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Der Beitrag greift das Thema Lern- und Lehrvideos auf und zeigt die aktuellen Einsatzformen auf. Ebenso werden unterschiedliche Formate und Erstellungsmöglichkeiten dargestellt, die durch heutige Technologien teils auch mit überschaubaren finanziellen Ressourcen umgesetzt werden können. Darüber hinaus werden lerntheoretische Ansätze gelistet, die bis heute bekannt sind. Um die Produktion von Lern- und Lehrvideos zukünftig zu erleichtern, wird anhand einer Vorlage zur Entwicklung von Lern- und Lehrvideos, dem Lernvideo-Canvas, gezeigt, wie man an die Planung von Lern- und Lehrvideo-Projekten herangehen kann.
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Lern-&und&Lehrvideos:&Gestaltung,&
Produktion,&Einsatz&
von$Martin$Ebner$(Technische$Universität$Graz)$und$Sandra$Schön$(Salzburg$Research$
Forschungsgesellschaft)$
!
[Schlagworte]Video·Lehrvideo·Lernvideo·Webvideo·360-Grad-
Video·Videoproduktion·Videoformate·Videoeinsatz!
!
[Überblick]Der Beitrag greift das Thema Lern- und Lehrvideos auf und zeigt die aktuellen
Einsatzformen auf. Ebenso werden unterschiedliche Formate und Erstellungsmöglichkeiten
dargestellt, die durch heutige Technologien teils auch mit überschaubaren finanziellen Ressourcen
umgesetzt werden können. Darüber hinaus werden lerntheoretische Ansätze gelistet, die bis heute
bekannt sind. Um die Produktion von Lern- und Lehrvideos zukünftig zu erleichtern, wird anhand
einer Vorlage zur Entwicklung von Lern- und Lehrvideos, dem Lernvideo-Canvas, gezeigt, wie man
an die Planung von Lern- und Lehrvideo-Projekten herangehen kann.
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1!Einleitung!........................................................................................................................................................................!1
2!Einsatzmöglichkeiten!von!Lernvideos!..................................................................................................................!2
3!Formate!und!Entwicklung!von!Lernvideos!..........................................................................................................!3
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4!Gestaltung!von!Lernvideos!........................................................................................................................................!7
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5!Lernvideo-Erstellung:!Tipps!zur!Planung!............................................................................................................!8
6!Trend:!360-Grad-Videos!............................................................................................................................................!9
7!Zusammenfassung!und!Ausblick!-!Herausforderungen!an!Bildung!und!Forschung!..........................!10
Literaturhinweise!.........................................................................................................................................................!10
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1&Einleitung&
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[Definition!„Lern-!bzw.!Lehrvideo“!]!
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[Zielsetzung!des!Beitrags]!
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Anleitungen!und!Erklärungen!im!Alltag!
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Einsatz!im!Präsenzunterricht!
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Bestandteil!von!Blended-Learning-Settings!
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Online-Kurse!und!MOOC!
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Erstellung!durch!Lernenden![Lernen!durch!Lehren]!
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Literaturverzeichnis&
M*Rd!96(984(0A@0-&"+",(;8<6(NO7(0A@0-&"(7-,-H+"06(*2#C50&(;<<V(:=<?8(
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!]d!W6(78g@*W!de6(N8g9OIad6(98gR\QQU!6(N84(*''0"0(@+H0"H0"(-.D(Q&0+50&('T&("0%-&#+,0(
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M+,+#-.0(70B+0"4(e%D-PP0"-&50+#(+"(B0&(]+.B%",6(7T"D#0&4(R-_P-""(S0&.-,(;<=K6(98(VV)KJ8((
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E!\!W6(E8g9OIad6(98g!]d!W6(784(70B+0"GCPX0#0"H0"#$+2G.%",(+"(0+"0P(-%l0&D23%.+D230"(
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EP5I6(dC&B0&D#0B#6(;<=L8(*".+"0(H%,Y",.+23(%"#0&4(3##X4gg5+PD0/8B0g((
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N"$0"B%",('+"B0"8(\"4(78(!]d!Wg98(9OIad(:I&D,8?6(@03&5%23('T&(@0&"0"(%"B(@03&0"(P+#(
Q023"C.C,+0"(:@LQ?6(;<==6(iW@4(3##X4gg.L#80%g3CP0X-,0gB-DA5%23g05CCGgG-X+#0.gCg+Bg;<(
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... For both groups, the theoretical training consisted of a self-produced educational video. With the digitization of teaching and the widespread availability of e-learning, educational videos are a state-of-the-art approach to effectively transfer knowledge to the spectator (Zhang et al., 2006;Poxleitner and Wetzel, 2014;Brame, 2016;Ebner and Schön, 2018). In our study, we were moreover able to ensure that all participants in a group were presented with the same content -at any time and with the push of a button. ...
