Interactive videos for high school students
Description:
Creating the interactive watershed activity was an exciting and demanding undertaking, combining pedagogy, technology and multimedia. Designed to introduce the fundamental notions of this concept to high school students, the activity also aimed to introduce them to the field of geomatics by contextualizing their learning with a concrete job.
Developing multimedia skills
To carry out this project, I had to develop my multimedia skills in a self-taught way, mastering several technological tools. The Moodle platform served as the basis for structuring the activity and integrating interactive elements. I used the Adobe suite (Photoshop, Premiere Pro , After Effects and Character Animator) to create and edit visuals and videos, and Audacity for audio processing. OBS Studio was indispensable for recording and editing the demonstrations, providing clear and engaging footage. This work enabled me to discover the importance of visual and audio storytelling in capturing learners' attention and making complex concepts more accessible.
Respecting copyright
One of the major challenges of this project was to scrupulously respect copyright. Due to the use of third-party content, such as images and videos, every visual and audio element was checked to ensure legal use. I also produced original content where necessary, which reinforced my creativity and ability to work within ethical and legal constraints.
A wider educational impact
The watershed activity proved to be a success, encouraging participants to become actively involved and develop a deeper understanding of geomatics-related concepts. Building on this experience, I created four other interactive math activities using a similar approach. These projects integrated complex notions into interactive formats, demonstrating versatility in the application of these techno-pedagogical skills.
Take aways
Creating the interactive watershed activity was a formative experience, enabling me to develop cross-disciplinary skills and master new technological tools, thus strengthening my expertise in technopedagogy. This project not only broadened my technical skills, but also consolidated the know-how essential for designing innovative learning experiences.
The self-taught learning of software such as Adobe Photoshop, Premiere Pro, Audacity and OBS Studio was a major but rewarding challenge. Mastering these tools has enabled me to produce engaging multimedia content, integrating visual, audio and interactive elements that captivate learners. These skills are directly transferable to a variety of professional contexts, whether for developing online training courses, creating educational videos or designing customized e-learning modules.
At the same time, this project has strengthened my project management skills. Planning, structuring and finalizing such a complex activity, while respecting deadlines and constraints, cultivated my ability to organize my resources effectively.
This process also taught me how to manage legal aspects, such as copyright compliance, an essential skill in a digital world where the use of third-party content is commonplace.
Finally, this experience was a real demonstration of the importance of adaptability and creativity. Meeting the challenge of integrating complex concepts into an engaging pedagogical format consolidated my ability to transform abstract ideas into concrete, accessible solutions.
In short, the skills developed and the mastery of new technological tools have not only enriched my professional practice, they have also prepared me to take on more ambitious challenges in my career as a technopedagogue. This project is a cornerstone in my evolution towards innovative and effective pedagogical approaches.