Using videos in teaching

Tips from the pros

Our Internal link opens in the same window:Center for Teaching and Learning (ZLL) regularly organises workshops on topics such as time management, learning methods, teaching methods and much more. The ZLL also supports lecturers in the development, implementation and further development of contemporary and innovative teaching models.

Accessible anywhere at any time
Can be played at your own pace
Reusable for teachers

Sounds good? Are videos perhaps even the all-purpose tool in teaching?

Just because a video is a video, learners don't automatically learn more or better from it than from another medium (Persike, 2019, p. 22).
It is therefore the same as with other all-purpose tools: if used incorrectly or overdosed, they cannot have the right effect.

So what is the ideal "breeding ground" for learning with videos?
Popcorn, potato chips and a sofa are certainly the best conditions for entertainment and relaxation while watching a movie. If videos are to be used to acquire knowledge, a desk, pen and paper - just like when learning from scripts or books - are the better alternatives. However, videos in particular run the risk of being taken too lightly, perhaps being watched quickly and perceived as being "done" - but of not really being understood and processed.

Tip After 15 minutes of being "passive", the ability to concentrate decreases (Biggs & Tang, 2007, p. 109). Therefore: Produce short videos, preferably under 6 minutes (Guo et al., 2014).

Divide longer videos into chapters (Helpcard External link opens in a new window:10-070 Creating chapter markers in the media portal.)
Use interactive elements and frame your video.

Videos can be used in different settings (synchronous / asynchronous) and different types of courses (face-to-face, self-study, e.g. in a flipped classroom).
Depending on the synchronous or asynchronous setting, different copyright aspects must be observed.
Please note: This information does not constitute legal advice.

Setting synchronous/asynchronous

Type of lecture

with connection to the lecture

without connection to the lecture (e.g. filler)

Synchronous
(=everyone watches at the same time)

(virtual) presence

The showing of videos at a public screening* is permitted...
... if they are your own videos
... if the consent of the rights holder has been obtained
... if §60a UrhG can be applied (videos < 5 min for a target group defined in §60a)
... within the framework of a CC license
... possibly within the scope of the right to quote (§51 UrhG)

Bei einer öffentlichen Vorführung* wird empfohlen eigene Videos einzusetzen oder Videos

... unter CC-Lizenz
... unter Zustimmung des Rechteinhabers zu zeigen

asynchronous
(=not necessarily at the same time)

(virtual) presence

self-study
(flipped classroom)

Recommended: Links e.g. in FELIX

* In the case of non-public presentations, the use of videos is generally considered unproblematic in terms of copyright.
However, the public or non-public nature of events in university teaching has not been conclusively clarified.
The extent to which the person using the work is personally connected to the other persons is particularly relevant:

"The predominant view is that, in any case, if lectures are also open to the general public (lecture series, Studium Generale, but probably also general large lectures), it can be assumed that they are public, while study groups and seminars are classified as non-public." (Förster, 2018, p. 8)

Source:
Förster, A. (05.02.2018). Copyright FAQ university teaching. FHWS University of Applied Sciences Würzburg-Schweinfurt. External link opens in a new window:https://urheberrecht.fhws.de/en/

Especially in asynchronous settings, it is advisable to provide good and clear work assignments for the video viewing.
The work assignments should be based on the VAN principle (preparation, acquisition, follow-up).

What should be done before, during and after the video reception?
- Preparation: e.g. research task on the topic (before the video viewing)
- Appropriation: e.g. answering key questions (during the video viewing)
- Follow-up: e.g. answering quiz questions (after the video viewing)
How much time is allowed for this?
- In an asynchronous setting in (virtual) presence, when should the participants return to the plenary session?

Biggs, J. B., & Tang, C. S. (2007). Teaching for quality learning at university (3. ed.). Open University Press.
Cattaneo, A., & Sauli, F. (Eds.). (2017). Die Integration interaktiver Videos in didaktische Szenarien. Eidgenössisches Hochschulinstiut für Berufsbildung EHB.
Findeisen, S., Horn, S., & Seifried, J. (2019). Lernen durch Videos – Empirische Befunde zur Gestaltung von Erklärvideos. MedienPädagogik: Zeitschrift Für Theorie Und Praxis Der Medienbildung, 2019 (Occasional Papers), 16–36. doi.org/10.21240/mpaed/00/2019.10.01.X
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement. In M. Sahami (Ed.), L@s 2014 : Proceedings of the first ACM Conference on Learning @ Scale : March 4-5, 2014, Atlanta, Georgia, USA (pp. 41–50). ACM. doi.org/10.1145/2556325.2566239
Harder, S. (o.J.). Lehrvideos Einsatzmöglichkeiten im berufsbegleitenden Studium. www.uni-rostock.de/storages/uni-rostock/UniHome/Weiterbildung/KOSMOS/Lehrvideos.pdf
Krause, U.‑M., & Stark, R. (2006). Vorwissen aktivieren. In H. Mandl & H. F. Friedrich (Eds.), Handbuch Lernstrategien (1st ed., pp. 38–49). Hogrefe Verlag.
Mayer, R. E. (2014). The Cambridge handbook of multimedia learning (Second edition). Cambridge handbooks in psychology. Cambridge University Press.
Merkt, M. (2015). Didaktische Optimierung von Videos in der Hochschullehre. www.e-teaching.org/news/eteaching_blog/didaktische-optimierung-von-videos-in-der-hochschullehre
Persike, M. (2019). Videos in der Lehre: Wirkungen und Nebenwirkungen. In H. Niegemann & A. Weinberger (Eds.), Springer Reference Psychologie. Lernen mit Bildungstechnologien (pp. 1–31). Springer Berlin Heidelberg. doi.org/10.1007/978-3-662-54373-3_23-1

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