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<p>The article presents a systematic analysis of international literature concerning the design of educational audiovisual texts at university level. The theme appears very important in light of the extensive use of these cognitive artefacts in flipped, blended,Massive Online Open Courses (MOOCs) teaching processes. This is even more important in the era of health emergency that has led to the use of audiovisual text as the main teaching medium at school and university. The aim of the work is to provide a contribution to research on educational technologies for the purpose of identifying new instructional design principles that support multimedia learning. The analysis highlighted new research directions, such as the significant role of the camera point of view in learning complex manual procedures, new design elements on the ways of representing the teacher and his/her communicative attitude, and the increasingly close relationship between educational sciences and neuroscience. The result may be useful, on the one hand, as a stimulus for an in-depth study of the new lines of research identified, by researchers on educational technologies, and on the other, for a more informed evidence-based use of audiovisual texts in teaching practices.</p>
</abstract>

The article presents a systematic analysis of international literature concerning the design of educational audiovisual texts at university level. The theme appears very important in light of the extensive use of these cognitive artefacts in flipped, blended,Massive Online Open Courses (MOOCs) teaching processes. This is even more important in the era of health emergency that has led to the use of audiovisual text as the main teaching medium at school and university. The aim of the work is to provide a contribution to research on educational technologies for the purpose of identifying new instructional design principles that support multimedia learning. The analysis highlighted new research directions, such as the significant role of the camera point of view in learning complex manual procedures, new design elements on the ways of representing the teacher and his/her communicative attitude, and the increasingly close relationship between educational sciences and neuroscience. The result may be useful, on the one hand, as a stimulus for an in-depth study of the new lines of research identified, by researchers on educational technologies, and on the other, for a more informed evidence-based use of audiovisual texts in teaching practices.

Educational audiovisual text design: empirical evidence and new research perspectives

Research on Education and Media

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

The article presents a systematic analysis of international literature concerning the design of educational audiovisual texts at university level. The theme...

Educational audiovisual text design: empirical evidence and new research perspectives

Publié en ligne: 22 déc. 2021

Pages: 28 - 35

DOI: https://doi.org/10.2478/rem-2021-0010

Mots clés
Teaching media, open and distance learning, learning object, e-learning content, teaching methodology

© 2021 Giovanni Ganino, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Educational audiovisual text design: empirical evidence and new research perspectives

Publié en ligne: 22 déc. 2021

Pages: 28 - 35

DOI: https://doi.org/10.2478/rem-2021-0010

Mots clésTeaching media, open and distance learning, learning object, e-learning content, teaching methodology

© 2021 Giovanni Ganino, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Mots clés
Teaching media, open and distance learning, learning object, e-learning content, teaching methodology