<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Elevkanalen is a web-based digital educational resource containing videos, animations, pictures, learning paths, texts, quizzes, and many features that meet the Norwegian authorities’ requirements for adapted and inclusive learning issued by The Norwegian Directorate for Education and Training (UDIR). The interest of this paper is to examine how the editors of Elevkanalen comprehend video as an educational resource and accordingly contribute to a discussion of professional assessment and didactical utilisation of video in teaching and learning. The protagonists of video-based learning are generally not reluctant to advocate the benefits of using video in education. Nevertheless, in order to be beneficial, it is reasonable to suppose that a deliberate and professional didactical utilisation is required. Video-based learning is at the centre of this study, and the ICAP theory is applied to critically assess video as a learning resource. Moreover, this is discussed in relation to perspectives on education for sustainable development</p>
</abstract>

Elevkanalen is a web-based digital educational resource containing videos, animations, pictures, learning paths, texts, quizzes, and many features that meet the Norwegian authorities’ requirements for adapted and inclusive learning issued by The Norwegian Directorate for Education and Training (UDIR). The interest of this paper is to examine how the editors of Elevkanalen comprehend video as an educational resource and accordingly contribute to a discussion of professional assessment and didactical utilisation of video in teaching and learning. The protagonists of video-based learning are generally not reluctant to advocate the benefits of using video in education. Nevertheless, in order to be beneficial, it is reasonable to suppose that a deliberate and professional didactical utilisation is required. Video-based learning is at the centre of this study, and the ICAP theory is applied to critically assess video as a learning resource. Moreover, this is discussed in relation to perspectives on education for sustainable development

“I believe in video!” An Interpretative Phenomenological Analysis of Video as an Educational Resource

Discourse and Communication for Sustainable Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Elevkanalen is a web-based digital educational resource containing videos, animations, pictures, learning paths, texts, quizzes, and many features that meet...

“I believe in video!” An Interpretative Phenomenological Analysis of Video as an Educational Resource

Publié en ligne: 15 nov. 2022

Pages: 133 - 149

DOI: https://doi.org/10.2478/dcse-2022-0023

Mots clés
: educational resources, professional digital competence, didactics, comprehension of video, video-based learning, ICAP theory, and education for sustainable development

© 2022 Dag Øivind Østereng, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

“I believe in video!” An Interpretative Phenomenological Analysis of Video as an Educational Resource

Publié en ligne: 15 nov. 2022

Pages: 133 - 149

DOI: https://doi.org/10.2478/dcse-2022-0023

Mots clés: educational resources, professional digital competence, didactics, comprehension of video, video-based learning, ICAP theory, and education for sustainable development

© 2022 Dag Øivind Østereng, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
: educational resources, professional digital competence, didactics, comprehension of video, video-based learning, ICAP theory, and education for sustainable development