O uso didático de tecnologias no Instituto Federal do Maranhão

This article reviews the issues and challenges of digital video composition to identify the problem in educational video production. The review of related literature discussed four components that lead to the issues and challenges. The discussed components are the insufficient Teaching and Learning (T&L) quality approach in educational videos, recommendation of visual aesthetics application, the video length proxy, and the scant publications on innovative self-directed learning tools, experimental investigation, and engagement measurement which contribute to the issues and challenges in the research study. Therefore, from the review of issues and challenges literature, the paper identifies four problems in educational video production such as the importance of T&L instruments in production value for an educational video, the absence of curiosity on tools and methodological aspects in video production, the pedagogy approach may not be the right concept embedded in an educational video, and the need to provide more control on how learners obtain the information. Hence the paper summarized the application of interactivity as one of the elements in digital video compositing that may create a new perspective on the educational video.

(1) The making of videos includes the pre-production, production and post-production phases. (2) Video is a powerful resource in the construction of knowledge and care practice. (3) The methods for making videos guarantee the quality of the content addressed. (4) Video enhances Nursing professionals' skills in the clinical practice. (5) Educational videos are essential in the training of Nursing professionals. to evaluate the diverse scientific evidence on the methodologies used by Nursing professionals in the production of educational videos. an integrative review. The search for primary studies was carried out in the CINAHL, LILACS and MEDLINE/PubMed databases. The sample consisted of 19 research studies. The methodological quality of the studies included was assessed using a tool proposed by the Johns Hopkins Nursing Evidence-Based Practice and the results were analyzed in a descriptive form. the methodological stages used for the process to elaborate and make the videos include pre-production, production and post-production. The studies reveal that, for the most part, the stages were properly applied and/or described by the authors, in addition to contemplating the method adopted. However, in 14 studies there was no use of a methodological framework to ensure rigor in their conduction and in 11 presented validation by the target audience. the synthesis of knowledge showed that there is still a need for attention for the construction of educational videos regarding the methodological framework and validation by the target population. The rigorous execution of the methodological procedures necessary for the development of educational videos, aiming to encourage the acquisition of essential skills for the creation of high-quality teaching materials.

This project aims to implement videography techniques in the production process of public service announcement (PSA) videos and educational videos for the DP3A (Department of Women’s Empowerment and Child Protection) of Bogor City. The production process involves the application of videography techniques, including shot types, camera movements, and camera angles, in the making of PSA and educational videos for DP3A Bogor City. The research findings show that the production of PSA videos at DP3A Bogor City applies videography techniques such as medium shots and medium close-up shots, as well as eye-level camera angles. In the production of educational videos, DP3A Bogor City applies videography techniques including medium long shots, utilizes camera movements such as zoom and follow combined with zoom, and also applies eye-level camera angles. These PSA and educational videos highlight the importance of videography techniques in optimizing high-quality video outcomes to support the intended message. They also emphasize the responsibility of selecting appropriate shot types, camera movements, and angles to make the videos more engaging and effective. The role of videography techniques in the production of PSA videos at DP3A Bogor City is crucial, as it significantly influences the effectiveness of the message conveyed to the audience.

This study conducted a needs analysis by investigating the perceptions of Indonesian pre-service English as a foreign language (EFL) teachers and in-service lecturers about instructional media development and the potential of educational video production for EFL teacher education. This research was conducted with a number of respondents from pre-service teachers who took instructional materials or media development course (IMALT/IMALD) and computer-assisted language learning (CALL) and lecturers including the program director of language education department in Indonesian universities. The results suggested that the design of the workshop should be devised as constructive learning with a focus on project-based learning to help teacher candidates develop their skills in employee value proposition (EVP). The workshop is also suggested to provide some examples of today’s educational video to bring into the discussion. In terms of the course design, the participants suggested some intended topics to learn, which are learning objectives and strategies, camera work, pedagogic approaches for video production, additional creative aids in video production and pre- and post-production phase of EVP.

