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Learning Video Canvas: Collection of Ideas for the Learning Video



The learning video canvas supports the initial collection of ideas for creating a learning video. It also includes a template for a script and storyboard. It is developed by the Educational Technology team of TU Graz (Austria) as a service for teachers and course organisers at the MOOC platform and other learning videos as open educational resources (OER).
CC BY 4.0, version 04/2021, hps://
Learning Video Canvas
Who will/should learn with the video?
Title of the learning video
Special requirements, e.g. subtitles,
simple language, translation
Prior knowledge
What can be expected?
What can you build on?
How will people learn with the video?
How is the target group addressed?
What should viewers know/be able to
do/have done aer watching the video?
Question / problem / motivation
What is being explained and why?
What needs to be said? What needs to be visualized?
What needs to be shown? What needs to be wrien/
shown as a text?
What needs to be repeated?
Ideas for the story
(on the back)
1. Sta
Camera person
From to
Pre-production (planning, script)
From to
Production (recording, audio, video, screencast)
From to
Post-production (cuing, nalizing, expo)
Planned date of publication:
Place of publication:
CC BY 4.0
CC BY-SA 4.0
2. Equipment
3. Places
"Ladies and Gentlemen,..."
"Hey, you!"
Explanation: e.g. VO - voice-over
SCRIPT for the learning video
Scene Visual content Spoken text Sounds
CC BY 4.0, version 04/2021, hps://
Sample scene and footage with kind permission from the book trailer „Die kleine Hexe Strubbellilly“.
The robot cat appears behind
the witch's hair, moves down
along her arm and stops
on her palm.
The camera zooms in.
Robot cat: Meow, my main role
comes later at school.
driving sound and meow
of robot cat
in the background:
birds chirping
... The ReDesign-Canvas is available in German and English (Braun et al., 2020a(Braun et al., , 2020b. In April 2021, a two-part template for creating learning videos as open educational resources (OER) was published in German and English (Ebner et al., 2021a(Ebner et al., , 2021b. Figure 6 gives an overview of materials for lecturers published as OER. Add These OER are not only available to teachers at TU Graz but are publicly available and can also be modified if necessary. ...
Full-text available
Based on the increasing demand for and promotion of Open Educational Resources (OER, see (UNESCO (2019), this chapter describes the objectives of Graz University of Technology (TU Graz) in Austria for good teaching. A description of how the impact of OER at TU Graz will be analysed and considerations around it is the central contribution. In addition, the effects, and potentials of selected OER initiatives of the university are described as examples and discussed as key potential for good teaching. For a better understanding of the role of OER at TU Graz, the national context of OER in the Austrian higher education landscape is described at the beginning of the chapter.
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Zusammenfassung Digitales Lernen ist ein zentraler Bestandteil der heutigen Bildungslandschaft geworden. Insbesondere Lernvideos haben in den letzten Jahren deutlich an Popularität gewonnen und Plattformen wie YouTube sind heute ein fester Bestandteil von Lernprozessen. Bildungseinrichtungen haben diese Entwicklung erkannt und Lernvideos in ihre Lernsysteme integriert. Allerdings sind die heutigen Lernvideos oft nicht sehr ansprechend, weil es an Gestaltungswissen mangelt, wie Interaktionen und gamifizierte Elemente die Motivation und den Lernerfolg steigern können. Dieser Mangel an Gestaltungswissen führt zu minderwertigen Lernvideos, die den Lernprozess der Lernenden meist nicht in dem Maße unterstützen, wie sie es könnten. Um effektive Lernvideos zu entwickeln, welche die Lernenden adäquat unterstützen, ist handfestes und praktisches Gestaltungswissen für die Lehrenden notwendig. Vor diesem Hintergrund entwickeln wir Entwurfsmuster für interaktive gamifizierte Lernvideos, um Praktiker*innen bei der Erstellung effektiver Lernvideos anzuleiten, die die Motivation und das Engagement von Lernenden zu fördern, welche sie aktiv in ihrem Lernprozess unterstützen zu können. Wir setzen damit zusätzlich die Grundlage für zukünftige Forschung zur Gestaltung effektiver Lernvideos. Dabei folgen wir einem gestaltungsorientierten Forschungsansatz, um die Entwicklung unserer Entwurfsmuster zu systematisieren.
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