{"id":7527,"date":"2022-05-26T18:04:00","date_gmt":"2022-05-26T16:04:00","guid":{"rendered":"http:\/\/www.twillo.de\/blog\/what-are-teaching-and-learning-videos-part-iii-potential-criticism\/"},"modified":"2025-06-13T18:48:05","modified_gmt":"2025-06-13T16:48:05","slug":"what-are-teaching-and-learning-videos-part-iii-potential-criticism","status":"publish","type":"post","link":"https:\/\/www.twillo.de\/en\/blog\/what-are-teaching-and-learning-videos-part-iii-potential-criticism\/","title":{"rendered":"What are teaching and learning videos? Part III: Potential &amp; criticism"},"content":{"rendered":"\n<p class=\"teaser-text\">Record\u00ading and stream\u00ading a lec\u00adture, longer or shorter explana\u00adtory videos, illus\u00adtra\u00adtive mate\u00adr\u00adial as a demon\u00adstra\u00adtion video, all enriched with ani\u00adma\u00adtions, screen\u00adcasts etc. \u2014 the cat\u00ade\u00adgory of teach\u00ading and learn\u00ading videos is diverse. We have already seen this in <a href=\"https:\/\/www.twillo.de\/en\/blog\/what-are-teaching-and-learning-videos-part-i-characteristics-and-didactics\/\">Part 1<\/a> and espe\u00adcially <a href=\"https:\/\/www.twillo.de\/en\/blog\/what-are-teaching-and-learning-videos-part-ii-formats-and-methods\/\">Part 2<\/a>. Now we want to con\u00adclude with an overview of the oppor\u00adtu\u00adni\u00adties offered by teach\u00ading and learn\u00ading videos. But where there is light, there is also shadow: So, in this final part of this series, we have to deal with prob\u00adlems and chal\u00adlenges in the use of teach\u00ading and learn\u00ading videos and how to deal with them.   <\/p>\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\">\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"768\" height=\"432\" src=\"https:\/\/www.twillo.de\/wp-content\/uploads\/2025\/05\/wippe1-768x432-1.jpg\" alt=\"Happy book on seesaw - starting position in the field Teaching and learning videos illustrated.\" class=\"wp-image-7510\" srcset=\"https:\/\/www.twillo.de\/wp-content\/uploads\/2025\/05\/wippe1-768x432-1.jpg 768w, https:\/\/www.twillo.de\/wp-content\/uploads\/2025\/05\/wippe1-768x432-1-300x169.jpg 300w\" sizes=\"auto, (max-width: 768px) 100vw, 768px\"><\/figure>\n\n<p>The first page in the field of teach\u00ading and learn\u00ading videos in focus<br><em>Image by S\u00f6nke Hahn based on Sarah Brock\u00admann, released under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/legalcode\" target=\"_blank\" rel=\"noreferrer noopener\">CC BY 4.0<\/a><\/em><\/p>\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\">\n\n<p><\/p>\n\n<p>In the pre\u00advi\u00adous parts of this blog series, we pro\u00advided a basic def\u00adi\u00adn\u00adi\u00adtion of teach\u00ading and learn\u00ading videos and iden\u00adti\u00adfied four char\u00adac\u00adter\u00adis\u00adtics: <a href=\"https:\/\/www.twillo.de\/en\/blog\/what-are-teaching-and-learning-videos-part-i-characteristics-and-didactics\/#vier\">Teach\u00ading and learn\u00ading videos are an audio-visu\u00adal\u00adiza\u00adtion that can be accessed inde\u00adpen\u00addently of time and place, if nec\u00ades\u00adsary, and that can be didac\u00adti\u00adcally pre\u00adpared and clas\u00adsi\u00adfied.<\/a> This was fol\u00adlowed by a didac\u00adtic clas\u00adsi\u00adfi\u00adca\u00adtion, out\u00adlin\u00ading how and in which sce\u00adnar\u00adios videos can be used. We looked at the <a href=\"https:\/\/www.twillo.de\/en\/blog\/what-are-teaching-and-learning-videos-part-i-characteristics-and-didactics\/#lern\">mul\u00adti\u00adme\u00addia prin\u00adci\u00adples<\/a> that can also be used to opti\u00admize learn\u00ading and teach\u00ading via mov\u00ading images. <a href=\"https:\/\/www.twillo.de\/en\/blog\/what-are-teaching-and-learning-videos-part-ii-formats-and-methods\/\">In the sec\u00adond part,<\/a> we looked at the 2 + 1 cat\u00ade\u00adgory in the field of edu\u00adca\u00adtional videos \u2014 lec\u00adtures on video (live, recorded), explana\u00adtory videos and demon\u00adstra\u00adtion videos. And these cat\u00ade\u00adgories were placed in rela\u00adtion to the medium of film itself and the tech\u00adniques used, the forms of pro\u00adduc\u00adtion. Now we want to dis\u00adcuss the poten\u00adtial, but also the weak\u00adnesses of the use of videos from a com\u00admu\u00adnica\u00adtive-didac\u00adtic point of view.   <\/p>\n\n<h2 class=\"wp-block-heading\" id=\"potenzial\"><br>Didactic-communicative potential of educational videos<\/h2>\n\n<p>For the sake of clar\u00adity, we dif\u00adfer\u00aden\u00adti\u00adate between three poten\u00adtials: basic poten\u00adtials, poten\u00adtials in the over\u00adall didac\u00adtic mix and poten\u00adtials from a pro\u00adduc\u00adtion per\u00adspec\u00adtive. Basic poten\u00adtials result from the nature of the medium, poten\u00adtials in the over\u00adall mix relate the mov\u00ading image to other teach\u00ading and learn\u00ading mea\u00adsures; \u201cpro\u00adduc\u00adtion per\u00adspec\u00adtive\u201d refers to prac\u00adti\u00adcal poten\u00adtials in the real\u00adiza\u00adtion of teach\u00ading and learn\u00ading videos. <\/p>\n\n<h3 class=\"wp-block-heading\" id=\"grund\">Basic potentials<\/h3>\n\n<ul class=\"wp-block-list\">\n<li><strong>\u201cWork\u00ading mem\u00adory-com\u00adpli\u00adant\u201d com\u00admu\u00adni\u00adca\u00adtion<\/strong>: Address\u00ading the audi\u00adence in a mul\u00adti\u00adme\u00addia way, i.e. using visual and acoustic chan\u00adnels, can increase the chance of com\u00admu\u00adni\u00adcat\u00ading the intended con\u00adtent \u2014 with\u00adout over\u00adload\u00ading or over\u00adload\u00ading the work\u00ading mem\u00adory. <a href=\"https:\/\/www.twillo.de\/en\/blog\/what-are-teaching-and-learning-videos-part-i-characteristics-and-didactics\/#lern\">See mul\u00adti\u00adme\u00addia prin\u00adci\u00adples and their back\u00adground in the first arti\u00adcle.<\/a> The per\u00adson pro\u00adduc\u00ading the con\u00adtent must weigh up the options and find a good bal\u00adance with regard to mea\u00adsures that pro\u00admote learn\u00ading: Teach\u00ading and learn\u00ading videos are con\u00adducive to learn\u00ading if spo\u00adken state\u00adments or expla\u00adna\u00adtions are pre\u00adsented as syn\u00adchro\u00adnously as pos\u00adsi\u00adble with the visu\u00adal\u00adiza\u00adtions (\u2248 tem\u00adpo\u00adral con\u00adti\u00adnu\u00adity prin\u00adci\u00adple). On the one hand, sound and image should not be too far apart (\u2248 prin\u00adci\u00adple of coher\u00adence). Oth\u00ader\u00adwise, learn\u00aders may lose their ori\u00aden\u00adta\u00adtion. On the other hand, for exam\u00adple, it should not be read out loud, i.e. a 1:1 pro\u00adnun\u00adci\u00ada\u00adtion of read\u00adable, i.e. shown texts (\u2248 redun\u00addancy prin\u00adci\u00adple). Such a pro\u00adce\u00addure can lead to a load that is dif\u00adfi\u00adcult to syn\u00adchro\u00adnize with regard to visual and acoustic resources or our work\u00ading mem\u00adory.    <\/li>\n\n\n\n<li><strong>Pro\u00admot\u00ading indi\u00advid\u00adual learn\u00ading, inde\u00adpen\u00addent of time and place<\/strong>: Today\u2019s videos, which are mostly dig\u00adi\u00adtal and placed on the Inter\u00adnet, intranet, etc., can be accessed by learn\u00aders at any time or place \u2014 just like other dig\u00adi\u00adtally pro\u00advided materials\/media. This means that a video, the con\u00adtent doc\u00adu\u00admented there, can be viewed sev\u00aderal times etc. The sit\u00adu\u00ada\u00adtion is dif\u00adfer\u00adent for live broad\u00adcasts, which do not pro\u00advide for record\u00ading. In the case of live broad\u00adcasts, how\u00adever, the non-repeat\u00adable event char\u00adac\u00adter could be empha\u00adsized in order to moti\u00advate view\u00aders to tune in.  <\/li>\n\n\n\n<li><strong>Vivid com\u00admu\u00adni\u00adca\u00adtion of con\u00adtexts, even spaces<\/strong>: Edu\u00adca\u00adtional and explana\u00adtory videos have the poten\u00adtial to make facts clear and to demon\u00adstrate con\u00adtexts. Although this poten\u00adtial is pri\u00admar\u00adily attrib\u00aduted to 3D ani\u00adma\u00adtions and\/or nat\u00adu\u00adral\u00adis\u00adtic design approaches (Zan\u00adder et. al. 2018: 10), we want to gen\u00ader\u00adal\u00adize: Anal\u00ado\u00adgous to the sequen\u00adtial nature of the medium of film, sequences or processes are par\u00adtic\u00adu\u00adlarly suit\u00adable as con\u00adtent for videos or can be depicted in short videos (Harder n. d. 102) \u2014 as a fusion of con\u00adtent and form. The mov\u00ading image also holds poten\u00adtial due to our famil\u00adiar\u00adity with it, inso\u00adfar as we can cre\u00adate spaces from indi\u00advid\u00adual images and shots in our mind\u2019s eye. From an early age, we have learned to uncon\u00adsciously trans\u00adlate the infor\u00adma\u00adtion pre\u00adsented by pans and cuts into a spa\u00adtial con\u00adcept. Even with\u00adout stereo\u00adscopic 3D and with\u00adout 360\u00b0 films, we vir\u00adtu\u00adally immerse our\u00adselves in the result\u00ading space (Hahn 2018) and thus in any intended teach\u00ading con\u00adtent. Specif\u00adi\u00adcally, we can list some means that could be used in the design of teach\u00ading and learn\u00ading videos. Lin\u00adguis\u00adtic or visual high\u00adlights can be used to uti\u00adlize the space in the screen. Ori\u00aden\u00adta\u00adtion is pro\u00advided by so-called deic\u00adtic cues, which use the spo\u00adken text to cre\u00adate a con\u00adcrete ref\u00ader\u00adence to the images \u2014 sim\u00adi\u00adlar to the lec\u00adture hall, when ref\u00ader\u00adence is made to the con\u00adtent of a slide: \u201cHere below you see now\u201d, \u201cright next to it\u201d or \u201cthis sym\u00adbol shows\u201d. Alter\u00adna\u00adtively, visual high\u00adlights such as color or typog\u00adra\u00adphy, arrows, cir\u00adcles or ani\u00adma\u00adtion effects can also be used to draw atten\u00adtion to the con\u00adtent<a href=\"https:\/\/www.twillo.de\/en\/blog\/what-are-teaching-and-learning-videos-part-i-characteristics-and-didactics\/#prinzip\">(sig\u00adnal\u00ading prin\u00adci\u00adple<\/a>).        <\/li>\n\n\n\n<li><strong>Manip\u00adu\u00adlate time and make it vis\u00adi\u00adble<\/strong>: In addi\u00adtion, con\u00adtent that cap\u00adtures a tem\u00adpo\u00adral dimen\u00adsion can also be depicted. Let\u2019s think of chem\u00adi\u00adcal reac\u00adtions that take a long time or occur quickly to the naked eye. Here, too, it is pos\u00adsi\u00adble to depict processes or states by means of slow or fast motion \u2014 slow motion and fast motion.  <\/li>\n\n\n\n<li><strong>Vir\u00adtual sub\u00adsti\u00adtu\u00adtion of the human medium?<\/strong>  We have already seen in the first part that a human or human-like pres\u00adence can be help\u00adful: For bond\u00ading teach\u00aders and learn\u00aders with each other and with the con\u00adtent. Can do no more, no less \u2014 <a href=\"https:\/\/www.twillo.de\/en\/blog\/what-are-teaching-and-learning-videos-part-i-characteristics-and-didactics\/#anmerkung\">espe\u00adcially with regard to con\u00adstruc\u00adtivist per\u00adspec\u00adtives.<\/a> In addi\u00adtion, beyond the direct pro\u00admo\u00adtion of learn\u00ading, an indi\u00adrectly learn\u00ading-pro\u00admot\u00ading strength\u00aden\u00ading of a rela\u00adtion\u00adship of trust between teach\u00aders and learn\u00aders can cer\u00adtainly be pro\u00admoted by a bal\u00adanced (visual) appear\u00adance of the lec\u00adturer. Imag\u00adine this: Sit\u00adting in the lec\u00adture hall with\u00adout see\u00ading the per\u00adson giv\u00ading the lec\u00adture is likely to seem very alien\u00adat\u00ading (and could even pass as a cri\u00adsis exper\u00adi\u00adment). In prac\u00adtice, a live trans\u00admis\u00adsion from one sem\u00adi\u00adnar room to a sec\u00adond is a pos\u00adsi\u00adble solu\u00adtion if space is lim\u00adited, although this can\u00adnot com\u00adpletely do with\u00adout the pro\u00adtag\u00ado\u00adnist either. How\u00adever, the sit\u00adu\u00ada\u00adtion is dif\u00adfer\u00adent in explana\u00adtory or demon\u00adstra\u00adtion videos; here, the visual pres\u00adence of a pre\u00adsen\u00adter is not nec\u00ades\u00adsar\u00adily required. This aspect should also be exam\u00adined from a com\u00admu\u00adnica\u00adtive-didac\u00adtic design per\u00adspec\u00adtive. The cen\u00adtral ques\u00adtion here is: \u201cDoes the visual pres\u00adence of the per\u00adson speak\u00ading have a ben\u00ade\u00adfi\u00adcial effect on the learn\u00ading process?\u201d To date, there are no clear empir\u00adi\u00adcal find\u00adings on the extent to which the pres\u00adence of the speaker in teach\u00ading and learn\u00ading videos has an impact on learn\u00ading. Schmidt-Borcherd\u00ading and Dren\u00addel (2021) ask about the sig\u00adnif\u00adi\u00adcance of this pres\u00adence and address the com\u00adpe\u00adti\u00adtion between the ele\u00adments used and speaker images for the atten\u00adtion of learn\u00aders. The per\u00adson speak\u00ading receives 30% of the visual atten\u00adtion. Their effect in the image must be assessed as ambiva\u00adlent: \u201cOn the one hand, the speak\u00ader\u2019s pres\u00adence attracts atten\u00adtion and can thus dis\u00adtract from the learn\u00ading object. On the other hand, a vis\u00adi\u00adble speaker can draw atten\u00adtion back to spe\u00adcific aspects of the sub\u00adject mat\u00adter.