Vídeo-based learning: a metodologia ativa como aporte para a educação aberta

Abstract

Active teaching methodologies focus more on the student's protagonism than, properly, on the teacher's performance. In this approach, the learning process starts to give greater prominence to the role of the student, with the help of the teacher. Video Based Learning – or learning through videos, is one of the possible modalities of active teaching methodology that allows an open and ubiquitous education, along the same lines as Massive Open Online Courses – MOOC’s. The present study, therefore, starts from the prototyping, elaboration, application and monitoring of a course called “Videomaker Teacher”, which was aimed at teachers with a previously selected profile, lasting 10 (ten) hours in asynchronous and synchronous meetings, and it was made possible through a platform specifically designed to teach the basics of VBL and, at the same time, used them to pass on such knowledge to subscribers. However, the “Videomaker Teacher” course aimed to create qualified trainers to apply the VBL methodology in their own classes and courses. The starting point was the hypothesis, which was submitted to testing through the “Videomaker Teacher” course, that videos can be used as innovative teaching methodologies in an open education environment and accepted by students in active learning scenarios. It aimed to explain, apply and measure the results obtained from the use of the VBL active methodology. Reviewing the theoretical bases, especially with the contribution of José Manuel Moran, John Sweller and Richard Mayer, the research pointed to the elaboration, monitoring and results obtained from the application of the course “Video Maker Teacher”, which was based on the premises theoretical aspects of VBL and active teaching methodologies to teach teachers to design their own courses through videos. As a result, it obtained the indication that VBL is a teaching and learning methodology that favors open education, mainly because it uses digital platforms in constant expansion, technological resources that are increasingly accessible and intuitive to use and, even, by enabling kinesthetic potentialities that consider the student's cognitive load to which the course can be directed.