){kind=logo}
){kind=icon}
){kind=logo}
){kind=icon}
Video resources offer students more options for working from home and feeling accompanied in their learning process.
Video has gained more traction than ever as an educational resource. In previous articles, we have discussed how video has revolutionized the idea of teaching and being a teacher in the twenty-first century. Who are the Edutubers? What type of content do they make? How are they differentiated from other producers of educational content? These topics of interest have been previously addressed in articles in The Observatory. However, the technical aspects of generating audiovisual content specifically for your class will be shared in our next webinar entitled, “How to produce videos in volume with an audiovisual narrative for class.”
On Tuesday, September 28, at 4:00 p.m. (UTC-6), we will be accompanied by Arlette Audiffred Hinojosa, a professor in the Multicultural Program of Prepa Tec Campus Morelia. She teaches Chemistry and Social Entrepreneurship at Tec de Monterrey. Professor Audiffred has successfully implemented diverse video education programs, such as a chemistry lab in TikTok at the high school education level.
This project, implemented during the pandemic, aimed to motivate students to conduct laboratory practices from home. The lab activities were designed to be entertaining. Students had to document and upload to TikTok an explanation of phenomena observed in a chemistry experiment and their conclusions, replacing the old dynamic of a written report.
The Prepa Tec teacher also helped the students to participate in the My World 360° Call. She explained to The Observatory of the Institute for the Future of Education that the goal was for students to produce 360° video narratives about real issues, awaken awareness in their communities, motivate people to action, and improve their environments. The project on which the Tec students focused addressed the problem of water in the city of Morelia. They fulfilled the objective of developing digital skills, sharing their perspectives, and proposing positive actions related to UNESCO’s 17 Sustainable Development Goals.
The experience and commitment of the teacher to digital platforms and audiovisual content has undoubtedly resulted in a large number of effective and outstanding didactic efforts. The role of these resources in modernizing education and responding to the challenges posed by the pandemic must not be underestimated. “The fact that students feel a constant ‘presence’ through the cell phone, even asynchronous, strengthens the bond between students and educational institutions,” the teacher explained about students using apps as a communication and accompaniment tool. The same also applies to audiovisual content. Not only are they a way to facilitate students doing their assignments at home, but they are also a way for the students to feel the teacher’s presence and accompaniment through online interactions. In a moment of space-time when students’ emotional well-being and mental health are affected by the pandemic, knowing how to produce these media to achieve closeness is indispensable for teachers at all educational levels.
If you want to know how to produce audiovisual content for your classes and integrate them into the curriculum, do not miss our next webinar on Tuesday, September 28 at 4:00 p.m (UTC-6). It will be transmitted in Spanish, but check out the articles linked below to know more about this subject.
Translation by Daniel Wetta.
){kind=icon}
){kind=icon}
This article from Observatory of the Institute for the Future of Education may be shared under the terms of the license CC BY-NC-SA 4.0 
)