Making Video Tutorials in the Classroom – Tacit Knowledge on Display

Abstract

The paper presents the first experiences of teaching design of video tutorials in a ninth semester engineering cause titled "Learning and technology". YouTube's popularity and easy to use programs for video production makes video tutorials a promising educational tool. Students tend to use video tutorial on their own initiative as supplement to curriculum literature or just for fun. The extensive use of simple video tutorials in both formal and informal settings makes it relevant to study in the classroom from a design angle. The students developed simplistic and creative tutorials. They reflected on the design processes and how to compose efficient tutorials. Additionally, tacit knowledge were displayed visually due to interactions and system behavior. This tacit knowledge on display is one of the greatest potentials of video tutorials.

Online Learning as a Pre-Pandemic Barrier: A Case Study of First-Year Students at a South African University

“…The UNESCO Institute for Statistics (2011, 1) views digital literacy as a life skill that not only increases employability but also serves as a catalyst that "enables the acquisition of other important life skills". Brennan and Resnick (2012) and Majgaard and Bertel (2018) state that the concept of digital literacy embraces the critical and reflected use of technology and digital sources, innovative thinking, and personal and societal positioning concerning the role of technology. Brennan and Resnick (2012) and Gee (2013) define digital literacy as predominantly possessing technical competencies and the critical use of social media, the critical assessment of digital sources and application of IT-based tools.…”

“…Digital literacy is therefore a key factor that contributes to students' success in HE, especially when they are equipped with these skills at the first-year level. Majgaard and Bertel (2018) argue that developing a new way of teaching requires that teachers balance conflicting priorities and when applying teaching technologies, the learning goals obviously have high priority. However, learning only occurs if the students interact correctly with the technology, texts and use the appropriate technology.…”