DEVELOPING A MULTIMEDIA GUIDE TO PROMOTE VIDEO AS RESOURCE FOR TEACHING AND LEARNING IN HIGHER EDUCATION: THE RELOBIE PROJECT

P. Tenhonen1, P. Vaz-Rebelo2, M. Meletiou-Mavrotheris3, M. Riska1, S. Santos2, M. Sundstrom1, M. Costa2, R. Santos2, K.H. Gudmundsdottir4, L. Pilt5

1Abo Akademi (FINLAND)
2University of Coimbra (PORTUGAL)
3European University of Cyprus (CYPRUS)
4Samvil ehf. Fjarkennsla. com (ICELAND)
5University of Tartu (ESTONIA)
Videos are reusable learning objects that can be used to promote students learning. Research shows that the majority of the students and teachers in adult and higher education think that videos improve the learning experience and even basic video tools have a significant impact on the learning outcome. Videos are then increasingly considered efficient tools for on-line learning and for boosting learning outcomes.

In adult education and higher education there have been attempts at community colleges in using videos for different kind of purposes. However, if there is a growing need for producing video material, at the same time there is still a lack in know-how within the academic staff, regarding production and pedagogical aspects and advantages of videos in education. Video material has mainly been produced by teachers in different amateurish ways, without having crucial knowledge about video production. The problems with video material in education are both technical and pedagogical and there is still a growing demand for technical and pedagogical guides among the teachers on the use of videos.

The aim of the Relobie project is to improve the adult and higher education and strengthen the teachers´ skills and knowledge in using videos in all education and thus their digital competences, as well as inspiring them to new ideas about teaching methods and on-line learning. In this scope, Relobie aims to produce a concrete guide, planned to be an every-day-tool for both teachers and video professionals in both adult and higher education. In order to develop the guide, higher and adult education teachers were interviewed, following a protocol that included categories as Why videos? Types of videos, Pedagogies in videos, as well as best practices, a how to, dos and don’ts, which are results of trial and error made by the teachers themselves. In this paper, the general structure of the video is presented and examples of each topic are given.