You are here:

Scuolavisione: teaching-and-learning with hypervideos in the Swiss Vocational system.
ARTICLE

, , , , Swiss Federal Institute for Vocational Education and Training

Journal of e-Learning and Knowledge Society Volume 11, Number 2, ISSN 1826-6223 e-ISSN 1826-6223 Publisher: Italian e-Learning Association

Full Text

Abstract

Videos have been more and more used in the last decade for educational purposes, given the value they may have for representing dynamic processes or complex systems which need to be observable for a proper and deep understanding. However, the video in itself does not enable students to actively interact with the contents, nor to support those reflective processes which can really foster learning. To overcome these limitations, traditional videos can be enriched with additional information, to be transformed into hypervideos. This contribution presents a short selection of illustrative experiences conducted by a group of teachers who used a specific hypervideo tool developed in the framework of the project ‘Scuolavisione’ in the Swiss vocational education system. The aim is to show which kind of instructional activities can be supported by hypervideos and how both teachers and apprentices perceive this tool with regard to its ease-of-use and usefulness. Results show that hypervideos can be used to flexibly support different pedagogical strategies, and that the tools presented here are perceived as usable and effective both by teachers and apprentices. This encourages further research on hypervideos as a new means to put video-based learning into practice.

Citation

Cattaneo, A., Nguyen, A., Sauli, F. & Aprea, C. (2015). Scuolavisione: teaching-and-learning with hypervideos in the Swiss Vocational system. Journal of e-Learning and Knowledge Society, 11(2),. Italian e-Learning Association. Retrieved March 4, 2021 from .

