News & Events
The inclusive school of 2030? Video lectures and presence.
The inclusive school of 2030? Video lectures and presence.
What do video lessons represent for today’s young people?
From the school benches we have moved to the living rooms at home, and between a precarious connection and an ‘I don’t feel like it’ we try as much as possible to keep up with the ministerial programme so as not to lose ground to the digital natives, increasingly connected and intent on making videos, almost as if it were their own art form.
How many videos do you make per day and then share them?
Ma se ciò deve essere fatto per scopo didattico, tutto cambia e l’attenzione cala.
Why?
The lack of adequate training in the use of new technologies and the absence of initial guidance with general rules to follow led, at first and to some extent still today, to despair.
La scuola però, non può permettersi di fermarsi e i ragazzi hanno bisogno di una direzione e di indicazioni ben precise, adesso più che mai.The school, however, cannot afford to stand still and the children need direction and guidance now more than ever.
The following key points work in this direction:
- effective action;
- ensuring equal access to education for all;
- provide the tools to enable its use.
All in the function of improved living conditions and the creation of a ‘knowledge society‘, this is what was sanctioned by the United Nations Educational, Scientific and Cultural Organisation back in 2005 ( UNESCO, 2005; Innerarty, 2012).
If we move on this front, technological innovation will be able to transform the entire education and training system, to provide men and women with the means and strategies to access and exchange information resources, producing knowledge useful for the evolution of their living conditions.
The starting point for future video lectures will be the investment on virtual structures and environments, as well as the enhancement of the technological skills of teachers, who are in charge of transferring knowledge and providing the expertise to promote this development (we discussed this in a previous article “Educational Projects 2021: Comparing Generations” ).
The key points will be strategies to support student learning that will lead to a high level of instructional design (instructional design – ID) and choice of tools used (learning design – LD).
All this will align with Global Goal IV of the ONU 2030 Agenda, which is to provide quality, equitable and inclusive education that fosters learning opportunities for all, to be realised through the promotion of sustainable development and lifestyles.
But how do you manage to capture the attention of children in a video lesson in the first 7 seconds?
You may be wondering why seven, in fact specific research has revealed this relevant fact for teachers to take into account.
In this article we will try to explain why and give as comprehensive an answer as possible!
Index
Connect and participate: the new challenge of video lessons?
It all starts with a few questions:
- What do you want to convey?
- How best to involve using digital resources according to the learning objectives?
- What kind of experience would you like to have?
- Which communication channels to choose?
In order to achieve general and specific objectives for video lessons that engage and engage the person on the other side of the screen, it is first necessary to have the right training to connect to the platforms.
Starting from the organisation of knowledge and the appropriate choice of type of learning material will take the relationship with the students to another level, the latter being fundamental for greater interaction (“Relationship between prior training and the criteria of choice in the use of technologies by teachers“. , Agrati, 2021)
On the other hand, the key elements to be taken care of will be:
- ‘ active listening;
- The ‘setting up of the online learning environment ;
- involvement related to interaction/collaboration among the different actors in the process (students/student group, other faculty/tutors/experts).
Adaptation of teaching mode and active learner response will be increasingly facilitated if the teacher’s curricula and methodology align with a redefinition of course design, in relation to the means of learning.
The creation, in fact, of conditions for development in this area, has enabled virtual realities to make available for video lessons, various tools such as: the platform Google Suite Education, multimedia material by Rai Education and Treccani but that the traditionalist school has largely ignored or not learned enough about the potential of such proposals offered.
Arguably, building pedagogical as well as technical skills capable of more favorably integrating digital tools within learning environments (Schleicher, 2020) will lead to debunking the 7-second rule, thus assuming the student’s point of view to understand their needs and respond more specifically to them.
Redefining and proposing training strategies based on personal and professional reflexivity will surely prove effective for the educational system in terms of subject orientation and effective video lessons.
BeWow Edu started from this assumption in structuring its
educational-media projects
, online, in the theater and at its own school. The ‘entertainment, educational and social insights generate reflection, emotion, confrontation and awareness, evoking a pedagogy applicable for everyone and at every educational level.
BeWow Edu, however, is not only limited to the cross-media offering but has chosen to stir the wheels of the evolution and ‘innovation in education and to activate its platform to virtually recreate classes from home in order to maintain educational continuity, thus not compromising the school year.
Professionals in the video industry, will provide their knowledge to advise and support the teacher in the process of developing and creating instructional content.
Aneducational vanguard where whiteboards are shared, documents downloaded to the platform, and exercises become collaborative. A school community is thus created.
Currently, there are several digital tools for making video lessons, but unlike BeWowEdu, they do not guarantee continuous support.
The following are the most popular ones:
- Zoom;
- Google Meet;
- WeSchool;
- Microsoft Team.
Each of these has a particular characteristic that makes it more suitable for certain uses. Let’s look at the differences.
You can change backgrounds, schedule lessons, have pupils log in with a password for added security, share the screen, chat in real time, and more.
WeSchool manages virtual classrooms, allows you to record lectures and watch a movie together with students, create verifications and tests of various types.
Microsoft Team s, on the other hand, allows you to create real working groups in order to keep constantly updated, allowing you to share chats, multimedia content and initiate video conferences. It offers a free software download or you can use the online version. The fact that other Microsoft apps can be associated with this platform makes the experience more complete.
