as identify if these devices use them to observe, share and make videos. It is important to mention that the strategy will not end when producing the video but the didactic strategy involves a group reflection regarding the work done by the partners. The second phase that is currently being carried out, is the one related to the design instruction of the implementation of this learning strategy taking into account the distance model, which includes the instruction of how to make educational video tutorials; Finally, the third phase is the implementation and evaluation of a distance mode platform. This paper began in 2017, project SIP20170745, which addressed mobile electronic learning (m-learning), as well as the ongoing project SIP 20195640 related to the distance education model, both projects assigned to the National Polytechnic Institute (IPN), particularly to the Center for Economic, Administrative and Social Research (CIECAS), the institution of the target population. Among the results of the first phase of the quantitative study (online questionnaire), it is noted that 100% of the students and their respective teachers have more than one mobile device. All of them manage platforms and applications from a distance. Almost all of them (96%), are willing to train to take advantage of mobile electronic devices to enrich their learning. Students indicate that they have viewed educational videos, but they are not producers of educational videos (although they have made personal videos), which implies the need for phase 2, regarding instructional design and training for the preparation of tutorial videos for purposes Educational.
Educational video, tutorial, mobile electronic learning (m-learning), higher and postgraduate students, learning strategy.