Abstract:

The progress of new technologies and the adaptation of their educational resources are allowing us to incorporate to teaching new elements that make easier the learning process, as well as the motivation of students with the contents that have been shown.

Within the teaching field, the use of devices such as computers, tablets and projectors as new supports for the exposition and development of the units allows us to include in the lessons elements that, until now, were not present in the classrooms. Among these new resources, we can highlight the use of the video as a teaching tool.

In the field of engineering, the use of the video allows us to have access to a wider knowledge of the applied devices, as well as the processes to be done. It is becoming more usual among companies the fact of including in their web pages not only their catalogues with offers and the characteristics of their different products, but also videos where the description is given in a deeper way, including details such as the different assembly techniques, implementations in certain situations, etc.

There is no doubt of the advantages that this use has. We cannot forget that the format of the video itself makes the educational task more attractive and allows us to increase the motivation of our students by introducing elements of reality and of an undoubtful implementation within the context, mostly theoretical, in which the lessons are developed.

The present paper, starting with the definition and classification of the videos, identifies the aspects that are more specific of their use in the teaching of engineering. As a final point, we will have a description of the experiences that have been developed in the Technical University of Cartagena.

Keywords:

Teaching video, potentiality, engineering, internet.