Last time, <\/a>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\u00adtion that can be accessed inde\u00adpen\u00addently of time and place, if nec\u00ades\u00adsary, and are didac\u00adti\u00adcally pre\u00adpared and clas\u00adsi\u00adfied. We have clas\u00adsi\u00adfied them didac\u00adti\u00adcally and out\u00adlined how and in which sce\u00adnar\u00adios videos can be used. With the so-called mul\u00adti\u00adme\u00addia prin\u00adci\u00adples, we have become famil\u00adiar with a cat\u00ada\u00adlog that pro\u00advides ori\u00aden\u00adta\u00adtion in order to opti\u00admize the design of videos with a view to learn\u00ading. Now we want to look specif\u00adi\u00adcally at the 2 + 1 cat\u00ade\u00adgories in the field of teach\u00ading and learn\u00ading videos that have already been out\u00adlined \u2014 lec\u00adtures and (spe\u00adcial\u00adist) pre\u00adsen\u00adta\u00adtions on video (live, as record\u00adings), explana\u00adtory videos and demon\u00adstra\u00adtion videos \u2014 and relate these to pro\u00adduc\u00adtion forms. <\/p>\n\n
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![\"Illustration:](\"https:\/\/www.twillo.de\/wp-content\/uploads\/2025\/05\/Saeulen_b-768x254-1.jpg\")
<\/figure>\n\nOne side of the coin: the three for\u00admat cat\u00ade\u00adgories \u2014 now it\u2019s all about the for\u00admats within these cat\u00ade\u00adgories First, we want to locate the three pil\u00adlars within the medium of film. We will then describe spe\u00adcific for\u00admats within these three pil\u00adlars. And then con\u00adtrast these with the tech\u00adniques and processes used. These meth\u00adods and tech\u00adniques mark the sec\u00adond side of the coin in the field of teach\u00ading and learn\u00ading video \u2014 we have already touched on them with con\u00adcepts such as ani\u00adma\u00adtions or screen\u00adcasts. <\/p>\n\n Famil\u00adiar to us from the first part of this blog series: the field of teach\u00ading and learn\u00ading videos as a whole \u2014 both sides are defined in more detail below. The expla\u00adna\u00adtions are pre\u00adceded by a usage note: It is cer\u00adtainly advis\u00adable to start with the overview of for\u00admats and pro\u00adce\u00addures as a whole in order to gain back\u00adground knowl\u00adedge. Nev\u00ader\u00adthe\u00adless, and this is why the table of con\u00adtents now fol\u00adlows, it would also be pos\u00adsi\u00adble to search for spe\u00adcific for\u00admats or to select the rel\u00ade\u00advant knowl\u00adedge directly. <\/p>\n\n In order to refine the basic def\u00adi\u00adn\u00adi\u00adtion given in the first part of this blog post and the type cat\u00ade\u00adgories out\u00adlined there in the field of teach\u00ading and learn\u00ading videos \u2014 lec\u00adture, explana\u00adtory videos, demon\u00adstra\u00adtion videos \u2014 and to name for\u00admats, it is worth tak\u00ading a brief look at the mov\u00ading image as a whole. In this way, teach\u00ading and learn\u00ading videos can be placed in a larger con\u00adtext, the medium of film. <\/p>\n\n One of the \u201cmost impor\u00adtant dis\u00adtin\u00adguish\u00ading cri\u00adte\u00adria\u201d (Kamp 2017: 142) in the clas\u00adsi\u00adfi\u00adca\u00adtion of the mov\u00ading image is the dif\u00adfer\u00aden\u00adti\u00ada\u00adtion between \u201cfic\u00adtional\u201d and \u201cnon-fic\u00adtional\u201d. \u201cFic\u00adtional\u201d refers to scenic pro\u00adduc\u00adtions, while \u201cnon-fic\u00adtional\u201d refers to the