Label Formazione (ITALY)
About this paper:
Appears in: EDULEARN14 Proceedings
Publication year: 2014
Pages: 6107-6116
ISBN: 978-84-617-0557-3
ISSN: 2340-1117
Conference name: 6th International Conference on Education and New Learning Technologies
Dates: 7-9 July, 2014
Location: Barcelona, Spain
Many researchers and communication experts reveal that the trend in the consumption of information online in recent years is decidedly different than in the past: the logic of Internet, by its nature, is not linear and sequential, but hyper textual. In fact, when “surfing” on the Internet by their own, users follow their curiosity, their motivation, their need for information.

In parallel to the web, the world of Education is going to change: increasingly there is the request for an orientation which is the size of real life which offers the opportunity for both young people (digital natives, used to play interactive videogames) and adult people (digital immigrant, often struggling with training required) to get involved.

Traditional e-learning paths no longer respond to these needs especially when they are tied to a compulsory training course whit specific restrictions providing a sequential path in line with the “ancient” handbook.

Fore some time, in training sector, testing formats and channels of communications have led to an increasing use of video-lectures and video recorded lessons, in the various forms that you can find on line. But the video recorded lesson is anything but the only form of video that can be used. By analyzing the different video-based experiments and combining them with our experiences we have deciphered the rules for the use of video in different educational contexts.

In particular, in order to legitimize didactic choices and identify accurate and effective strategies to introduce video in different types of distance learning, we thought we would answer a few relevant questions:
(a) when is it suitable to use the video format?
(b) how to choose the most effective type?
(c) what are the benefits of using video with regard to didactic objectives? (d) what are the benefits of using video with regard to educational objectives ?
(d) how the function of support or deepening the study can be determined in relation to the characteristics of the training content?

The answer to these and other questions gets the ground to a profound reflection on the need to outline a model in order to support didactic strategies, taking into account educational objectives, users needs, technical restrictions and costs control.

In order to support the adaptive process which the world of Education is going to encounter, it is necessary to accommodate the need for learners to "get inside" the subject, by gathering meanings through the use of a plurality of codes and reducing the learning time.

This belief has led to the experimentation, in our Company, of a new Training Model using video. This will be illustrated in this paper in order to demonstrate how a reference model promote the management of minimum attention points and how a conscious and effective use of video, in Education, can help training specialists to create a path that respects user’s needs and fits their learning style.
Web-based instructional tool, e-learning, video making.