Abstract:

“Video Learning” can be classified as a new methodological concept. It was developed and tested in this thesis. In recent years, more and more students were using videos to deal with new topics and concepts. This shift is a significant and implied modification of the methodology in schools. [1] Moreover, the ongoing digital alteration requires new and innovative concepts for using digital media in a smart way. [2]

At first, the focus was to analyse the necessity of a new multimedia-based approach. Therefore, results of a wide study about media behaviour of students and a meta-study about digital media in mathematics and natural science lessons got analysed. [2] Based on these findings, the method “video learning” is built upon didactic, educational but also psychological facts – such as “the ten attributes of good teaching” [3], fundamental technical methodology concepts of computer science [4] and important rules about learning of new terms as results of the corporate research of Lefrançois [5] and Piaget [6].

This approach was developed and tested in an authentic learning scenario as a prototype at a German school. For this test scenario, two classes were using “video learning” whereas two other classes used a classic method of consolidation. The learning results of these classes were in focus. The results of the test scenario demonstrated a significant positive influence on learning success – more precisely, an improvement of 0.3 in grading. Finally, the thesis includes a short checklist to prepare and use video learning in classroom without a long time of preparation.

The core of this concept is that students create their own teaching material. The results can be merged to a big collection of learning material. Together with the students, the teacher collects the important catchwords, for instance in kind of a mind map. During the iteration of the important buzzwords, the students acquire a smart structure of the teaching topic. In the next step, students choose one word that they believe they can explain well – and can create a short lecture about it.
Then, together with their peers, students prepare a short learning video during the lesson. Exactly like in a short presentation, the students are expected to explain their catchword very clearly for their classmates. At the end of the lesson, all students have created a completed learning video that easily contains an in-depth discussion of their topic. The material collection including all videos will be put together in a playlist. All learning videos are online available after the last lesson. When preparing for the upcoming class test, they can profit from all these videos with different topics vividly explained by their classmates.

In this way, learning is not only with an effetely peer-to-peer-approach – rather the videos have manifold benefits. Similar to the “flipped classroom”, the students consume the videos at home – but the material is made by the students themselves. Therefore, it can be classified as a significantly changed approach to this concept which likewise creates more effective lesson time and deepens media education.

References (abridged):
[1] Feierabend (2018). JIM 2018.
[2] Hillmayr (2017). Digitale Medien im mathematisch-naturwiss. Unterricht.
[3] Meyer (2004). Was ist guter Unterricht?
[4] Hibwieser (2007). Didaktik der Informatik
[5] Lefrançois (1994). Psychologie des Lernens.
[6] Piaget (2015). Psychologie der Intelligenz.

Keywords:

Learning video, screencast, method, blended learning.