1Centro de Estudos Interdisciplinares do Século XX (CEIS20)/ Unidade Móvel de Investigação de Estudos do Local (ELO), Universidade de Coimbra/ Universidade Aberta, Portugal
American Journal of Educational Research.
2015,
Vol. 3 No. 7, 881-885
DOI: 10.12691/education-3-7-11
Copyright © 2015 Science and Education PublishingCite this paper: J. António Moreira, Fouad Nejmeddine. A Pedagogical Model to Deconstruct Videos in Virtual Learning Environments.
American Journal of Educational Research. 2015; 3(7):881-885. doi: 10.12691/education-3-7-11.
Correspondence to: J. António Moreira, Centro de Estudos Interdisciplinares do Século XX (CEIS20)/ Unidade Móvel de Investigação de Estudos do Local (ELO), Universidade de Coimbra/ Universidade Aberta, Portugal. Email:
jmoreira@uab.ptAbstract
In times of profound change, and given the breakneck speed at which information and communication technologies (ICTs) are developing, we often feel the need to (re)think the teaching-learning processes in an ever more plural school in which pedagogy has to be versatile and customised. The video is recognized by most teachers as a powerful communications medium which, in combination with other learning resources and instructional strategies, can perform a vital role in modern education. With the intention of renewing and innovating these processes, many teachers have sought to use videos. For pedagogical, technological or training reasons, however, this has not always been an easy task. The purpose of this paper is to reflect on these issues, presenting a pedagogical model to deconstruct videos in order to promote their efficient use in virtual learning environments.
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