Abstract
This chapter investigates and highlights the multiple-multimodal skills from and through literature review that can be acquired in the educational path using audiovisual media technologies and audiovisual content (henceforth, audiovisual media communications) through technology-enhanced learning perspective. Specifically, an attempt is made to present how audiovisual media communications help both learners and educators to achieve these multiple-multimodal skills under the lens of responsive and responsible learning. The chapter also presents and comments indicative ways in which audiovisual media communications can be used in technology-supported learning environments to support teaching, professional learning, and effective educator-learner communication. Nowadays society is highly visualized and requires all of us, in addition to being receptive to the continual use of audiovisual media communications, to somehow maintain a positive outlook for every emerging cutting-edge innovation, and to possess a plethora of skills in order to survive in this digital technological world.
TopIntroduction
The current society in which we live in is highly technologically visualized and requires, in addition to the continued use of audiovisual media and communication technologies (audiovisual media technologies from here on), to be receptive and to maintain a positive perspective on any emerging innovation (Dimoulas et al., 2019, 2014; Matsiola et al., 2015; Nicolaou, 2021a; Sarridis & Nicolaou, 2015). Admittedly, the use and adoption of audiovisual media technologies and audiovisual content (henceforth, audiovisual media communications) are omnipresent in our daily lives due to digital technological advancements. Audiovisual media technology is defined as electronic and technological media/medium possessing both sonic or audio media and visual components (Matsiola et al., 2019; Yeromin, 2020). Audiovisual content, on the other hand, encloses any combination of sound or audio media and/or visual image/picture/photograph (photo/s from here on) with or without filmic/visual texts or even non-linear multimedia and/or hypermedia (Dimoulas et al., 2015; Kalliris et al., 2019, 2014; Kotsakis et al., 2014; Podara et al., 2021).
As already researched and stated in the literature, the use of audio content in the framework of teaching or even learning procedure (henceforth, teaching–learning procedure) is of paramount importance (Nicolaou et al., 2021b), since it can significantly increase oral communication. Particularly, it (a) creates feelings, affects and emotions; as well as (b) activates memory and nostalgia (Nicolaou, 2022c, p. 237). On the other hand, the employment of electronic recording of moving photos (i.e., video content) in the didactic process with responsive and responsible learning provides motivation, repetition, and imitation of activities, thus helping for the development of receptive skills and oral productive skills or the acquisition of psychomotor skills through repeated observation and practice or even through numerous interactive teaching activities (cf. Burton, 2022; Kanellopoulou & Ginnakoulopoulos, 2021; Nicolaou, 2022c, Nicolaou et al., 2019). Additionally, if the use of appropriate Quality of Experience and Learning (QoE/QoL) metrics are considered, the learning outcomes will also be even greater (Kalliris et al., 2014, 2011; Kotsakis et al., 2014).
Key Terms in this Chapter
Information and Communications Technologies (ICTs): A term which is defined as a diverse set of technological communication tools and resources used to transmit, store, create, share, or even exchange information in various fields and sciences.
Skill: The ability to use one's knowledge effectively and easily in execution or even performance of any physical tasks.
Digital Transformation: A term that includes and defines the ability to adopt new, fast, and often changing digital technology in various fields to solve various problems and improve the experiences of those involved.
Audiovisual Media Communications (AMCs): A term that includes all audiovisual media technologies (i.e., audiovisual media and communication technologies) and audiovisual content.
Social Medias (SMs): An umbrella term that refers to a list of new modern digital technologies which are growing day by day due to continuous digital technological advancements.
Multiple-Multimodal Skills: A term that refers to the combination of two or different or even more related skills that someone can possess.
Technology-Enhanced Learning (TEL): A term that cannot be easily defined while it is commonly used to describe the application of technology in teaching and learning, as well as technology-equipped classrooms.