Reviewing And Analyzing The Content Of Educational Videos Presented On The Platform Of The Student's Educational Network (Shad) Based On Content Evaluation Criteria

Introduction: Today, the introduction of technology into the educational system enables learning at any time and place for anyone. In Iran, before the coronavirus epidemic, our educational system did not have such extensive experience in nationwide virtual education, and all the current events of the educational system in the context of electronic education are the result of trial and error at the same time. In this regard, to organize the virtual education of students in the Ministry of Education, the Ministry of Education designed and implemented a student social network called Shad. In the meantime, the concern of most teachers for using the Shad network was the production of electronic content. In the Shad network, the designed educational film is used as a carrier of communication and a carrier of motivation for education. Achieving of quality in the production of educational films is possible due to the use of standards and principles designed in this field. The design and production of educational films require the  criteria in the content section, which have been compiled to promote learning and create interest and motivation in learners. To help in the selection and evaluation of educational media and materials, the Office of Educational Technology and Educational Assistance has compiled criteria for the selection, production, and evaluation of educational materials and media. In this research, we will examine the content of the educational videos produced in Shad Bastar based on the degree of compliance with these criteria.
Materials and Method: The research method is descriptive and content analysis type with a quantitative approach. In order to review the educational videos of the elementary Persian lesson in the official content section of the Shaad network, a checklist was prepared based on the standard document of education and learning packages prepared by the Educational Research and Planning Organization of the Education Organization [27] which was compiled in 2019. These evaluation criteria, which are considered as a comprehensive criterion in the field of standardization of educational media, are designed in the form of two technical and content factors, which in this research, the content dimension was considered. This dimension has ten components (purposefulness, learning levels, scientific validity, learning experiences, teaching-learning strategies, artistic creativity, communication with the audience, principles of message design, documentation, cultural values) and each component has indicators.
Results: The findings of this research showed that the content evaluation criteria of educational films compiled by the Educational Research and Planning Organization of the Education Organization in general, most of the Persian educational videos of the Shaad network have been accepted acceptably. For this purpose, the researcher divides Persian textbooks into five separate sections from the perspective of student requirements and the nature of the lessons (vocabulary reading, language knowledge, read and memorize: developing memory and expression, read and think: understanding the text and thinking, listen and say: listening comprehension development) was divided and the amount of attention to each of the ten criteria of content evaluation of educational videos was examined in each section and each grade separately. The findings show that there has been a lot of attention to the target criteria in all three grades. Compliance with the scientific credit evaluation criteria is high in all three grades. The learning levels in all three grades and all five sections have been given a lot of attention. Attention to the measure of artistic creativity in all three grades and all the studied sections is low and in the language knowledge section in the fifth grade with the lowest average. 1.7) has been very low. The quality of communication with the audience has been given moderate attention in all educational levels and studied sections. It has been given high attention only in the listen and say section in the fourth grade. In the 4th and 6th grades, this criterion has been paid attention to on average in all five studied sections. Regarding the criterion of the message design principles in the fifth grade, the amount of attention in the read and memorize section was high and in the word reading and listen and say section, it was low. All the examined sections have been given moderate attention. Only the section on language knowledge and reading and memorization in the sixth grade has been given a lot of attention.
Conclusion: Success in producing an educational video is tied to understanding the purpose of the production. The first step in making an educational video is to determine the goal. The teacher uses the expressive and visual capabilities and subtleties of the films to achieve the educational goals. Goal setting is one of the familiar activities for teachers and forms part of their curriculum knowledge. In other words, when the teacher seeks to determine which category of learning he should focus on; He has done something to set the goal. In all curriculum theories, the goal element is mentioned as one of the fixed elements in educational planning. Teachers have also often passed numerous training courses and workshops related to the acquisition of curriculum knowledge and educational design. From this, the purposeful criterion in the produced films has received the attention of teachers to an acceptable extent. Due to the fact that the teachers in the presented subjects often have a high teaching experience and in recent years, the need to pay attention to the curriculum elements in the matter of training in workshops and in-service programs has been paid attention to, teachers have been able to, on average, through the pre-organizer presentation and review Past content and provision of desirable learning experiences link the audience's previous learning with the content of the new educational video. But creating multiple views of a subject requires spending a lot of time and focusing on high levels of thinking and knowledge, which is less important due to the short time of the films