Even though educational films and videos have been in used for a century, there remains insufficient research into efficacious learning strategies that can be used alongside them. This study sought to investigate active learning strategies as a method to improve learning from video. This true experimental study, supported and informed by qualitative data, examined three active learning strategies utilized within video-based instruction: Guided Notetaking, Personal Notetaking, and Guided Summaries. Outcome measures included three dimensions of learning (factual, conceptual, and procedural) on an immediate posttest, perceptions of extrinsic cognitive load, likelihood that participants would use the strategies again, how often participants paused the video, time-on-task, quality of strategy usage, and commonly shared experiences. While there were no significant differences between groups on general measures of learning, when the scores of only those participants who crafted high quality products (notes or summaries) were compared, the Guided Notetaking group scored significantly higher than the Guided Summaries on factual learning. These results suggest that quality of strategy usage is a factor that should be included in research examining active learning strategies with educational videos. The Guided Notetaking group experienced significantly higher perceived extrinsic cognitive load than the other groups. Participants in the Personal Notetaking group reported significantly higher likelihood that they would use these strategies again compared to the other groups. Participants in the Guided Notetaking strategy paused the video significantly more often than participants in the other groups. Analysis of commonly shared subjective experiences indicated that Guided Notetaking was difficult for several reasons: matching of the video content with the notes, switching back and forth between the video and notes (which some perceived as detracting from their learning), and the constant pausing of the video this strategy required. Personal Notetaking was perceived as the easiest of the three strategies, only slightly easier than the Guided Summaries. Suggestions for implementation of strategies, future research, and production of educational videos are also provided.

In this chapter, the authors use a heuristic approach to explain the different forms and uses of the video capsule in e-learning. At the same time, they analyze the role of the teacher in the production of educational videos. They show how it is possible, through simple tools, to make attractive videos for learners. They also review the steps involved in transforming a pedagogical scenario into a video script. To highlight these aspects and to propose tools for creating pedagogical videos, they illustrate their remarks by the experience of designing courses and videos for the units of the “Mooc Préparer et Réussir le DELF B2 et le DALF C1” hosted on the France Université Numérique platform and the Mooc “Appui Méthodologique au Travail Universitaire” on Maroc Université Numérique.

Purpose – The purpose of this one‐year longitudinal study is to examine the usage and production of educational videos on YouTubeEDU, an open, video‐sharing, educational area of YouTube established in 2009 and used primarily by institutions of higher education. The aim of the YouTubeEDU project is to provide free global access to higher education videos. Analysis from a library science perspective is valuable to further development of YouTubeEDU.Design/methodology/approach – From August 2010 to July 2011, the top 50 video clips were recorded monthly. YouTubeEDU loosely arranged clips according to the number of site visits and classified them into 13 disciplines: business, education, engineering, fine arts and design, health and medicine, history, humanities, journalism and media, law, literature, mathematics, science, and social science. Analysis of subject area and content correspondence was conducted using YouTubeEDU‐assigned, creator‐defined, and study‐specific attributes.Findings – The majority of top...

produce and validate an educational video about bowel emptying maneuvers for training of individuals with neurogenic bowel in bowel rehabilitation process. this is a methodological study developed in four stages: script/storyboard production, validation, educational video production and pilot study, which was conducted from January 2013 to July 2015. Instruments for validation, which was performed from December 2014 to February 2015 by a group of experts. A value equal to or greater than 70% was considered for validation of agreement and relevance of the script and storyboard, using descriptive statistics for data analysis. the script and storyboard were validated by 94% of the experts in the subject and 100% of the technicians. After validation and video recording, the pilot study was conducted with six individuals with neurogenic bowel - 100% of them evaluated the video positively. the video may contribute to the education of individuals with neurogenic bowel.

Lights, camera, surgery: a novel pilot project to engage medical students in the development of pediatric surgical learning resources

A escassez de material didático para o ensino de temas ligados à educação em saúde compromete a promoção de estratégias de prevenção/combate a doenças dentro da comunidade surda, visando dinamizar esse acesso, os vídeos educativos merecem atenção. O presente trabalho objetivou produzir e avaliar vídeos em Libras tornando conhecimentos educativos em saúde acessíveis ao público surdo. Para a produção dos vídeos foi selecionado o conteúdo para posterior tradução para Libras, criação de layout em animações, filmagem e edição, com uso dos programas PowToon®, Windows Movie Make® e Camtasia Studio® 8.6. Sete alunos surdos e sete intérpretes das escolas estadual e municipal de Maranguape, Ceará, avaliaram os vídeos a partir de questionários. Foram produzidos dois vídeos versando sobre dengue e tuberculose. Por meio dos posicionamentos quanto aos vídeos, pôde-se inferir que embora os intérpretes reconheçam as implicações do uso dos mesmos como ferramenta didática e admitam a eficiência desse recurso os mesmos se limitam a carência da disponibilização de materiais adequados para suas práticas pedagógicas. Os surdos afirmaram que os vídeos são estimulantes e aceitaram positivamente seu uso na aprendizagem, bem como se observou a motivação em poder opinar e contribuir para realização da pesquisa, ressaltando a importância da promoção de trabalhos que fortaleça a cultura e identidade surda. Espera-se com esse trabalho explorar novas aquisições de aprendizagem e encorajar outras pesquisas, tendo em vista o melhor aproveitamento de recursos tecnológicos na produção de materiais pedagógicos acessíveis para se trabalhar com a surdez, vislumbrando aplicações em outras áreas.