\u201d (Schmidt-Borcherd\u00ading\/\u00adDren\u00addel 2021: 71). The mere visu\u00adal\u00adiza\u00adtion of a speak\u00ading per\u00adson is there\u00adfore less deci\u00adsive than the ques\u00adtion of how and when they actu\u00adally appear in the video. The over\u00adall coher\u00adence of the mul\u00adti\u00admodal ele\u00adments used (image, sound, image of the speaker) is there\u00adfore impor\u00adtant (Schmidt-Borcherd\u00ading\/\u00adDren\u00addel 2021: 71), which touches on a com\u00admu\u00adnica\u00adtive-didac\u00adtic prob\u00adlem: The deci\u00adsion as to whether and how a visu\u00adal\u00adiza\u00adtion of the speaker is real\u00adized can\u00adnot there\u00adfore be answered in a gen\u00aderal way here. At this point, the use of a sto\u00adry\u00adboard for plan\u00adning a teach\u00ading and learn\u00ading video is rec\u00adom\u00admended in any case in order to weigh up and record such deci\u00adsions.                <a href=\"https:\/\/www.twillo.de\/edu-sharing\/components\/collections?id=e136e5aa-965a-4bda-b544-a94b92d904f0&amp;viewType=1\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">Here is an invi\u00adta\u00adtion to browse through the col\u00adlec\u00adtion of teach\u00ading and learn\u00ading videos.<\/a>  Speak\u00ading of sub\u00adsti\u00adtu\u00adtion: At this point, we should not fall for the mis\u00adcon\u00adcep\u00adtion that a vir\u00adtual get-together is on a par with face-to-face con\u00adtact. Cer\u00adtainly, in the wake of the pan\u00addemic, it can be seen as a sub\u00adsti\u00adtute to com\u00adpen\u00adsate for not being able to meet in per\u00adson. Nev\u00ader\u00adthe\u00adless, the excerpt-like char\u00adac\u00adter of a video leads to a dif\u00adfer\u00adent, less com\u00adpre\u00adhen\u00adsive com\u00admu\u00adni\u00adca\u00adtion (body lan\u00adguage etc.) in rela\u00adtion to a face-to-face meet\u00ading.  <\/li>\n<\/ul>\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\">\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"768\" height=\"521\" src=\"https:\/\/www.twillo.de\/wp-content\/uploads\/2025\/05\/pastedImage-768x521-1.png\" alt=\"Staircase with six learning objective taxonomy levels: from knowledge to assessment - linked with possible uses of instructional videos.\" class=\"wp-image-7520\" srcset=\"https:\/\/www.twillo.de\/wp-content\/uploads\/2025\/05\/pastedImage-768x521-1.png 768w, https:\/\/www.twillo.de\/wp-content\/uploads\/2025\/05\/pastedImage-768x521-1-300x204.png 300w\" sizes=\"auto, (max-width: 768px) 100vw, 768px\"><\/figure>\n\n<p>Link\u00ading learn\u00ading objec\u00adtive tax\u00adon\u00adomy and teach\u00ading and learn\u00ading videos<br><em>Image by Franziska Bock based on Sarah Brock\u00admann, released under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/legalcode\" target=\"_blank\" rel=\"noreferrer noopener\">CC BY 4.0<\/a><\/em><\/p>\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\">\n\n<h2 class=\"wp-block-heading\" id=\"taxonomie\">Excursus \u2014 teaching and learning video + learning objective taxonomy<\/h2>\n\n<p>When we talk about didac\u00adtic poten\u00adtial, the tax\u00adon\u00adomy level model comes in handy at this point. The tax\u00adon\u00adomy of learn\u00ading objec\u00adtives has already been touched on in the first part of this blog post. The aim here is to relate the six classes of cog\u00adni\u00adtive learn\u00ading objec\u00adtives to the medium of teach\u00ading and learn\u00ading videos. The use of teach\u00ading and learn\u00ading videos can also be very diverse from a didac\u00adtic point of view. How\u00adever, diver\u00adsity should not nec\u00ades\u00adsar\u00adily be taken to mean arbi\u00adtrari\u00adness. The use of teach\u00ading and learn\u00ading videos should never be an end in itself. Rather, they should be used as a means and selected for good rea\u00adson as part of the con\u00adcep\u00adtual cur\u00adricu\u00adlum plan\u00adning. At best, teach\u00ading and learn\u00ading objec\u00adtives are the start\u00ading point. Based on the spe\u00adcific learn\u00ading objec\u00adtive linked to the ques\u00adtion of what stu\u00addents should actu\u00adally do (method\u00adolog\u00adi\u00adcally), the teach\u00ading and learn\u00ading video can be linked to the dif\u00adfer\u00adent learn\u00ading objec\u00adtive lev\u00adels. Of course, this can only be done here in a very gen\u00aderal and exem\u00adplary way.         <\/p>\n\n<ol class=\"wp-block-list\">\n<li><strong>Remem\u00adber knowl\u00adedge \/ retrieve knowl\u00adedge<\/strong> \u2014 Regard\u00adless of whether the video mate\u00adr\u00adial is self-pro\u00adduced or pro\u00adduced by a third party, a task is implied in both cases; the teach\u00ading and learn\u00ading video has the char\u00adac\u00adter of an invi\u00adta\u00adtion to receive what is pre\u00adsented. At the first stage, an edu\u00adca\u00adtional video can be linked to the inten\u00adtion of ini\u00adtially receiv\u00ading con\u00adtent in order to acquire the infor\u00adma\u00adtion it con\u00adtains as knowl\u00adedge. This often involves knowl\u00adedge of indi\u00advid\u00adual facts, sequences or ter\u00admi\u00adnol\u00adogy in the mode of expla\u00adna\u00adtion. These aims are con\u00adsti\u00adtu\u00adtive for explana\u00adtory videos, but also for instruc\u00adtional record\u00adings. \u201cThe under\u00adly\u00ading didac\u00adtic approach is based on the pro\u00advi\u00adsion and dis\u00adtri\u00adb\u00adu\u00adtion of infor\u00adma\u00adtion.\u201d (Sei\u00addel 2018: 48) How\u00adever, pure recep\u00adtion does not always lead to suc\u00adcess. Occa\u00adsion\u00adally, a didac\u00adtic or method\u00adolog\u00adi\u00adcal frame\u00adwork is required that goes beyond mere recep\u00adtion. For exam\u00adple, addi\u00adtional ele\u00adments such as knowl\u00adedge queries or con\u00adtrol tasks can be included. Whether in advance, dur\u00ading the course of the video or after\u00adwards, ques\u00adtions or tasks can strengthen the focus. With the help of some appli\u00adca\u00adtions, depend\u00ading on the plat\u00adform for pub\u00adlish\u00ading a video, an explana\u00adtory video can be divided into mean\u00ading\u00adful sec\u00adtions. For exam\u00adple, a task could be added at the end of a video in addi\u00adtion to the fin\u00adished file \u2014 H5P. The bound\u00adary between the first and sec\u00adond stage is fluid.          <\/li>\n\n\n\n<li><strong>Under\u00adstand\u00ading<\/strong>: For the cog\u00adni\u00adtive learn\u00ading level of under\u00adstand\u00ading, it is advis\u00adable to allow the infor\u00adma\u00adtion pre\u00adsented in the teach\u00ading or learn\u00ading video to be repro\u00adduced beyond view\u00ading. Stu\u00addents should reca\u00adpit\u00adu\u00adlate the cen\u00adtral state\u00adments in their own words or write a sum\u00admary. As a pos\u00adsi\u00adble sce\u00adnario, a video can also act as a silent stim\u00adu\u00adlus for intro\u00adduc\u00ading a topic in order to acti\u00advate any prior knowl\u00adedge. It can already be seen here that the learn\u00ading require\u00adments required here refer to the first level (remembering\/knowledge) and take the con\u00adsid\u00ader\u00ada\u00adtions there with them \u2014 as already men\u00adtioned, the lev\u00adels are not free of over\u00adlaps.   <\/li>\n\n\n\n<li><strong>Apply:<\/strong> The Apply learn\u00ading objec\u00adtive level can also be designed dif\u00adfer\u00adently in con\u00adjunc\u00adtion with teach\u00ading and learn\u00ading videos. For exam\u00adple, a case can be used as demon\u00adstra\u00adtion mate\u00adr\u00adial and func\u00adtion as a con\u00adcrete self-learn\u00ading activ\u00adity. It is also pos\u00adsi\u00adble for the Apply phase to be pre\u00adceded by a video, which would, how\u00adever, be described as an instruc\u00adtion: video instruc\u00adtions, also referred to here as tuto\u00adri\u00adals, pro\u00advide instruc\u00adtions on how actions and processes are to be car\u00adried out (Sei\u00addel 2018: 47).  <\/li>\n\n\n\n<li><strong>Ana\u00adlyze<\/strong>: How\u00adever, teach\u00ading and learn\u00ading videos can also be used as an object of analy\u00adsis and, in the form of a demon\u00adstra\u00adtion video for exam\u00adple, repro\u00adduce \u201cnat\u00adural\u201d sit\u00adu\u00ada\u00adtions or action sit\u00adu\u00ada\u00adtions that stu\u00addents can approach with their analy\u00adsis cat\u00ade\u00adgories: Per\u00adhaps a con\u00adflict is shown, on the basis of which esca\u00adla\u00adtion stages are to be clar\u00adi\u00adfied or pos\u00adsi\u00adbil\u00adi\u00adties for inter\u00adven\u00adtion can be con\u00adsid\u00adered. On the other hand, video\u00adtaped actions can serve as inter\u00adpre\u00adta\u00adtion mate\u00adr\u00adial to pro\u00admote a cor\u00adre\u00adspond\u00ading abil\u00adity. This can or should always be done with media lit\u00ader\u00adacy in mind: Like all media, film can only ever depict an excerpt.  <\/li>\n\n\n\n<li><strong>Gen\u00ader\u00adate<\/strong>: We have already addressed the learn\u00ading objec\u00adtive of gen\u00ader\u00adat\u00ading sev\u00aderal times with exam\u00adples of film\u00ading or pro\u00adduc\u00ading your own videos and with the \u201clearn\u00ading through teach\u00ading\u201d approach. Stu\u00addents are given the task of prepar\u00ading a learn\u00ading object in the for\u00admat of a video and mak\u00ading it avail\u00adable as infor\u00adma\u00adtion mate\u00adr\u00adial for the learn\u00ading group: Video glos\u00adsary, explana\u00adtory video, on a term, pre\u00adsen\u00adta\u00adtion of a con\u00adcept or model or of the\u00ado\u00adrists, etc. This approach allows stu\u00addents to take a look at the media char\u00adac\u00adter\u00adis\u00adtics of the mov\u00ading image and strength\u00adens their skills in com\u00admu\u00adni\u00adcat\u00ading facts to oth\u00aders. In this regard, how\u00adever, teach\u00aders must pro\u00advide sup\u00adport mea\u00adsures for video pro\u00adduc\u00adtion and take into account the resources avail\u00adable to stu\u00addents.  <\/li>\n\n\n\n<li><strong>Assess<\/strong>: Video resources can also be used as an object of reflec\u00adtion. First of all, the self-pro\u00adduced video could be reflected upon \u2014 see above. Over\u00adall, con\u00adtri\u00adbu\u00adtions from var\u00adi\u00adous areas can be used to ana\u00adlyze, reflect on and eval\u00adu\u00adate the recorded cul\u00adtural forms of expres\u00adsion: What does a his\u00adtory film say about the world\u00adview dur\u00ading the pro\u00adduc\u00adtion of the film and the antic\u00adi\u00adpated world\u00adview of the tar\u00adget audi\u00adence? What did peo\u00adple know about the his\u00adtory cov\u00adered? Videos are \u2014 sim\u00adi\u00adlar to ana\u00adlyz\u00ading \u2014 demon\u00adstra\u00adtion mate\u00adr\u00adial. (As I said, there is never any over\u00adlap between teach\u00ading and edu\u00adca\u00adtional video types.) Demon\u00adstra\u00adtion videos can pro\u00advide key impulses for the learn\u00ading process \u2014 for dis\u00adcus\u00adsions and in-depth debates; not least, they pro\u00admote mul\u00adti\u00adple per\u00adspec\u00adtives and, depend\u00ading on the focus, crit\u00adi\u00adcal think\u00ading.      <br><\/li>\n<\/ol>\n\n<p>These are just a few exam\u00adples to show that spe\u00adcific learn\u00ading lev\u00adels can be antic\u00adi\u00adpated with and in the design of teach\u00ading and learn\u00ading videos, depend\u00ading on the didac\u00adtic func\u00adtion and inten\u00adtion. How\u00adever, a rigid trans\u00adfer is not advis\u00adable. Rather, the aim here is to pro\u00advide a rough ori\u00aden\u00adta\u00adtion for their use.  <\/p>\n\n<h3 class=\"wp-block-heading\" id=\"gesamt\">Potential in the overall didactic mix<\/h3>\n\n<ul class=\"wp-block-list\">\n<li><strong>Sup\u00adple\u00adment and deepen<\/strong>: Due to time con\u00adstraints dur\u00ading the con\u00adtact phases, for exam\u00adple, top\u00adics that have only been touched on can be made avail\u00adable to learn\u00aders in an indi\u00advid\u00adu\u00adally acces\u00adsi\u00adble video, for exam\u00adple as part of a learn\u00ading plat\u00adform, to sup\u00adple\u00adment and deepen any con\u00adtent. (Sailer\/Figas 2015: 78; Aldrian 2019: 4 f.) <\/li>\n\n\n\n<li><strong>Prepara\u00adtory and fol\u00adlow-up sources, sum\u00adma\u00adriz\u00ading func\u00adtion<\/strong>: Espe\u00adcially in the con\u00adtext of flipped or inverted class\u00adroom, but also online courses, videos can be one or the basis to pre\u00adpare for the later con\u00adtact time, the exchange about the source mate\u00adr\u00adial (Aldrian 2019: 5). Videos can also be of a sum\u00adma\u00adriz\u00ading nature, for exam\u00adple at the end of a course (Aldrian 2019: 5). In their sum\u00adma\u00adriz\u00ading func\u00adtion, they can also rhyth\u00admi\u00adcally struc\u00adture indi\u00advid\u00adual sec\u00adtions of an event in advance: See below and fur\u00adther\u00admore <a href=\"https:\/\/www.twillo.de\/en\/blog\/what-are-teaching-and-learning-videos-part-i-characteristics-and-didactics\/#prinzip\">mul\u00adti\u00adme\u00addia prin\u00adci\u00adples<\/a>.  <\/li>\n\n\n\n<li><strong>Be the \u2018dri\u00adving force\u2019 \u2014 cre\u00adate an incen\u00adtive, offer an intro\u00adduc\u00adtion<\/strong>. Videos are suit\u00adable for intro\u00adduc\u00ading learn\u00aders to a sub\u00adject. This is because they cor\u00adre\u00adspond to the \u201cmedia usage habits of learn\u00aders\u201d (Harder n.d.: 102). Espe\u00adcially at the begin\u00adning of a series of events, elab\u00ado\u00adrate and cap\u00adti\u00advat\u00ading videos are likely to be advan\u00adta\u00adgeous, as they can have a pio\u00adneer\u00ading char\u00adac\u00adter, as a first impres\u00adsion to encour\u00adage the learner to stick with the course.   <\/li>\n\n\n\n<li><strong>Vari\u00adety, rhythm \u2014 diver\u00adsity as an ele\u00adment of \u201cgood\u201d teach\u00ading<\/strong>: Cer\u00adtainly not exclu\u00adsive to the mov\u00ading image, a \u201cdif\u00adfer\u00adent\u201d medium or video can offer vari\u00adety, for exam\u00adple by intro\u00adduc\u00ading it into the the\u00ado\u00adret\u00adi\u00adcal phase of a course, accord\u00ading to Aldrian (2019: 5). The use of instruc\u00adtional and explana\u00adtory videos can also be under\u00adstood in terms of the def\u00adi\u00adn\u00adi\u00adtion of good teach\u00ading (Meyer 2020): a video as a \u201cmeso\u00addi\u00addac\u00adtic\u201d (Meyer 2020, 74 ff.) method\u00adol\u00adogy. Method\u00adolog\u00adi\u00adcal and media diver\u00adsity can con\u00adtribute to main\u00adtain\u00ading or regain\u00ading the atten\u00adtion of learn\u00aders on the part of teach\u00aders.  <\/li>\n\n\n\n<li><strong>Learn\u00ading through teach\u00ading<\/strong> (Ebener\/Sch\u00f6n 2017: 4): Videos real\u00adized by stu\u00addents can be used to teach other stu\u00addents. This approach gives stu\u00addents an insight into the media char\u00adac\u00adter\u00adis\u00adtics of the mov\u00ading image (\u2248 media lit\u00ader\u00adacy) and strength\u00adens their abil\u00adity to com\u00admu\u00adni\u00adcate facts to oth\u00aders. In this regard, how\u00adever, teach\u00aders must pro\u00advide sup\u00adport mea\u00adsures for video pro\u00adduc\u00adtion and take into account the resources avail\u00adable to stu\u00addents.  <\/li>\n<\/ul>\n\n<h3 class=\"wp-block-heading\" id=\"produktion\">Potential from a production perspective<\/h3>\n\n<ul class=\"wp-block-list\">\n<li><strong>Pick\u00ading up on the famil\u00adiar (\u2248 medium of film) on the part of learn\u00aders<\/strong>: Edu\u00adca\u00adtional and explana\u00adtory videos offer poten\u00adtial due to their con\u00adven\u00adtion\u00adal\u00adity \u2014 we grow up with mov\u00ading images from an early age and the pro\u00adpor\u00adtion of videos on the Inter\u00adnet has been grow\u00ading for years. In this respect, it is not nec\u00ades\u00adsar\u00adily nec\u00ades\u00adsary to learn to under\u00adstand films; basic skills are already avail\u00adable. Despite the <a href=\"https:\/\/www.twillo.de\/en\/blog\/what-are-teaching-and-learning-videos-part-i-characteristics-and-didactics\/#anmerkung\">improb\u00ada\u00adbil\u00adity of com\u00admu\u00adni\u00adca\u00adtion<\/a>, which also applies to teach\u00ading and learn\u00ading, at least a first hur\u00addle in the sense of open\u00ading doors can be over\u00adcome in this way.  <\/li>\n\n\n\n<li><strong>Adap\u00adta\u00adtion to specifics\/target group through own pro\u00adduc\u00adtion<\/strong>: Instruc\u00adtional and explana\u00adtory videos pro\u00adduced by your\u00adself can offer the poten\u00adtial that you as the pro\u00adducer can specif\u00adi\u00adcally address spe\u00adcific facts and top\u00adics as well as the respec\u00adtive tar\u00adget group and their sit\u00adu\u00ada\u00adtion; you do not nec\u00ades\u00adsar\u00adily have to fall back on ready-made mate\u00adri\u00adals. Once a project file has been cre\u00adated, it can be changed\/adapted if nec\u00ades\u00adsary \u2014 albeit not with\u00adout effort. <\/li>\n\n\n\n<li><strong>(Effi\u00adciency on the part of pro\u00adduc\u00aders \u2014 through retriev\u00adable data sets, ver\u00adsion\u00adable project files)<\/strong>: Record\u00adings of teach\u00ading events allow for effi\u00adcient teach\u00ading inso\u00adfar as the mate\u00adr\u00adial can be used mul\u00adti\u00adple times \u2014 ini\u00adtially on the part of learn\u00aders: videos can be viewed, stopped and rewound mul\u00adti\u00adple times (Rosen\u00adbaum 2018; Aldrian 2019: 6). Record\u00adings of lec\u00adtures can facil\u00adi\u00adtate prepara\u00adtory and fol\u00adlow-up work \u2014 inverted class\u00adroom (Aldrian 2019: 6). In gen\u00aderal, and not only in the con\u00adtext of the pan\u00addemic, edu\u00adca\u00adtional videos offer the oppor\u00adtu\u00adnity for indi\u00advid\u00adual teach\u00ading and learn\u00ading that is inde\u00adpen\u00addent of time and place \u2248 asyn\u00adchro\u00adnous teach\u00ading. Teach\u00aders can use mate\u00adri\u00adals mul\u00adti\u00adple times \u2014 in the next semes\u00adter, for exam\u00adple. Mate\u00adri\u00adals can be adapted \u2014 with more or less effort. OER mate\u00adri\u00adals can develop poten\u00adtial in terms of effi\u00adciency and, if nec\u00ades\u00adsary, the tar\u00adgeted adap\u00adta\u00adtion of a video: If they are open file for\u00admats, i.e. in the case of video pri\u00admar\u00adily project files, includ\u00ading inte\u00adgrated or linked, freely licensed files. The brack\u00adets around the term effi\u00adciency result from the fact that film pro\u00adduc\u00adtion can be described as com\u00adplex and\/or resource-inten\u00adsive.      <\/li>\n<\/ul>\n\n<h2 class=\"wp-block-heading\" id=\"offenheit\">Excursus (OER) openness and the moving image<\/h2>\n\n<p>OER, or Open Edu\u00adca\u00adtional Resources, are reg\u00adu\u00adlarly asso\u00adci\u00adated with the term open\u00adness. This is because, in the spirit of OER, mate\u00adri\u00adals can be reused and even edited by oth\u00aders through open\u00adness, depend\u00ading on the license. Ide\u00adally, open file for\u00admats should be used for stor\u00adage so that reusers can eas\u00adily adapt or even expand the mate\u00adr\u00adial to suit their needs. But what does open mean specif\u00adi\u00adcally for the field of video? Not exclu\u00adsively for video, but mainly due to its mul\u00adti\u00adme\u00addia nature<a href=\"https:\/\/www.twillo.de\/en\/blog\/what-are-teaching-and-learning-videos-part-i-characteristics-and-didactics\/#vier\">(at least sound and image etc.)