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The change imposed by the diffusion of information and communications technology concerns didactic transposition practices, especially in the context of ‘public subjects’, such as taught history, because their epistemological paradigms are also affected by the mediatization process which they are subjected to in the Web.
Digital competence is essential for building a meaningful curriculum of history, which could generate relevant knowledge for the contemporary world through digital artefacts that can start the change in didactic practices.
The traditional analogical supports, primarily the text books, could be overtaken by the aggregation of technological mediators. The digital mediators can make historical culture both evident and significant, and they can support the intellectual training that history asks of students.
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In this study, starting from the profile of our trainees and from the risks highlighted by some studies in terms of the use of video in education, we will analyse the motivations and choices behind the development of the online training model for Foreign Language teachers. We will show how, in order to cope with the impossibility of continuing with blended training, we were directed to a model more closely linked with visual-based learning. We explain our instructional and emotional design choices to support and direct our teacher trainees to flexible learning and the use of media and Web 2.0 in their classrooms. Finally, we investigate the possible problems in terms of sustainability and technical feasibility, comparing the development of two prototypes of videos made using the techniques of video scribing and whiteboard animation: a video interview and a video animation.
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