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Die Spreu vom Weizen trennen. Erklärvideos für den Literaturunterricht mit einem Qualitätsraster auswählen Podcasts, webquests, wikis, webblogs und vor allem Lern-und Erklärvideos sind heute vielfach als digitale Lern-helfer verbreitet. In Folge der vorangegangenen Schulschließungen im Zuge der Covid-19-Pandemie werden sie nun auch verstärkt im formalen Bildungskontext eingesetzt. So gab in einer forsa-Umfrage unter rund 1000 Leh-rer*innen im April 2020 nahezu jede zweite Lehrperson aus dem Sekundarstufenbereich an, Erklärvideos während der Schulschließungen genutzt zu haben (vgl. forsa, 2020). Vor dem Hintergrund der stark differenzierenden Qua-lität von Lernvideos widmet sich der vorliegende Beitrag der Vorstellung eines empirisch validierten mehrdimen-sionalen Kriterienrasters. 1 Für die Qualitätsanalyse vereint das Raster fachwissenschaftliche sowie fachdidaktische Kriterien zur Vermittlung gattungstypologischen Wissens zur Kurzgeschichte und mediendidaktische Erkenntnisse zur Qualität von Erklärvideos. (Angehende) Lehrpersonen sollen durch die Arbeit mit dem Raster einerseits für unterschiedliche Qualitätsebenen von Erklärvideos sensibilisiert und dadurch andererseits in ihrer Rolle als Ga-tekeeper in einer zunehmend digitalisierten Lernwelt gestärkt werden. Bevor die zentralen Dimensionen des Qualitätsrasters und zwei damit verbundene exemplarische Analysen aus-führlich vorgestellt werden, gibt der Beitrag einen Überblick zu Lernvideos als Lerngegenstand und problematisiert in einem nächsten Schritt die Notwendigkeit von Qualitätskriterien zu diesen.
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Podcasts, webquests, wikis, webblogs und vor allem Lern- und Erklärvideos sind heute vielfach als digitale Lernhelfer verbreitet. In Folge der vorangegangenen Schulschließungen im Zuge der Covid-19-Pandemie werden sie nun auch verstärkt im formalen Bildungskontext eingesetzt. So gab in einer forsa-Umfrage unter rund 1000 Lehrer*innen im April 2020 nahezu jede zweite Lehrperson aus dem Sekundarstufenbereich an, Erklärvideos während der Schulschließungen genutzt zu haben (vgl. forsa, 2020). Vor dem Hintergrund der stark differenzierenden Qualität von Lernvideos widmet sich der vorliegende Beitrag der Vorstellung eines empirisch validierten mehrdimensionalen Kriterienrasters. Für die Qualitätsanalyse vereint das Raster fachwissenschaftliche sowie fachdidaktische Kriterien zur Vermittlung gattungstypologischen Wissens zur Kurzgeschichte und mediendidaktische Erkenntnisse zur Qualität von Erklärvideos. (Angehende) Lehrpersonen sollen durch die Arbeit mit dem Raster einerseits für unterschiedliche Qualitätsebenen von Erklärvideos sensibilisiert und dadurch andererseits in ihrer Rolle als Gatekeeper in einer zunehmend digitalisierten Lernwelt gestärkt werden. Bevor die zentralen Dimensionen des Qualitätsrasters und zwei damit verbundene exemplarische Analysen ausführlich vorgestellt werden, gibt der Beitrag einen Überblick zu Lernvideos als Lerngegenstand und problematisiert in einem nächsten Schritt die Notwendigkeit von Qualitätskriterien zu diesen.
