Abstract:

Online technological innovation is present in various dimensions with significance to different contexts of use and different scientific areas, such as education. One of the results that emerged from this innovation process was the creation and development of Massive Open Online Courses (MOOCs), commonly identified as online training courses, open and accessible to the masses. In most cases, these courses are based on a set of teaching and learning strategies that, in many cases, use pedagogical resources based on audiovisual content and used for presenting or complementing much of the educational material presented in the course. In an era where video content consumption largely exceeds the consumption of text-based content, recognizing the importance of its pre-production as an important factor in its success may be considered a key point worth researching on several levels. The research presented in the paper carried out within the context of ConductIT, an Erasmus + project whose main objective is to develop a MOOC assigned to teaching orchestral and other musical ensembles conducting, paid special attention to some relevant factors in the overall structure of the content. Particular issues such as content duration and its relation to attention span, the use of infographics for additional information and the choice of shots according to the media and the devices to be used by students and teachers, were just some of the aspects deconstructed, researched and analysed. As a result, this paper presents an overview of a comparative analysis that was conducted and which provides some suggestions as to a number of practices that may contribute to the production of audiovisual content adequate for MOOCs.

Keywords:

MOOC, Audiovisual Content, Attention Span, Multimedia Communication, Video Production.