VIDEOLINK - An Educational Project for Innovation in Teaching and Interconnection between Students and Professionals

Videolink is an innovative targeted professional training project promoted by CAFRE, Link Laboratory, and Area Foundation. It aims to utilize a dedicated YouTube channel to stimulate young people's interest in the world of business and foster their active participation in various learning topics related to targeted professional training. The project is built on research demonstrating the effectiveness of short and informal videos in engaging students in learning. Guo's (2014) showed that involving students directly in the creation of multimedia content is particularly effective in capturing attention and stimulating curiosity, which aligns with the pedagogical framebusiness studies and learning models. Sartipa's (2022) highlighted that using YouTube as a learning tool increases students' interest in speaking, indicating relevance to online learning communities, social learning, and blended learning approaches. Kurniawan's (2021) recommends analyzing content available on YouTube to create more comprehensible and attention-capturing teaching materials, which connects to assessment methods in online and blended learning environments and course design and e-learning curricula. The active involvement of companies and institutions in the Videolink project, as emphasized, aligns with community building and context-dependent learning, creating an authentic learning environment that bridges the gap between academia and the world of business. Moghavvemi's (2018) indicates that YouTube can enhance the learning experience and facilitate technology transfer, contributing to educational big data mining and learning analytics. Nevertheless, Razzaq 2021 found that medical students achieved comparable learning outcomes in cardiovascular physiology through distance learning during the COVID-19 pandemic, but most students preferred face-to-face learning. The Videolink project's emphasis on collaboration between students, managers (who have different roles and expertise), and experts from different sectors (The managers who collaborated are from the following sectors: Energy sector, Paper sector, Large-scale retail trade, Nautical sector, Banking and finance sector, Manufacturing sector, Automotive sector, Local and continental institutions) ecc. enriches the educational offerings of their respective universities, reflecting the immersive learning approach. Additionally, direct involvement of students in video production, as highlighted by Knol, Devlin-Scherer, and Ingram in 2013 and 2020, enables them to develop practical skills in multimedia production, which corresponds to e-learning platforms and portals, web-based learning, wikis, and blogs, and e-testing and new test theories. It is essential to note that the Videolink project covers a wide range of learning topics in the context of targeted professional training, including pedagogical framebusiness studies, learning models, online learning communities, blended learning, assessment methods, learning analytics, course design, and more. The project's comprehensive approach aims to provide valuable educational content and opportunities for growth and personal development to students within the targeted professional training sphere.