VIDEO PRODUCTION AS A MULTIDIMENSIONAL TEACHING STRATEGY IN HIGHER EDUCATION: EXPERIENCES IN THE TRAINING OF ENGINEERS AND CHEMISTRY TEACHERS
DOI:
https://doi.org/10.56238/arev7n10-060Keywords:
Video Production, Active Learning, Higher Education, Oral Communication, Media LiteracyAbstract
The integration of digital technologies into higher education has reshaped pedagogical practices, with video emerging as a prominent resource that goes beyond mere content sharing. This study examines the implementation of video production as an active learning strategy in the courses Strategic Oral Communication (Engineering programs) and Oral Communication and Strategies for Teaching Chemistry (Chemistry Teacher Education) at UTFPR-LD. Employing a qualitative and exploratory approach, the research investigates how the creation of different videographic genres, from simulated professional interviews to extension-oriented video lessons, enhances student engagement, fosters the development of complex communicational competences, and promotes the integration of teaching, research, and outreach. Findings indicate that this practice, anchored in frameworks such as the Cognitive Theory of Multimedia Learning (Mayer, 2012) and media literacy (Shewbridge; Berge, 2004), strengthens autonomy, critical thinking, and the applicability of knowledge. The study concludes that video production constitutes a versatile and consistent pedagogical tool, capable of addressing the specific formative demands of diverse fields of knowledge.
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