[02] Making Educational Videos Engaging

This episode explores the real impacts of smartphone bans in schools, drawing from recent studies in the Netherlands and the UK. We’ll unpack how these policies affect concentration, social interaction, academic performance, and mental health, using data and direct experiences from students, teachers, and parents.

This episode explores the role of physical and online learning spaces in educational processes, focusing on the trends in this very interesting field of study over the past 30 years. The hosts discuss key points, influential studies, and the ongoing transformation of learning spaces due to the integration of technology. [Kansal, R., Kaur, P., & Bhandari, H. (2024). Transforming Learning Spaces in the digitalization era: a bibliometric exploration of emerging trends. Journal of E-Learning and Knowledge Society, 20(2), 67-78. https://doi.org/10.20368/1971-8829/1135994]

What makes students actually watch online course videos? Elisabeth and Martin break down the largest study of MOOC video engagement, revealing surprising insights about video length, style, and the power of personal touches. Discover how data is transforming digital education and why sometimes less is more. [Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. In Proceedings of the first ACM conference on Learning@ scale conference (pp. 41-50). http://dx.doi.org/10.1145/2556325.2566239]

Explore how the EDUNEXT ECOBI model is transforming university education in Italy by integrating blended learning, competency-based assessment, and cutting-edge technologies. Discover the roles of open badges, personalized pathways, and quality frameworks in fostering skills for the 21st-century workforce. [Minerva, T., De Santis, A., Sannicandro, K., & Bellini, C. (2024). Integration of Educational Clusters with Open Badges and Blended Intensive Program (ECOBI): a comprehensive approach to future university education. Journal of E-Learning and Knowledge Society, 20(3), 112-125. https://doi.org/10.20368/1971-8829/1136068]