Keywords

References

View References & Citations Map
  1. Boldrini, E., & Cattaneo, A. (2013), Written identification of errors to learn professional procedures in VET. Journal of Vocational Education & Training, 65(4), 525-542.
  2. Carr, N. (2010), The Shallows: What the Internet Is Doing to Our Brains. New York, REVIEWED PAPERS-LEARNING THROUGH ENHANCED VIDEO Je-LKS PEER Vol. 11, N. 2, May 2015 NY: W.W. Norton & Company.
  3. Cattaneo, A., & Aprea, C. (2014), Using technologies to integrate vocational learning in multiple contexts. In V.C.X. Wang (Ed.), Handbook of Research on Education and Technology in a Changing Society (pp. 675-690). Hershey, PA: IGI-Global.
  4. Cattaneo, A., & Boldrini, E. (2015), «You learn by your mistakes!». Procedural learning through written analysis of errors on a video-recorded worked-out example. Paper submitted for publication.
  5. Chambel, T., Zahn, C., & Finke, M. (2006), Hypervideo and Cognition: Designing Video-Based Hypermedia for Individual Learning and Collaborative Knowledge Building. In E. Alkhalifa (Ed.), Cognitively Informed Systems: Utilizing Practical Approaches to Enrich Information Presentation and Transfer (pp. 26-49). Hershey
  6. Clark, R.C., & Mayer, R.E. (2003), E-learning and the Science of Instruction. San Francisco: Pfeiffer.
  7. Davis, F.D. (1989), Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
  8. De Kerckhove, D. (1991), Brainframes: Technology, mind and business: Bosch & Keuning.
  9. Hartson, H.R. (1998), Human-computer interaction: Interdisciplinary roots and trends. Journal of Systems and Software, 43(2), 103-118.
  10. Hilton, J., Johnson, A., Stein, J., & Wiley, D.A. (2010), The Four R’s of Openness and ALMS Analysis: Frameworks for Open Educational Resources. Open Learning: The Journal of Open and Distance Learning. Accessed March 30th. Http://hdl.lib.byu.edu/1877/2133.
  11. Hobbs, R. (2006), Non-optimal uses of video in the classroom. Learning, Media and Technology, 31(1), 35-50.
  12. Leijen, Ä., Lam, I., Wildschut, L., Simons, P.R.-J., & Admiraal, W. (2009), Streaming video to enhance students’reflection in dance education. Computer & Education, 52(1), 169-176.
  13. Lévy, P. (1994), L’intelligence collectif [Collective intelligence]. Paris: La Découverte.
  14. Longo, G.O. (2001), Homo technologicus. Roma: Meltemi Editore.
  15. Longo, G.O. (2003), Il simbionte. Prove di umanità futura. Roma: Meltemi Editore.
  16. Lund, A.M. (2001), Measuring usability with the USE questionnaire. Accessed March, 30th, http://www.stcsig.org/usability/newsletter/0110_measuring_with_use.html.
  17. Maclean, R., & White, S. (2007), Video reflection and the formation of teacher identity in a team of pre-service and experienced teachers. Reflective Practice: International and Multidisciplinary Perspectives, 8(1), 47-60.
  18. Mayer, R.E. (1996), Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive process in knowledge construction. Educational Psychology Review, 8(4), 357-371.
  19. Mayer, R.E., & Moreno, R. (2003), Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52.
  20. McFarland, D., & Hamilton, D. (2006), Adding contextual specificity to the technology acceptance model. Computers in Human Behavior, 22(3), 427-447.
  21. McLuhan, M. (1962), The Gutenberg Galaxy: The making of typographic man. Toronto, Canada: University of Toronto Press.
  22. McLuhan, M. (1964), Understanding Media. London: Routledge.
  23. Merkt, M., Weigand, S., Heier, A., & Schwan, S. (2011), Learning with videos vs. Learning with print: The role of interactive features. Learning and Instruction, 21(6), 687-704.
  24. Motta, E., Cattaneo, A., & Gurtner, J.-L. (2014), Mobile devices to bridge the gap in VET: ease of use and usefulness as indicators for their acceptance. Journal of Education and Training Studies, 2(1), 165-179.
  25. Ong, W.J. (1958), Ramus, Method, and the Decay of Dialogue: From the Art of Discourse to the Art of Reason. Cambridge, MA: Harvard University Press.
  26. Ong, W.J. (1982), Orality and Literacy. The Technologizing of the Word. Ithaca, NY: Cornell University Press.
  27. Paivio, A. (1971), Imagery and Verbal Processes. New York: Holt, Rinehart and Winston.
  28. Paivio, A. (1986), Mental representations: a dual coding approach. Oxford: Oxford University Press. Prensky, M. (2001a), Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), 1-6.
  29. Rich, P., & Hannafin, M. (2009), Video Annotation Tools: Technologies to Scaffold, Structure, and Transform Teacher Reflection. Journal of Teacher Education, 60(1), 52-67.
  30. Riva, G., & Galimberti, C. (1998), Interbrain Frame: Interaction and Cognition in Computer-Mediated Communication. CyberPsychology and Behavior, 1(3), 295309.
  31. Rivoltella, P.C. (2012), Neurodidattica. Insegnare al cervello che apprende. Milano: Raffaello Cortina.
  32. Schwan, S., & Riempp, R. (2004), The cognitive benefits of interactive videos: learning to tie nautical knots. Learning and Instruction, 14(3), 293-305.
  33. Sclater, N. (2011), Open Educational Resources: Motivations, Logistics and Sustainability. In N.F. Ferrer & J.M. Alfonso (Eds.), Content Management for E-Learning (pp. 179-193). New York: Springer
  34. Stahl, E., Finke, M., & Zahn, C. (2006), Knowledge Acquisition by Hypervideo Design: REVIEWED PAPERS-LEARNING THROUGH ENHANCED VIDEO Je-LKS PEER Vol. 11, N. 2, May 2015 An Instructional Program for University Courses. Journal of Educational Multimedia and Hypermedia, 15(3), 285-302.
  35. Stahl, E., Zahn, C., Schwan, S., & Finke, M. (2006), Knowledge acquisition by designing hypervideos: Different roles of writing during courses of “new” media production. In L. Van Waes, M. Leijten & C.M. Neuwirth (Eds.), Writing and digital media (pp. 77-88). Oxford: Elsevier.
  36. Sweller, J. (1988), Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.
  37. Sweller, J. (2011), Cognitive Load Theory. In J.P. Mestre & B.H. Ross (Eds.), The Psychology of Learning and Motivation (pp. 37-76). San Diego: Academic Press.
  38. Tapscott, D. (1998), Growing Up Digital: The Rise of the Net Generation. New York: McGraw-Hill.
  39. Tiellet, C.A.B., Pereira, A.G., Reategui, E.B., Lima, J.V., & Chambel, T. (2010), Design and Evaluation of a Hypervideo Environment to Support Veterinary Surgery Learning. Paper presented at the Proceedings of the 21st ACM conference on Hypertext and hypermedia, Toronto, Ontario, Canada.
  40. Tripp, T., & Rich, P.J. (2012), The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28(5), 728-739.
  41. Veen, W. (2002), Celebrating Homo Zappiens: Adapting to new ways of learning using ICT. Paper presented at the British Council’s Learning for All in a global society seminar series: Seminar A.
  42. Veen, W., & Vrakking, B. (2006), Homo Zappiens, Growing up in a Digital Age. London: Network Continuum Education.
  43. Venkatesh, V., & Davis, F.D. (2000), A theoretical extension of the technology acceptance model: four longitudinal field studies. Management Science, 46(2), 186-204.
  44. Venkatesh, V., Morris, M.G., Davis, G.B., & Davis, F.D. (2003), User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27(3), 425-478.
  45. Wiley, D.A. (2007). Open Education License Draft iterating toward opennes. Accessed March 30th. Http://opencontent.org/blog/archives/355.
  46. Wittrock, M.C. (1990), Generative processes of comprehension. Educational Psychologist, 24(4), 345–376.
  47. Zahn, C., Barquero, B., & Schwan, S. (2004), Learning with hyperlinked videos-design criteria and efficient strategies for using audiovisual hypermedia. Learning and Instruction, 14(3), 275-291.
  48. Zahn, C., Krauskopf, K., Hesse, F.W., & Pea, R. (2012). How to improve collaborative learning with video tools in the classroom? Social vs. Cognitive guidance for student teams. Computer-Supported Collaborative Learning, 7(2), 259-284.
  49. Zahn, C., Pea, R., Hesse, F.W., & Rosen, J. (2010), Comparing simple and advanced video tools as supports for complex collaborative design processes. The Journal of the Learning Sciences, 19(3), 403-440.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Links

Also Read

Related Collections