Youtube in education. Educative videos

Nowadays, thanks to the educative technology, we can use diverse alternatives for your favor surroundings of suitable education-learning. There is much variety of resources that can be used with didactic aims, like can be the videos, the new opto-electronic technologies, like the CDs or DVDs, that it is very popular, if not it accessibility that must to use them.

A good method that is used for the learning and that is used is the audio-visual language. Using videos in the educative scope we can get to secure innovating to didactic strategies in the production, publication and socialization of videos made in teaching.

With the videos we can secure a high degree of motivation, by its expressives possibilities, which causes that it is a valuable tool of learning for the student. Thus different possibilities from didactic strategies offer.

We could define an educative video like audio-visual material that can have a certain degree of utility in the education-learning process. All the audio-visual material can didactically be used, whenever its use is based on achieving the objectives that have been proposed by the educational one.

The educative videos can be classified in several types:

* Documentary video. in which form sample ordinate a information on a concrete subject.
* Narrative video. in that they appear the main information for the students.
* Monoconceptual lesson: it is of short duration and it presents/displays a certain concept.
* Thematic lesson: it presents/displays with a suitable and gradual depth the different sections from a concrete subject.
* Motivating video: it is the most important, since it tries to hit, to motivate, to interest.

The functions of the didactic videos can be summarized in.

* Informative: to organize the reality.
* Instructive: to orient, to condition the learning, etc.
* Motivating: to attract, to interest.
* Evaluator: autoobservation, the analysis, etc.
* Investigator: to investigate, an example can be through recordings, etc,
* Metalinguistic: recording, edition, etc.
* Other functions could be: payful, testimonial, innovating, etc.

The video, like audio-visual means, has characteristics distinguish that it of the rest like the following ones:

* To give to permanence to the messages and this allows to its interchange and conservation.
* Instantaneous reproduction of the engraving.
* Re-usasable support.
* It admits the transfer of productions realised by other procedures.
* It presents/displays low definition of image.
* It generates microcomunication processes original.

The video as a didactic resource presents/displays among others characteristic, that has low cost and easy handling, as half of observation (the camera is limited to half register the situations that are being developed), half of expression (it the students can realise so much as the professors), half of self-training (with the video it can reach a high degree of expressiveness), and of training aid (learning in the phase of transmission of the information).

Within this las one we can find several sections, ex: the video-support or educational complemet (by means of images, that can be animated, sonorous) and video as transmission of knowledge (these at some moments can replace the professor in some contents of conceptual or descriptive type and serve as review). The use of educative videos can provide diverse advantages like: the versatily, the motivation, culture of the image, better access to the meaning, more information, repetition without effort, development of the imagination, the intuition. In order to finalize, also they can present/display diverse disadvantages, althoug these do not surpass to the advantes that offer. Two could be the disadvantages, that the videos exactly do not represent the reality or the possibility of instructing since they imply to the subjects.

Technophilia Vs Technophobia

Technophilia: On the one hand, we observed that many educational ones grant a magical power to the technologies. They think that his only use can transform the education-learning process. These educational ones, without realizing, act like mediators or representatives of the companies and/or technologies that are used in education. This point of view that presents/displays a certain dependency of the machine calls Technophilia.

Technophobia: On the other hand, we observed that many educational ones consider that the technologies are the guilty of almost all the problems that affect the society and wich they are responsible for which studying " it wastes the time with its". This type of educational usually does not use means.

From my point of view, it is necessary to arrive at no end, neither to give magical powers him, nor that are a lost of time. I think so that the society is in force by the new technologies and therefore also the professors to be able to teach to their students the handling of the technologies, must be formed well in this area and to have a good handling of this.

What contributes Internet in teaching?

* The telematics networks allow to extend the university studies to social groups that by different reasons cannot accede to the classrooms.

* The Network breaks with the monopoly of the professor like main source of the knowledge. The students can accede to an enormous variety of educational proposals of a same discipline. With Internet he has to reach the bibliography, the agenda, or the documentation of many university centers.

* With the telematics networks, the process of university learning cannot consist of the mere reception and memorization of data received in the class, but the permanent search, analysis and reelaboration of data obtained in the networks.

* The use of the networks of computers in the education requires an increase of the autonomy of the pupils. It establishes his own rate and intesity of learning adapting it to his interests and needs.

* The school timetable and the space of the classes must be more flexible and adaptable to a variabity of education situations.

* The networks transform the ways and educational interaction times between teachers and pupils. Considerably to increase the amount of communication between the professor and his students independent of the time and the space.

* Educational Internet allows and favors the collaboration between professors and students beyond the physical and academic limits from the University to which they belong. They facilitate that groups of students and/or professors from virtual communities of learning and collaboration in certain subjects or fields of study.

Imagen used: http://cartafol.usc.es/sofia/files/-1/7226/novas%20t.png