INVOLVING THE VIDEO ON DEMAND FOR HIGHER EDUCATION TO IMPROVE THE LEARNING PROCESS

INVOLVING THE VIDEO ON DEMANDINVOLVING THE VIDEO ON DEMANDFOR HIGHER EDUCATIONFOR HIGHER EDUCATION

TO IMPROVE THE LEARNING PROCESSTO IMPROVE THE LEARNING PROCESS

J. Bilbao E. Bravo O. García C. Varela P. González

I. Baro M. RodríguezUniversity of the Basque Country

6th International Conference on eLearning for Knowledge-Based Society, eLearningAP 2009December 17-18, 2009, Bangkok, Thailand

• Students who accede to university do not bring the necessary training to begin higher studies

• Palliate the lack of knowledge ‘Course 0’

• Increase the individual ability

student must get cracking

Introduction

Reform of curricula in Bachelor

Lack of individual ability to work

Bologna


Bologna

Change of mentality

Certain adjustments both in subjects and in credits

Update curriculaLess hours in

classroom

Modification of methods and attitudes !!


Learn to learn

If we consider that a basic part of the new exposition is to turn the process of ‘teach to learn’‘teach to learn’ in a process of ‘learn to learn’‘learn to learn’, transforming the conventional conception that we normally have of the learning process into a constructive conception, the teacher must assume that his paper of mere transmitter of knowledge (information) has to change.


• Teacher must at least assume that the center of the process is not him but the student

• The quantification of the credits will not be on the basis of his dedication, but on the one of the student

Learn to learn


Student needs to be able to handle the knowledge, to update it, to select what is appropriate for a determined context, to be in permanent contact with the sources of information and to understand the learned things in such a way that it can easy and fastly be adapted to new and changeable situations

Learn to learn


Student must know why learns a concept in order to adapt it to its context (the one that learns is oneselfthe one that learns is oneself).

Learn to learn

If we want a constructive system of education, teaching must establish in an organized way the activities that will facilitate the accessible construction of the scientific knowledge


Learn to learn

Spectacular changes in the teaching structure are not expected, but qualitative changes in the teaching strategies. Basically, it will imply to maintain a balance among subjectssubjects, alternative programprogram and teaching timeteaching time. For this reason it is fundamental to design a sequence of learningsequence of learning progressively increasing the difficulty of the tasks and organizing the support according to the difficulties of the student


It seems a fact that the number of hours of lessons, in their present form of Masterly Class, will be reduced. This brings the necessity to reduce the use of presential tasks and to develop the semipresential tasks and the remote tasks with the object to teach to learn so that the student can learn to learn, conceiving the university education like other stage of the learning throughout the life

Learn to learn


240.000 potential students


• Promote collaboration among the institutions, teaching and research activities.

• Offer of subjects of free configuration.

• Teaching materials and partial evaluation are supplied by internet.

• The access to internet can be done from any computer.


Academic year 2001-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09

Subjects 15 23 42 61 68 72 86 89

Students 390 945 1800 2500 3800 3950 4744 5569

• One of these activities has involved the preparation of videos relative to matters pertaining to the program of the subject

Experience


Experience

The objective that is persecuted with this new material is double.1. On the one hand it is tried to lighten the number of presential lighten the number of presential

hours of lessonshours of lessons. For it, the teacher develops a subject in an exhaustive way, as if exposition was done in the classroom, but with the advantage of being able to make use of all the technology that a computer offers, and he puts it, in form of videovideo, to be used by the student.

2. On the other hand, the student does his work meeting his meeting his capacities and necessitiescapacities and necessities. He decides how many, when and how many, when and wherewhere he will receive information of the video. In this way, the personal work of the student and his capacity of self-management are powered, forcing him to develop a sense of responsibility that the presential class annuls in many occasions


Experience


Experience

The opportunity to attend a class in which the teacher explains to him, the times that the student needs, ideas and concepts of the subject that he is attending is offered to the student. Besides, the lesson is exposed with examples and techniques that are not feasible in a masterly class with the traditional style


Vodcast

Vodcasting (or video podcasting) allows you to transfer and keep video programs on your computer or portable MP4 player and lets you choose when and where you want to watch them.


Vodcast

Audio files used on the internet can make a bigger impact to your web readers. But video is even more powerful. Just imagine what kind of response you could get from your visitors if they could see you speaking right to them. It’s probably 100 times more effective than reading text on the internet. And much more persuasive than listening to audio.


Vodcast


Vodcast

and / or + +

Software!!


Vodcast


Conclusions (I)Conclusions (I)

This paper presents a possible framework for developing the capabilitiesof the students out of the classroom by means ofthe use of new multimedia technologies.


Conclusions (II)Conclusions (II)

• There is a need to reduce the presential hours of lessons.• Promote the active participation of the student in his learning.• Create different ways of communication in the relation teacher-student, without the restriction of the classroom, and encouraging, for example, the tutorships.


Conclusions (III)Conclusions (III)

• We have presented some new methods, such as the vodcasting.

• It is very well accepted by students and they think that it is very useful.

• Teachers need only a brief preparation to generate the material.


AcknowledgementsAcknowledgements

This work was supported by the University of the

Basque Country (UPV/EHU) with the project number

NUPV08/29.


INVOLVING THE VIDEO ON DEMAND FOR HIGHER EDUCATION TO IMPROVE THE LEARNING PROCESS

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