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Offene Lizenzen erlauben nicht nur die Nutzung, sondern auch die Modifikation von Texten, Programmen und Bildern – oder eben auch von Bildungsressourcen, die als „offene Bildungsressourcen“ derzeit große Aufmerksamkeit erhalten (Bundesministerium für Bildung und Forschung, 2015). In diesem Beitrag wer- den die unmittelbaren Folgen der offen Lizenzierung, nämlich die damit ver- bundenen weiträumigen Nutzungsmöglichkeit, dargestellt und demonstriert, dass die offenen Lizenzen auch als ein Treiber für Kooperationen und Innovationen in der Bildung betrachtet werden können. Die Produktion und Nutzung der offenen Bildungsressourcen unterscheidet sich von traditionellen, proprietären Arbeits- und Produktionsweisen u. a. in Bezug auf Finanzierung, Entwicklung, Qualitätssicherung und Nutzung. Anhand der Rolle von OER für Open Educational Practice und mehreren Projekten (L3T 2.0, „Gratis Online Lernen“, dem Schulbuch-O-Mat-Projekt, dem MOOChub sowie COER16) wird dies dargestellt.
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In populären Erklär- und Lernvideos kommen immer wieder Zeichen- und Legetechniken zum Einsatz, bei der Bilder live gezeichnet oder Papierfiguren hineingelegt und verschoben werden, um Lerninhalte zu verdeutlichen. Populär geworden ist diese Methode durch die Videoreihe von Common Craft "in Plain English", bei der die Funktionalität unterschiedlicher sozialer Anwendungen erklärt wird. Die Autorin und der Autor schreiben in Form eines Werkstattberichtes von ihren Erfahrungen bei der Erstellung und dem Einsatz von Lernvideos in der Legetechnik und geben Empfehlungen für Nachahmer/innen. 24.04.2014 | Sandra Schön (Salzburg) & Martin Ebner (Graz)
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In 2 experiments, mechanically naive college students viewed an animation depicting the operation of a bicycle tire pump that included a verbal description given before (words-before-pictures) or during (words-with-pictures) the animation. The words-with-pictures group outperformed the words-before-pictures group on tests of creative problem solving that involved reasoning about how the pump works. In a follow-up experiment, students in the words-with-pictures group performed better on the problem-solving test than students who saw the animation without words (pictures only), heard the words without the animation (words only), or received no training (control). Results support a dual-coding hypothesis (Paivio, 1990) that posits two kinds of connections: representational connections between verbal stimuli and verbal representations and between visual stimuli and visual representations and referential connections between visual and verbal representations.
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Multimedia learning occurs when students build mental representations from words and pictures that are presented to them (e.g., printed text and illustrations or narration and animation). The promise of multimedia learning is that students can learn more deeply from well-designed multimedia messages consisting of words and pictures than from more traditional modes of communication involving words alone. This article explores a program of research aimed at determining (a) research-based principles for the design of multimedia explanations—which can be called methods, and (b) the extent to which methods are effective across different learning environments—which can be called media. A review of research on the design of multimedia explanations conducted in our lab at Santa Barbara shows (a) a multimedia effect—in which students learn more deeply from words and pictures than from words alone—in both book-based and computer-based environments, (b) a coherence effect—in which students learn more deeply when extraneous material is excluded rather than included—in both book-based and computer-based environments, (c) a spatial contiguity effect—in which students learn more deeply when printed words are placed near rather than far from corresponding pictures—in both book-based and computer-based environments, and (d) a personalization effect—in which students learn more deeply when words are presented in conversational rather than formal style—both in computer-based environments containing spoken words and those using printed words. Overall, our results provide four examples in which the same instructional design methods are effective across different media.
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