Abstract:

Audiovisual didactic content has been in recent years disseminated, in the Physics domain, mainly through Youtube platform. The production of video lectures with a lab context methodology can be found in Walter Lewin*1 Youtube channel. The purpose in the use of video content, in educational context, according to Edlira [1] can improve the learning experience by showing places and phenomena that otherwise could not be seen, or by allowing demonstration of procedural activities in detail. Many aspects of video production activities can increase students' self-esteem, increase their satisfaction with the learning experience, promote a positive attitude towards the subject, provide weaker students with a broad individual tutoring, encouraging students to discuss with each other, exchange their opinions, and compare the results of lab activities. On the other hand, video can support research activities [2], offering the researcher access to a rich data aggregation to investigate the learning processes.

In the study of Bøe, Henriksen [3], students were introduced to a new study approach based on Physics web related content, showing that they have easily adopted the visualizations as a new tool to achieve the familiar purpose of content knowledge. In line with this approach one of the hypotheses to support the thesis in progress is that the provision of annotated contents should be able to improve the training process by promoting active learning using audiovisual annotations*2. This should allow students to practice processes that will have to be applied in the laboratory*3, or even consolidate concepts of the discipline under study in the improvement of the training process.

From the preliminary results in the application of the video annotation methodology within a first testbed, we can contrast some results from the studies presented. The advantage of expressing ideas clearly through video than in writing [1-2], or displaying results through visualizations [3] is in line with the testbed positive results, having students expressed a gain from oral lectures and access to new sources of learning. On the other hand, producing video is time consuming [1] and learning innovations need better alignment from learning goals to assessment [3], students expressed in the testbed that selecting videos from youtube was time consuming, and the fact that the annotation tool still needed some improvement.

Students overall expressed that the main benefit of this time-based annotations was to enable them to optimize their study by watching summarized versions of the content instead of reading and watching long videos.

Footnote:
*1. Walter Lewin - https://www.youtube.com/channel/UCiEHVhv0SBMpP75JbzJShqw/featured
*2. CLIPPER - http://blog.clippertube.com/index.php/2018/06/07/clipper-in-portugal
*3. Vlab-Fis - http://web.fc.up.pt/giedif/videos-vlab-fis/

References:
[1] Edlira, P., Integrating Audiovisual Practices in the Design of Online Courses of Laboratory of Physics. Quality And Efficiency In E-Learning, Vol 2, 2013: p. 344-349.
[2] Bartholomew, P., Enhancing academic practice through the use of video: a longitudinal case study of professional development in higher education. 2014, University of Birmingham.
[3] Bøe, M.V., E.K. Henriksen, and C. Angell, Actual versus implied physics students: How students from traditional physics classrooms related to an innovative approach to quantum physics. Science Education, 2018.

Keywords:

Education, Active Learning, Physics, Video Annotation.