Video Based Open Educational Platforms

In the field of education, video-based learning is gaining popularity. Videos in education enable
students to transcend practical real-world limits and experience the vastly expanded possibilities of
digital places. They encourage student-centered learning in the classroom as well as at home.

Open educational resources include online textbooks, video recorded lectures, YouTube clips,
web-based textual materials geared for individual study, animations and simulations, digital diagrams
and graphics, some MOOCs, and even evaluation products such as quizzes with automated replies. OEP
can also contain PowerPoint presentations or PDF versions of lesson notes. To be considered open
educational materials, however, they must be freely available for at least educational usage. Blended
learning is one of the most accepted learning modes where the learners get the opportunity to learn
using online digital media as well as the traditional classroom methods (Bonk & Graham, 2013). The use
of online learning methods in blended learning helps the course designers in using learning materials as
their preference. Open Educational Resources (OEPs) are the types of educational materials that are
used in the public domain or introduced with an open license (UNESCO, 2002).

Education videos have increased in importance in education, serving as a significant content-

delivery method in many flipped, blended, and online classrooms. Technology nowadays is common
among schools, offices, and to every individual, as this supports learning and helps in developing
knowledge, wherein, integration is the use of technology to enhance, reiterate, present, and assess how
students understand the syllabus or the program (Edutopia, 2005). Moreover, this supports both
teaching and learning. Using appropriate teaching media and methods to organize and present only
relevant information may also increase the efficiency of the self-learning process (Ruiji, 2012). Because it
encompasses attention, memory and motivation, social learning theory spans both cognitive and
behavioral frameworks. Bandura's theory improves upon the strictly behavioral interpretation of
modeling provided by (Miller & Dollard 1941).

The Open Educational Resources (OER) movement has empowered educators to become more
innovative in their pedagogical practices, through the openness and flexibility in educational resource
use permitted by open licensing of materials (Karunanayake, Naidu, & Mohan, 2016). The use and
adaptation of OER has been recommended as a very cost-effective investment in curriculum
development and quality teaching-learning material development (Dhanarajan & Porter, 2013).
REFERENCES:
Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning: Global perspectives, local
designs. John Wiley & Sons.

Dhanarajan, G., & Porter, D. (2013). Open educational resources: An Asian perspective, (vol. 1).
Commonwealth of Learning and OER Asia., Retrieved from:
https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/pub_PS_OER_Asia_web.pdf.
Edutopia. (2005, November 5). Retrieved January 18, 2015, from http://www.edutopia.org/technology-
integration-guide-description

Miller, N. & Dollard, J. (1941). Social Learning and Imitation. New Haven, NJ: Yale University Press.
Ruiji, L. (2012). The development on multimedia teaching resources based on information processing
theory. International Journal of Advancements in Computing Technology, 58-64.
UNESCO. 2002. Forum on the impact of open courseware for higher education in developing countries:
Final report Retrieved November 3, 2008, from
www.wcet.info/resources/publications/unescofinalreport.pdf