Objetivo: avaliar as evidências científicas sobre as metodologias utilizadas pelos profissionais de enfermagem na produção de vídeos educativos. Método: revisão integrativa. A busca dos estudos primários foi realizada nas bases de dados CINAHL, LILACS e MEDLINE/PubMed. A amostra foi composta por 19 pesquisas. A qualidade metodológica dos estudos incluídos foi avaliada por meio ferramenta proposta por Johns Hopkins Nursing Evidence-Based Practice e os resultados foram analisados de forma descritiva. Resultados: as etapas metodológicas utilizadas para o processo de elaboração e construção dos vídeos compreendem a pré-produção, produção e pós-produção. Os estudos revelaram que, majoritariamente, as etapas foram aplicadas e/ou descritas corretamente pelos autores, além de contemplar o método adotado. No entanto, em 14 estudos não houve a utilização de referencial metodológico para assegurar o rigor em sua condução e em 11 apresentaram a validação pelo público-alvo. Conclusão: a síntese de conhecimento mostrou que ainda há necessidade de atenção para a construção de vídeos educativos quanto ao referencial metodológico e validação pela população-alvo. A execução rigorosa dos procedimentos metodológicos para o desenvolvimento de vídeos educacionais, permitem fomentar a aquisição de habilidades essenciais para a criação de materiais didáticos de elevada qualidade.

Teenpods: Production of Educational Videos as First Step in a Transmedia Educational Project About Positive Youth Development

Objective:to evaluate the diverse scientific evidence on the methodologies used by Nursing professionals in the production of educational videos.Method:an integrative review. The search for primary studies was carried out in the CINAHL, LILACS and MEDLINE/PubMed databases. The sample consisted of 19 research studies. The methodological quality of the studies included was assessed using a tool proposed by the Johns Hopkins Nursing Evidence-Based Practice and the results were analyzed in a descriptive form.Results:the methodological stages used for the process to elaborate and make the videos include pre-production, production and post-production. The studies reveal that, for the most part, the stages were properly applied and/or described by the authors, in addition to contemplating the method adopted. However, in 14 studies there was no use of a methodological framework to ensure rigor in their conduction and in 11 presented validation by the target audience.Conclusion:the synthesis of knowledge showed that there is still a need for attention for the construction of educational videos regarding the methodological framework and validation by the target population. The rigorous execution of the methodological procedures necessary for the development of educational videos, aiming to encourage the acquisition of essential skills for the creation of high-quality teaching materials.

Background: The purpose of root canal treatment is to prepare the root canal and obturate the entire the root canal reliably. The traditional method of teaching endodontics to dental students is the live conventional demonstration (CD)., Video –assisted clinical instruction in dentistry (VACID) is an educational tool that uses video-images to complement dental education. The aim of this study was to evaluate the effectiveness of VACID and CD on the performance of dental students in obturating the root canal.
 Materials and Methods: In this interventional study, thirty undergraduate dental students of Birjand University of Medical Sciences in 2021 were included in the study. They were equally divided in to three groups(n=10). and received instructions on root canal obturation via CD, VICAD and CD plus VICADThen, two endodontists evaluated the clinical performance of the students based onfinal radiographs of obturated root canals.blindly . Each student's score was calculated from 20. Data were entered into SPSS software and analyzed by ANOVA and Chi-square tests.
 Results: The mean± standard deviation(SD) grade point average (GPA) of students were not significantly different from each other (P = 0.398). The mean score of students' performance in all groups was not significantly different from each other (P> 0.05). The mean score of students' performance in terms of their gender in all three groups was not significantly different from each other (P> 0.05). The mean score of students' performance in terms of GPA in terms of evaluating teachers was not significantly different from each other (P> 0.05).
 Conclusion: The use of new educational methods, such as the production of educational videos, will be as effective as the usual demonstration methods for the performance of dental students during corona virus pandemic.

The widespread development of big data and artificial intelligence technology has brought a new development path to digital media technology at this stage. By applying virtual reality technology to multiple areas of digital media, digital media technology has fully demonstrated the actual ability of the scene structure of virtual reality technology in film and television production, game scene settings, urban planning, construction tourism and other industries. The development of digital media technology has brought new development space. The application of virtual reality technology can further shorten the distance between customers and information providers, bring the development of digital media technology into a new fast lane, and further increase the efficiency of digital media information dissemination. This article uses data analysis methods to build an evaluation model, study virtual reality technology in terms of technological coverage, and further proves by data theory that virtual reality technology brings a new direction and role in the development of digital media technology.