Video lessons

The design and management of educational activities must now confront the profound changes that were introduced in the image information and communication patterns, as well as with the great opportunity offered by the availability of new tools for the construction of training routes.
The innovative teaching learning processes include the use of individual programs or modular audiovisual and multimedia teaching packages, which use the languages ​​of the various media, and alternating dosandoli appropriately depending on the prerequisites of the audience, the subject content and learning objectives.
A major reason why we resort to the use of video in teaching communication is the peculiarity of this medium to bring together in one episode too many codes of communication information.
In the video message, which is the educational content is transmitted to the recipient either by conventional codes (language, numbers) in which the association between signs and their meanings is the result of a shared agreement, whether through analog codes (sounds, music, images) in which that association is given by a spontaneous relationship. This code allows the use of wealth, in learning processes, the two great mental paths of access to information and their processing, ie to "talk" to both hemispheres of the brain in charge: to the left visual perceptions and operations analysis; the right to perceptions acoustic and synthetic transactions.
II video configures itself as a complex semantic structure, in a way that conveys a discourse articulated through multiple levels of information and using too many codes.
His language, like any language, is a tool. The wealth of expressive codes, which gives the specific semantic and syntactic properties, not in itself render a communication tool better than others.
The educational value of video communication it is not simply the sum of the messages conveyed by different codes, but resides in the possibility of creating a whole new communication, given the correlation between different levels of expression film (text, sound environment, images graphics, photography, music) and their consistency with the content. It lies mainly in the use made of it in teaching pragmatics of communication.
It 'so important to know how to use the expressive codes of the video to achieve the educational goals and how to integrate the use of this tool in the dynamic interaction training, so that it is helpful to communication between teacher and learner and does not become a diaphragm that isolates the trainer in the role of administration and the learner in the role of passive observer of the "educational product".
The use of video can then be understood as a way to highlight the important points of the speech stimuli in the form of training to active participation. In this way the video does not work as a product closed, but refers to an activity of the learner and encourages him to ask the right questions with respect to their learning goals, actively seek the answers to all the material from developing educational tools, from compared with the teacher, from personal experience, the plurality of messages in the social environment.
From all of this is the central figure of the teacher. To him falls the task of encouraging and supporting this dynamic educational. He is requested to communicate the knowledge and structural materials used, the knowledge of his students in terms of prerequisites, culture and expectations; management support tools, the direction of the moments of reflection and debate, and the animation of the dynamics of group, the organization of work aimed at problem solving, the depth, the verification.