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Continuous Learning through Video-Based Courses: The Key to Sustainable Use of Multimedia

Continuous Learning through Video-Based Courses: The Key to Sustainable Use of Multimedia

Walter Nuninger, Jean-Marie Châtelet
Copyright: © 2018 |Volume: 16 |Issue: 1 |Pages: 21
ISSN: 1539-3100|EISSN: 1539-3119|EISBN13: 9781522542407|DOI: 10.4018/IJDET.2018010102
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MLA

Nuninger, Walter, and Jean-Marie Châtelet. "Continuous Learning through Video-Based Courses: The Key to Sustainable Use of Multimedia." IJDET vol.16, no.1 2018: pp.24-44. http://doi.org/10.4018/IJDET.2018010102

APA

Nuninger, W. & Châtelet, J. (2018). Continuous Learning through Video-Based Courses: The Key to Sustainable Use of Multimedia. International Journal of Distance Education Technologies (IJDET), 16(1), 24-44. http://doi.org/10.4018/IJDET.2018010102

Chicago

Nuninger, Walter, and Jean-Marie Châtelet. "Continuous Learning through Video-Based Courses: The Key to Sustainable Use of Multimedia," International Journal of Distance Education Technologies (IJDET) 16, no.1: 24-44. http://doi.org/10.4018/IJDET.2018010102

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Abstract

The tremendous changes in the context of Higher Education motivate the organization to integrate new innovative ICT solutions to comply with quality challenge. This affects the trainers in their practices, looking for pedagogical tools to integrate into the course. In the framework of distance learning or WIL, note the usefulness of LMS and the asset of multimedia with educational videos to strengthen the blended course efficiency. This paper explores a set of solutions used in and for a hybrid course, integrating guidance and feedback to support the audience's evolution. Though such pedagogical devices are levers for increased knowledge ownership, the trainers have to overcome blocks: the IT basics for end-users to access trainings that integrate digital means, but also their personal expertise as IT independent-users with respect to multimedia, changing their teaching practices. They will “learn by integrating” the tool into their course, in reference to the Ldl approach (“learn by doing”), sharing and transforming the pedagogical culture in the Community of Practice (CoP).

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