The effectiveness of Integrated Teaching: video lectures and presence
As of April 6, 2020, Distance Learning (DAD) became mandatory, and there has been no shortage of difficulties.
Adapting the entire program for DAD has certainly been challenging also because online approaches have changed, tools have diversified, and methodologies have also transformed but, the focus always remains on stimulation and attention-getting by teachers. But how to get it?
Living a peaceful and socially beneficial educational experience can produce an elevation in the well-being and academic performance of pupils and their ability to in the view of a school “
for everyone and for each
“.
In this regard, the Organization for Economic Cooperation and Development (
OECD
2005) suggests that an inclusive school is built on the quality of the staff working in it, improving the professionalism of teachers in order to achieve higher quality and standards.
The momentum of teaching toward an “inclusive” dimension passes above all through an improvement in teaching procedures, which must promote the active role of each student while facilitating the participation of all.
This process of transformation and turnaround necessarily goes through an ‘acceptance or denial of what is being done and that is why documents such as “Guiding Principles for Promoting Quality in Inclusive Schools “have been drafted since 2009.
Directions for flexible and active teaching, in which the “attentional, motivational and instrumental strategies planned for the individual pupil will be extended to the whole class” (Mulè et al. 2016, p. 106), thanks to an educational investment, spokesman for an
integrated didactics
.
However, it must also be kept in mind that choosing the most suitable digital platform does not automatically make the lesson effective.
For this reason, BeWowEdu provides the EDIT service through which, teachers will be supported and followed in the creation of their video lessons by working alongside the work of educators, operators and teachers.
Experimenting with distance learning does not mean simply turning on a webcam or activating a microphone, but the whole thing must be done in a conscious way.
It is not just a matter of “converting” a live lecture into a video lecture. It is necessary to rethink teaching, reshape objectives and manage time.
If designing instructional content digitally still involves difficulties but the intention is to make your lessons really effective, you may find the services that BeWowEdu provides useful; read on and you will learn more.
For more insights, you will find our articles on
Integrated Digital Education
,
innovative school projects
e
educational projects,
as well as the wide range of
online courses
(including in languages), divided by subject and level of difficulty for all students.
Quality training? You learn best when you do!
The proposal of interdisciplinary, in-depth-rich and super flexible online resources is an answer to a latent demand that involves resetting teaching methodology.
School is not just about learning notions but its role in the life of a society goes far beyond that.
Providing content that spans multiple subjects is necessary to stimulate pupils to discuss and debate broad issues, making them acquire a point of view that is no longer compartmentalized but has a global openness on all subjects.
The dimension of making and creating, the need to order thoughts and give them critical shape with multidisciplinary paths for so many subjects, reorganize work, content, change the means by which to convey the message, sometimes it seems impossible but a way exists.
Cultural institutions and the network of museums behind #laculturanonsiferma have also deployed all their resources and made available social videos, publications, and downloadable educational content in order to engage, intrigue, and increase interaction.
On its side, BewowEdu deploys its resources, offering its services to support teachers in creating quality and engaging video lessons. For all the info we refer to the
dedicated section.
In conclusion, therefore, it emerges how learning spaces that promote the fusion of knowledge, practices and experiences are also sites of training for teachers and enable them to deploy, through action-research paths, new approaches to competency-based, collaborative teaching aimed at creating connectivity between cognitive, emotional-affective and relational-social processes. (
Training & Teaching XIX – 2- 2021
).
Conclusions
Keep the knowledge alive, immerse yourself and get involved in the storytelling and enjoyment of a cultural adventure albeit this one experienced through a screen.
The desire to assert one’s being by putting one’s face to it and taking the floor through a virtual microphone. The ability to create working groups, without the need for adequate physical space but only a dedicated room where student engagement has the opportunity to be monitored by the teacher to clarify any doubts that may arise.
Promoting personal knowledge in students implies that teachers in turn possess it. That is why the effectiveness of an attention-grabbing video lecture in the first 7 seconds, comes from developing a training work based first and foremost, on one’s personal growth and in particular, on ‘ empowerment, in its different meanings.
This is how soft skills (general personal skills) come into play, which, unlike generic hard skills (cultural and technological skills), form a cross-cutting basis for any employment prospect.
An enhancement of “knowing-being” and “knowing how to do,” this is what the new teaching methodology fielded through the video lectures makes possible, amplifying the perception of competence, the ability to experiment, to confront the surrounding reality and exercise active control over one’s life.
In this perspective, training actions are aimed at strengthening the power to choose, enhancing self-determination and self-regulation as fundamental dimensions for one’s direction in study, work and daily life.
The purpose of all this is the development of a progressive and substantial personal, cultural, social and professional life project that the person is able to realize in a coherent and systematic way, within an appropriate framework of meaning and existential perspective (Pellerey, 2006).
Strategic action orientation for today’s children is the fundamental part of learning that emphasizes adaptability, storytelling and mindfulness as a function of self-building.
Self-directing oneself in study and work and throughout the course of one’s life to cope with the transformations affecting the field of current affairs, that’s all behind the orientation teaching, video lessons and those first 7 seconds of attention.