<\/a>, films could cur\u00adrently (state of the art) always be under\u00adstood as closed: The indi\u00advid\u00adual ele\u00adments from which the video is cre\u00adated can\u00adnot be extracted from the final file and edited sep\u00ada\u00adrately with\u00adout effort, or some\u00adtimes not at all. \u201cNon-exclu\u00adsive\u201d has antic\u00adi\u00adpated this: Basi\u00adcally, this also applies to image files \u2014 such as a JPEG or a PNG. In the con\u00adtext of videos, open can there\u00adfore pri\u00admar\u00adily mean that the video file is saved in a for\u00admat that can be opened by as many sub\u00adse\u00adquent users as pos\u00adsi\u00adble \u2014 in the sense of playa\u00adbil\u00adity. If the video is to be pro\u00advided with inter\u00adac\u00adtiv\u00adity via an H5P plu\u00adgin, the video should be avail\u00adable in MP4 or Webm for\u00admat, for exam\u00adple. And: It is meant that the video file can be opened and cut etc. by com\u00admon video edit\u00ading pro\u00adgrams. Ide\u00adally, in the con\u00adtext of videos and OER, open means that the project files of a video \/ the edit\u00ading soft\u00adware, includ\u00ading the ele\u00adments linked in this project file, can also be uploaded to an OER plat\u00adform. This would allow users to access indi\u00advid\u00adual ele\u00adments such as music, sound effects, embed\u00added graph\u00adics and the video mate\u00adr\u00adial itself. Restric\u00adtion \/ for the sake of trans\u00adparency: How\u00adever, this process is asso\u00adci\u00adated with con\u00adsid\u00ader\u00adable effort for the upload\u00ading per\u00adson \/ author.           <\/p>\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\">\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" width=\"768\" height=\"432\" src=\"https:\/\/www.twillo.de\/wp-content\/uploads\/2025\/05\/wippe2-768x432-1.jpg\" alt=\"Illustration of a seesaw: educational videos vs. book - pictorial representation of the challenges of using teaching and learning videos.\" class=\"wp-image-7522\" srcset=\"https:\/\/www.twillo.de\/wp-content\/uploads\/2025\/05\/wippe2-768x432-1.jpg 768w, https:\/\/www.twillo.de\/wp-content\/uploads\/2025\/05\/wippe2-768x432-1-300x169.jpg 300w\" sizes=\"auto, (max-width: 768px) 100vw, 768px\"><\/figure>\n\n<p>The chal\u00adlenges in the field of teach\u00ading and learn\u00ading videos<br><em>Image by S\u00f6nke Hahn based on Sarah Brock\u00admann, released under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/legalcode\" target=\"_blank\" rel=\"noreferrer noopener nofollow\">CC BY 4.0<\/a><\/em><\/p>\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\">\n\n<h2 class=\"wp-block-heading\" id=\"kritik\">Critical comment on the use of instructional videos<\/h2>\n\n<p>Not only in this, but also in the pre\u00advi\u00adous parts of this blog series, it has been repeat\u00adedly men\u00adtioned that the use of teach\u00ading and learn\u00ading videos, despite their great poten\u00adtial, some\u00adtimes poses chal\u00adlenges for both learn\u00aders and teach\u00aders. Or that edu\u00adca\u00adtional videos do not always pro\u00admote learn\u00ading \u2014 we would like to share three crit\u00adi\u00adcal com\u00adments with you: <\/p>\n\n<ul class=\"wp-block-list\">\n<li><strong>Sequen\u00adtial\u00adity of the medium<\/strong>: It is both an advan\u00adtage and a dis\u00adad\u00advan\u00adtage \u2014 the nature of the medium itself. Film is a sequen\u00adtial medium: indi\u00advid\u00adual images fol\u00adlow one another. This means that a movie can never be viewed ad hoc. It is nec\u00ades\u00adsary to scroll through the file, as far as pos\u00adsi\u00adble, in order to be able to grasp all facets and then only in an overview. Printed mate\u00adr\u00adial, on the other hand, can be viewed with\u00adout any major tech\u00adni\u00adcal equip\u00adment or infra\u00adstruc\u00adture. On the other hand, a sheet as such can be cap\u00adtured quickly. How\u00adever, the page can at best depict processes in a catchy or defin\u00adi\u00adtive way in the sense of a flip book \u2014 as pages of a book. (Of course, it can be argued that a page, like a sin\u00adgle image, is often enough \u2018only\u2019 part of a sequence. In addi\u00adtion, the higher res\u00ado\u00adlu\u00adtions of the mov\u00ading image should make it pos\u00adsi\u00adble to depict sim\u00adi\u00adlarly com\u00adpre\u00adhen\u00adsive infor\u00adma\u00adtion in the video in the long term).       <\/li>\n\n\n\n<li><strong>skills (and bud\u00adget on the part of the peo\u00adple pro\u00adduc\u00ading the videos)<\/strong>: The pro\u00adduc\u00adtion of even short videos is usu\u00adally time-con\u00adsum\u00ading and requires basic knowl\u00adedge of design and nar\u00adra\u00adtion. These skills reg\u00adu\u00adlarly go beyond those of mere con\u00adsump\u00adtion. It is no coin\u00adci\u00addence that there are cor\u00adre\u00adspond\u00ading degree courses in mov\u00ading image and\/or audio\u00advi\u00adsual design. On the other hand, knowl\u00adedge of both the soft\u00adware in ques\u00adtion and the tech\u00adnol\u00adogy required must be taken into account. The same applies to the bud\u00adget and the time required to pro\u00adduce an edu\u00adca\u00adtional or explana\u00adtory video. Explain\u00ading some\u00adthing ad hoc is gen\u00ader\u00adally out of the ques\u00adtion, despite pow\u00ader\u00adful smart\u00adphones. An aware\u00adness of the con\u00adnec\u00adtion between form\/how and content\/what is nec\u00ades\u00adsary: Not only should a video be designed, real\u00adized and used with an over\u00adar\u00adch\u00ading teach\u00ading con\u00adcept in mind, the video itself should also cor\u00adre\u00adspond to didac\u00adtic and\/or com\u00admu\u00adnica\u00adtive con\u00adsid\u00ader\u00ada\u00adtions and lev\u00adels of knowl\u00adedge. Every medium, includ\u00ading film, is based on an insep\u00ada\u00adra\u00adble rela\u00adtion\u00adship between form and con\u00adtent. In other words, suc\u00adcess\u00adful con\u00adtent can suf\u00adfer from an ill-con\u00adsid\u00adered form \u2014 because it may then not be able to win over learn\u00aders or pick them up in their world in a vivid and tar\u00adget group-spe\u00adcific way. Then: Although a human need for aes\u00adthet\u00adics (Maslow \u2014 more on this in a moment) can be assumed, an excess of purely dec\u00ado\u00adra\u00adtive ele\u00adments can be dis\u00adtract\u00ading (Mayer 2021: 143). In con\u00adcrete terms, as seen in the first part of this blog post, it is advis\u00adable <a href=\"https:\/\/www.twillo.de\/en\/blog\/what-are-teaching-and-learning-videos-part-i-characteristics-and-didactics\/#vier\">to take a look at the so-called mul\u00adti\u00adme\u00addia prin\u00adci\u00adples in order to weigh up or even reduce sound-image clashes<\/a> and min\u00adi\u00admize the over\u00adload\u00ading of the same infor\u00adma\u00adtion on dif\u00adfer\u00adent chan\u00adnels (\u2248 1:1 pre-read\u00ading).          <\/li>\n\n\n\n<li><strong>Grow\u00ading expec\u00adta\u00adtions on the part of the audience\/learners<\/strong>: Expe\u00adri\u00adence has shown that the spread of mov\u00ading images increases the expec\u00adta\u00adtions of the audi\u00adence, i.e. learn\u00aders. Pix\u00ade\u00adlated or acousti\u00adcally unso\u00adphis\u00adti\u00adcated con\u00adtent is there\u00adfore more likely to be demo\u00adti\u00advat\u00ading than fully appre\u00adci\u00adated. A higher tech\u00adni\u00adcal qual\u00adity should also con\u00adtribute to the under\u00adstand\u00ading of the intended con\u00adtent, as the sound and image can be bet\u00adter grasped and are not in dan\u00adger of being lost in a mish\u00admash of pix\u00adels (Aldrian 2019: 6). Low-qual\u00adity mate\u00adri\u00adals are also likely to be of lim\u00adited long-term use \u2014 for teach\u00aders and learn\u00aders. Cer\u00adtainly not every video needs to be real\u00adized in 4k or 8k res\u00ado\u00adlu\u00adtion. If pos\u00adsi\u00adble, FullHD (1080p) should be achieved now (2022). In addi\u00adtion to a cer\u00adtain tech\u00adni\u00adcal and tech\u00adni\u00adcal value, aes\u00adthet\u00adics must also be under\u00adstood as an added value in the con\u00adtext of teach\u00ading and learn\u00ading: The need cat\u00ade\u00adgories of the US-Amer\u00adi\u00adcan psy\u00adchol\u00ado\u00adgist, Abra\u00adham Maslow (1970: 51) sug\u00adgest that aes\u00adthet\u00adics is a human need. Aes\u00adthet\u00adi\u00adcally suc\u00adcess\u00adful works are held in higher esteem (Yablon\u00adski 2020: 59 ff.).       <\/li>\n\n\n\n<li><strong>Reduc\u00adtion trap \u2014 too sim\u00adple<\/strong>: In order to com\u00adply with <a href=\"https:\/\/www.twillo.de\/en\/blog\/what-are-teaching-and-learning-videos-part-ii-formats-and-methods\/#exkurs\">any (albeit ques\u00adtion\u00adable) rules of thumb regard\u00ading the ideal length of a video<\/a>, to coun\u00adter\u00adact the media noise of our time, to pro\u00adduce crisp teach\u00ading units in video form, there is a risk of con\u00adceived con\u00adtent being short\u00adened exces\u00adsively. There is a risk that the intended con\u00adtent and its com\u00adplex\u00adity will not be ade\u00adquately grasped by learn\u00aders (Ebner\/Sch\u00f6n 2017: 7) because it does not prove to be a chal\u00adlenge. This field may also include the fact that reduc\u00adtion, under\u00adstood as sim\u00adpli\u00adfi\u00adca\u00adtion, can cause learn\u00aders to over\u00ades\u00adti\u00admate things: \u201cEvery\u00adthing seems so sim\u00adple.\u201d The con\u00adcept of flow from the 1970s in the sense of the Hun\u00adgar\u00adian psy\u00adchol\u00ado\u00adgist Mihaly Robert Csik\u00adszent\u00admi\u00adha\u00adlyi (1990) sug\u00adgests that a kind of bal\u00adance between require\u00adments and abil\u00adi\u00adties should be kept in mind in our case of learn\u00aders \u2014 in order to pro\u00admote said flow. In a mod\u00ader\u00adate ver\u00adsion, this can be under\u00adstood as a com\u00adpre\u00adhen\u00adsive expe\u00adri\u00adence of con\u00adcen\u00adtra\u00adtion. In this respect, pro\u00adgres\u00adsion in this direc\u00adtion should be achieved either in the course of a series of teach\u00ading units and instruc\u00adtional videos or within a video with increas\u00ading con\u00adtent and\/or audio\u00advi\u00adsual chal\u00adlenges: This is because any\u00adthing too sim\u00adple can demo\u00adti\u00advate rather than encour\u00adage peo\u00adple to stick with it \u2014 anal\u00ado\u00adgous to those chal\u00adlenges that, because they are not appro\u00adpri\u00adate for the tar\u00adget group, can\u00adnot be mas\u00adtered at all. A grad\u00adual increase can be achieved between the two extremes in order to pro\u00admote the afore\u00admen\u00adtioned flow.      <\/li>\n<\/ul>\n\n<h2 class=\"wp-block-heading\" id=\"fazit\">Conclusion<\/h2>\n\n<p>Instruc\u00adtional and explana\u00adtory videos offer a wide range of poten\u00adtial in teach\u00ading and for learn\u00ading \u2014 they are uni\u00adver\u00adsally famil\u00adiar by con\u00adven\u00adtion; didac\u00adti\u00adcally, their mul\u00adti\u00adme\u00addia and sequen\u00adtial nature offers oppor\u00adtu\u00adni\u00adties to teach in a more catchy (process-like) way, to make time vis\u00adi\u00adble; as retriev\u00adable files, they can pro\u00admote asyn\u00adchro\u00adnous, gen\u00ader\u00adally indi\u00advid\u00adual teach\u00ading and can be used on sev\u00aderal occa\u00adsions in the long term. How\u00adever, the use of edu\u00adca\u00adtional and explana\u00adtory videos also presents teach\u00aders with chal\u00adlenges \u2014 in terms of nar\u00adra\u00adtive and design skills, bud\u00adget, time and tech\u00adnol\u00adogy. At the same time, it is worth get\u00adting started in this field because, as with many skills, it is pos\u00adsi\u00adble to build on an ini\u00adtial basis in fur\u00adther projects and skills grow from project to project.    <a href=\"https:\/\/www.twillo.de\/edu-sharing\/components\/collections?id=e136e5aa-965a-4bda-b544-a94b92d904f0&amp;viewType=1\">This col\u00adlec\u00adtion of tem\u00adplates and hand\u00adouts for video pro\u00adduc\u00adtion on twillo.de offers con\u00adcrete help with pro\u00adduc\u00adtion, from con\u00adcep\u00adtion to real\u00adiza\u00adtion.<\/a>  This was cre\u00adated in line with the didac\u00adtic ori\u00aden\u00adta\u00adtion of the OER plat\u00adform twillo to sup\u00adport teach\u00ading. In addi\u00adtion to the types, the col\u00adlec\u00adtion explains the work\u00adflow and sup\u00adports the cre\u00adation of a ten\u00adsion sheet, the writ\u00ading of a script and\/or the cre\u00adation of a sto\u00adry\u00adboard \u2014 using tem\u00adplates and hand\u00adouts.   <strong>In case you missed the first two parts:<\/strong><\/p>\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.twillo.de\/en\/blog\/what-are-teaching-and-learning-videos-part-i-characteristics-and-didactics\/\">Part I: Char\u00adac\u00adter\u00adis\u00adtics and didac\u00adtics of instruc\u00adtional videos<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.twillo.de\/en\/blog\/what-are-teaching-and-learning-videos-part-ii-formats-and-methods\/\">Part II: For\u00admats and fields of edu\u00adca\u00adtional videos<\/a><\/li>\n<\/ul>\n\n<p><strong><a href=\"https:\/\/www.twillo.de\/edu-sharing\/components\/collections?id=e136e5aa-965a-4bda-b544-a94b92d904f0&amp;viewType=1\">Or take a look directly at our col\u00adlec\u00adtion on twillo to go into medias res \u2014 includ\u00ading hand\u00adouts with back\u00adground infor\u00adma\u00adtion and tem\u00adplates.<\/a><\/strong><\/p>\n\n<h3 class=\"wp-block-heading\">About the authors<\/h3>\n\n<p>Franziska Bock, M. A. and Dr. S\u00f6nke Hahn are research asso\u00adciates of the project \u201cOER-Por\u00adtal Nieder\u00adsach\u00adsen\u201d: twillo \u2014 Lehre teilen. Bock is active in the field of uni\u00adver\u00adsity didac\u00adtics and deals with ques\u00adtions of writ\u00ading didac\u00adtics and the con\u00adcep\u00adtion of reusable teach\u00ading and learn\u00ading mate\u00adri\u00adals. Hahn is an inter\u00addis\u00adci\u00adpli\u00adnary sci\u00aden\u00adtist, film\u00admaker with inter\u00adna\u00adtional per\u00adfor\u00admances and mul\u00adti\u00adple award-win\u00adning designer. As part of the Emden\/Leer Uni\u00adver\u00adsity of Applied Sci\u00adences, Bock and Hahn see it as their mis\u00adsion to go beyond good con\u00adtent to advance teach\u00ading as such.   <\/p>\n\n<h3 class=\"wp-block-heading\">References<\/h3>\n\n<p>Aldrian, S. (2019): Teach\u00ading video. Cen\u00adter for Uni\u00adver\u00adsity Didac\u00adtics. Uni\u00adver\u00adsity of Applied Sci\u00adences of Busi\u00adness, Graz. URL: <a href=\"https:\/\/www.campus02.at\/hochschuldidaktik\/wp-content\/uploads\/sites\/20\/2019\/09\/Lehrvideo.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.campus02.at\/hochschuldidaktik\/wp-content\/uploads\/sites\/20\/2019\/09\/Lehrvideo.pdf<\/a> (retrieved on 15.03.2022).   <\/p>\n\n<p>Csik\u00adszent\u00admi\u00adha\u00adlyi, M. (1990): Flow: The Psy\u00adchol\u00adogy of Opti\u00admal Expe\u00adri\u00adence. New York: Harper and Row. <\/p>\n\n<p>Ebner, M. \/ Sch\u00f6n, (2017): Learn\u00ading and teach\u00ading videos: Design, pro\u00adduc\u00adtion, use. E\u2011learning hand\u00adbook. 71st sup\u00adple\u00adment (Octo\u00adber 2017).    4.61. S. 1\u201314.<\/p>\n\n<p>Hahn, S. (2018): The six\u00adfold nature of immer\u00adsion: an attempt to (dis\u00adcur\u00adsively) define a multi-lay\u00adered con\u00adcept URL: <a href=\"https:\/\/www.academia.edu\/35937976\/Die_Sechsfalt_der_Immersion_Versuch_der_diskursiven_Definition_eines_vielschichtigen_Konzepts\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.academia.edu\/35937976\/Die_Sechsfalt_der_Immersion_Versuch_der_diskursiven_Definition_eines_vielschichtigen_Konzepts<\/a> (15.03.2022).<\/p>\n\n<p>Harder, S. (n.d.): Teach\u00ading videos. Pos\u00adsi\u00adble uses in part-time stud\u00adies. URL: <a href=\"https:\/\/www.uni-rostock.de\/storages\/uni-rostock\/UniHome\/Weiterbildung\/KOSMOS\/Lehrvideos.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/www.uni-rostock.de\/storages\/uni-rostock\/UniHome\/Weiterbildung\/KOSMOS\/Lehrvideos.pdf<\/a> (retrieved on 15.03.2022).  <\/p>\n\n<p>Maslow, A. (1970): Moti\u00adva\u00adtion and Per\u00adson\u00adal\u00adity. Harper &amp; Row. <\/p>\n\n<p>Mayer, R. E. (2021): Mul\u00adti\u00adme\u00addia Learn\u00ading. Cam\u00adbridge Uni\u00adver\u00adsity Press. <\/p>\n\n<p>Meyer, H. (2020): What is good teach\u00ading? Cor\u00adnelsen: Berlin <\/p>\n\n<p>Rosen\u00adbaum, L. (2018): \u201cYoutube \u2014 Devel\u00adop\u00ading edu\u00adca\u00adtional videos into an inter\u00adac\u00adtive learn\u00ading expe\u00adri\u00adence\u201d In: Blog E\u2011Learning Zen\u00adtrum Hochschule f\u00fcr Wis\u00adsenschaft und Recht Berlin. URL: <a href=\"https:\/\/blog.hwr-berlin.de\/elerner\/youtube-lernvideos-zu-einem-interaktiven-lernerlebnis-weiterentwickeln\/\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/blog.hwr-berlin.de\/elerner\/youtube-lernvideos-zu-einem-interaktiven-lernerlebnis-weiterentwickeln\/<\/a> (accessed on 15.03.2022). <\/p>\n\n<p>Sailer, M. \/ Figas, P. (2015): \u201cAudio\u00advi\u00adsual edu\u00adca\u00adtional media in uni\u00adver\u00adsity teach\u00ading. An exper\u00adi\u00admen\u00adtal study on two learn\u00ading video types in sta\u00adtis\u00adtics teach\u00ading\u201d In: Edu\u00adca\u00adtional Research 12 (2015) 1, pp. 77\u201399.<\/p>\n\n<p>Schmidt-Borcherd\u00ading, F. \/ Dren\u00addel, L. (2021): \u201cExplana\u00adtory videos in dig\u00adi\u00adtal uni\u00adver\u00adsity teach\u00ading: What role do speaker pres\u00adence and coher\u00adence play for learner learn\u00ading and learn\u00ading suc\u00adcess?\u201d In: die hochschullehre, 8, pp. 69\u201376.<\/p>\n\n<p>Sei\u00addel, N. (2018): \u201cTask types for the inter\u00adac\u00adtion of e\u2011assessment and learn\u00ading videos\u201d In: Tech\u00adnis\u00adche Uni\u00adver\u00adsit\u00e4t Bergakademie Freiberg (ed.): Video\u00adcam\u00adpus Sach\u00adsen \u2014 Fea\u00adsi\u00adbil\u00adity study, pp. 45\u201360.<\/p>\n\n<p>Yablon\u00adski, J. (2020): Law of UX. 10 prac\u00adti\u00adcal prin\u00adci\u00adples for intu\u00aditive, human-cen\u00adtered UX design. O\u2019Reilly\/dpunkt: Hei\u00addel\u00adberg.  <\/p>\n\n<p>Zan\u00adder, S. \/ Behrens, A. \/ Mehlhorn, S. (2018): \u201cExplana\u00adtory videos as a for\u00admat for e\u2011learning\u201d In: Niege\u00admann H., Wein\u00adberger A. (eds.): Learn\u00ading with edu\u00adca\u00adtional tech\u00adnolo\u00adgies. Springer: Berlin, Hei\u00addel\u00adberg. <\/p>\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\">\n\n<p>This arti\u00adcle by Franziska Bock and S\u00f6nke Hahn is licensed under <a href=\"https:\/\/creativecommons.org\/licenses\/by\/4.0\/legalcode\" target=\"_blank\" rel=\"noreferrer noopener\">CC BY 4.0<\/a> unless oth\u00ader\u00adwise stated in indi\u00advid\u00adual con\u00adtent.<\/p>\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\">\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/www.twillo.de\/en\/blog\/what-are-teaching-and-learning-videos-part-i-characteristics-and-didactics\/\">Con\u00adtinue to Part I: Char\u00adac\u00adter\u00adis\u00adtics and didac\u00adtics of instruc\u00adtional videos<\/a><\/div>\n<\/div>\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/www.twillo.de\/en\/blog\/what-are-teaching-and-learning-videos-part-ii-formats-and-methods\/\">Con\u00adtinue to Part II: For\u00admats and fields of edu\u00adca\u00adtional videos<\/a><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>The first page in the field of teach\u00ading and learn\u00ading videos in focusIm\u00adage by S\u00f6nke Hahn based on Sarah Brock\u00admann, released under CC BY 4.0 In the pre\u00advi\u00adous parts of this blog series, we pro\u00advided a basic def\u00adi\u00adn\u00adi\u00adtion of teach\u00ading and learn\u00ading videos and iden\u00adti\u00adfied four char\u00adac\u00adter\u00adis\u00adtics: Teach\u00ading and learn\u00ading videos are an audio-visu\u00adal\u00adiza\u00ad\u00ad\u00adtion that [\u2026]<\/p>\n","protected":false},"author":1,"featured_media":7507,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"wp_typography_post_enhancements_disabled":false,"footnotes":""},"categories":[150],"tags":[],"class_list":["post-7527","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-praxistipps"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/posts\/7527","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/comments?post=7527"}],"version-history":[{"count":0,"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/posts\/7527\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/media\/7507"}],"wp:attachment":[{"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/media?parent=7527"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/categories?post=7527"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.twillo.de\/en\/wp-json\/wp\/v2\/tags?post=7527"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}