Résumé:
The use of ICT (Information and Communication Technologies for Education), and more specifically, video, helps motivate learners and makes them more active, which improves the quality of learning. A video can break the monotony of a course, create a discussion, capture attention, explain a concept, illustrate a point, lead to debate and even serve as a tool for evaluation.
In addition, it allows for the demonstration of experiments that would be impossible to perform in a classroom setting.
Video also allows for non-linear browsing of content, making it much easier to select and view video segments. However, its use often remains limited to one-way lecture presentations where interaction is limited. The other element that can be associated with video is the ability to automatically or manually annotate the content of a video. Large amounts of information can be added to the audiovisual content such as comments, questions, remarks, captions, images,
hyperlinks, etc. A video annotation is composed of data explicitly associated with a spatio-temporal fragment of a video. The addition of annotations opens up a wide range of possibilities for the
development of media resources to support learning and teaching.
The objective of this EFP is to develop a tool to support and assist learners' learning using annotated videos in an online learning environment.
