Open AccessAPPLICATION OF EDUCATIONAL VIDEO IN CREATIVE PROJECTS OF JOURNALISTS STUDENTS IN DISTANCE LEARNING (ON THE EXAMPLE OF THE DISCIPLINE: “SPECIALIZATION: INTERNET, TELEVISION”)
Author(s) -
Natalia Dragan-Ivanets,
Halyna Synorub
Publication year - 2021
Publication title -
naukovì zapiski ternopìlʹsʹkogo nacìonalʹnogo pedagogìčnogo unìversitetu ìmenì volodimira gnatûka. serìâ: pedagogìka/naukovì zapiski ternopìlʹsʹkogo nacìonalʹnogo pedagogìčnogo unìversitetu ìmenì volodimira gnatûka. serìâ: pedagogìka
Language(s) - English
Resource type - Journals
eISSN - 2415-3605
pISSN - 2311-6382
DOI - 10.25128/2415-3605.21.2.18
Subject(s) - presentation (obstetrics) , process (computing) , distance education , multimedia , relevance (law) , the internet , computer science , video production , product (mathematics) , psychology , mathematics education , world wide web , political science , mathematics , medicine , geometry , law , radiology , operating system
The importance of effective organization of the educational process in training of competent specialists - future journalists has been accentuated in the paper. The authors outlined the role of student assessment as a way of orienting higher education towards the personality of an applicant, actively involving them in the educational process, which has an impact on the self-improvement and professionalism of a future specialist. The relevance of innovation practices in distance learning has been substantiated. A scientific review of educational research on distance learning has been implemented. The notions of “educational video”, “video accompaniment”, “video lecture”, “tutorial” and “screencast” have been defined. The main types of educational have been described alongside with the specifics of their creation. The algorithm of creation of educational video has been analyzed and proven to be effective tools. The features and technology of creating educational videos and application of YouTube channels as an interactive platform for the presentation of educational videos of student journalists have been considered. The special features of video lectures given by the fourth year of study journalists have been described. The topics and content of the lecture, specifics of video production, and use of technical programs have been outlined. The difficulties in producing, creating, and installing various types of educational videos have been accentuated. The creation of a video product for independent and individual tasks has been outlined. The introduction of new forms of organization of the educational process is intended to provide future media professionals with the necessary skills and competencies. It focuses on the advice and recommendations of higher education applicants on the advisability of introducing such forms of instruction into the educational process.