Lesson planning

Videos in teaching

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An overview of video as a learning medium

During the corona semesters, the learning medium of video came increasingly into focus: lecture recordings and PowerPoint recordings became video "preserves" and thus offered a solution to a common problem of synchronous online teaching - the often unstable internet connection in video conferences.

Some lecturers switched their teaching to a completely asynchronous or blended learning format. This makes use of a major advantage of video as a learning medium: Videos can be received anytime and anywhere at your own pace (Brehmer & Becker, 2017, p. 1).

Topics that you have explained in the same way in many semesters can be easily "outsourced" to a video and thus reused as sustainably as possible.
In particular, a video can be used to convey facts that are otherwise difficult or impossible to present (Brehmer & Becker, 2017, p.1; Niegemann et al., 2008, p. 266), for example:

  • a complex laboratory experiment that cannot be repeated every semester
  • sequences of natural events that would normally take much longer
  • historical evidence.

Avoid disadvantages

It is essential to avoid videos that "seduce" listeners into a purely "passive" attitude.However, with a few tips and tricks, you can create a video that is conducive to learning with a manageable amount of effort, which you can ideally use in the long term.

 

Application scenarios

Videos in teaching are not only used to impart knowledge, but also as:

  • a (problem-oriented) introduction to a topic (Niegemann et al., 2008, p. 266)
  • assistance with tasks (Weidlich & Spannagel, 2014, p. 242)
  • personal feedback on student performance (Froehlich & Winter, 2019, p. 129f.).

The SAMR model

S for substitution, A for augmentation, M for modification and R for redefinition: Puentedura's SAMR model describes in four stages how the use of digital media (in our example, learning videos) can change "traditional" (more analog) teaching (see also Persike, 2019, p. 20ff).

  • At the substitution stage, videos can replace traditional teaching (lectures, scripts).
    Example: lecture recording
    However, "traditional" teaching hardly changes: learners remain (or are possibly even more) passive recipients.
  • At the next stage, augmentation, the functions are expanded – in contrast to an on-site lecture, a video can be stopped and watched as often as desired.
    Examples: playback control, subtitles, chapter division
  • An actual change in the learning process through the use of learning videos only occurs at the last two stages – videos can turn learners from passive recipients into actors.
    Examples: videos for analysis purposes
    Videos can be used to film certain situations that would otherwise not be accessible (e.g. (physiotherapy) situations). The video can then be used for joint analysis purposes.
  • If you think about it the other way round, students can also become active in filming. This creates a new learning activity (stage of redefinition).
    Examples: students create explanatory videos, students film certain situations for joint analysis (e.g. physiotherapy exercises).

External productions

When using videos in teaching, you don't just have to use your own productions, you can also use exterbak productions, subject to the legal framework.

You can also use external or your own productions with which you are not entirely satisfied at one point or another - flanked by a task to illuminate the relevant points.

 

Links list: video platforms/courses

External link opens in a new window:Linkedln Learning: Online-Courses
Over 15,000 different video training courses are available for university members. Enter your HFU email address when you log in for the first time. You will then be redirected to the single sign-on.

To the BiB HelpCard

Other online course platforms with (partially) free offers

Open Educational Resources

Don't forget the numerous media libraries of TV stations.

Further reading

  • Brehmer, J., & Becker, S. (2017). „Erklärvideos“…als eine andere und/oder unterstützende Form der Lehre. Georg-August-Universität Göttingen.
  • Froehlich, D. E., & Winter, C. (2019). Mehr als Lehrvideos - der Einsatz von Videos in der digitalen Lehre. In M. L. Kieberl & S. Schallert (Eds.), Digital-innovative Hochschulen: Einblicke in Wissenschaft und Praxis: Tagungsband zur 2. Online-Tagung Hochschule digital.innovativ | #digiPH2 (pp. 126–135). Books on Demand.
  • Niegemann, H., Domgak, S., Hessel, S., Hein, A., Hupfer, M., & Zobel, A. (2008). Kompendium Multimediales Lernen. X.media.press. Springer.
  • Weidlich, J., & Spannagel, C. (2014). Die Vorbereitungsphase im Flipped Classroom. Vorlesungsvideos versus Aufgaben. In k. Rummler (Ed.), Lernräume  gestalten  -  Bildungskontexte  vielfältig  denken. (pp. 237–248). Waxmann.

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