doc\u00adu\u00admen\u00adtary exam\u00adi\u00adna\u00adtion of what is col\u00adlo\u00adqui\u00adally referred to as real\u00adity (Kamp 2017: 142 f.). The aim of non-fic\u00adtional for\u00admats is to show facts and their facets in a fac\u00adtual, clear and con\u00adcise man\u00adner or to make them acces\u00adsi\u00adble to the audi\u00adence (Kamp 2017: 145). Edu\u00adca\u00adtional videos are there\u00adfore likely to for\u00admally belong to the non-fic\u00adtional com\u00adplex. <\/p>\n\n In prac\u00adtice, it is almost impos\u00adsi\u00adble to make this dis\u00adtinc\u00adtion with\u00adout over\u00adlaps \u2014 even when it comes to edu\u00adca\u00adtional videos. That is why we have spo\u00adken of \u201cfor\u00admal\u201d. Because fic\u00adtion nat\u00adu\u00adrally deals with real\u00adity, albeit on a dif\u00adfer\u00adent, con\u00adtent-related level, just like non-fic\u00adtion: even a sci\u00adence fic\u00adtion film can (and must) deal with top\u00adics from our every\u00adday lives (in order to find an audi\u00adence), deal with social prob\u00adlems of the present \u2014 despite (or pre\u00adcisely because of) the detour via an imag\u00adined future. Abstrac\u00adtion can there\u00adfore cer\u00adtainly offer the poten\u00adtial to approach a topic from a dis\u00adtance \u2014 in teach\u00ading, in audio\u00advi\u00adsual for\u00admats. <\/p>\n\n In this respect, but also beyond this, the fol\u00adlow\u00ading for\u00admats should not be under\u00adstood as irrev\u00ado\u00adca\u00adble with regard to the con\u00adcep\u00adtion and pro\u00adduc\u00adtion of edu\u00adca\u00adtional and explana\u00adtory videos and used accord\u00adingly. After all, a look \u201cout\u00adside the box\u201d can pro\u00advide inspi\u00adra\u00adtion \u2014 in line with the mul\u00adti\u00adme\u00addia prin\u00adci\u00adples out\u00adlined in the first part of this blog post <\/a>: fea\u00adture film sequences can enrich his\u00adtor\u00adi\u00adcal doc\u00adu\u00admen\u00adta\u00adtion (\u2248 reen\u00adact\u00adment \u2014 Kamp 2017: 149), so that \u201conly\u201d ver\u00adbal infor\u00adma\u00adtion can actu\u00adally be illus\u00adtrated (Kamp 2017: 145). An illus\u00adtra\u00adtive story, avatars and the appear\u00adance of the per\u00adson giv\u00ading the pre\u00adsen\u00adta\u00adtion can also sup\u00adport the neu\u00adtral com\u00admu\u00adni\u00adca\u00adtion of a sub\u00adject mat\u00adter and fos\u00adter loy\u00adalty to the sub\u00adject mat\u00adter on the part of the audi\u00adence, in our case learn\u00aders (\u2248 per\u00adson\u00adal\u00adiza\u00adtion prin\u00adci\u00adple). <\/p>\n\n We have already touched on the for\u00admal aspects of the story and the speak\u00aders appear\u00ading, over and above the con\u00adtent poten\u00adtial of the mov\u00ading image. With regard to form and con\u00adtent, it must also be noted (with a view to the first post in this blog series: again) that they are prac\u00adti\u00adcally insep\u00ada\u00adra\u00adble. One poten\u00adtial of film, under\u00adstood as so-called live action footage or real footage, is that it can depict top\u00adics \u201cas they are\u201d at first glance. (For the sake of com\u00adplete\u00adness, how\u00adever, it is impor\u00adtant not to fall prey to the com\u00admon mis\u00adcon\u00adcep\u00adtion that pho\u00adto\u00adre\u00adal\u00adis\u00adtic images are the same as truth or real\u00adity. Every medium has its own char\u00adac\u00adter\u00adis\u00adtics and so a film shot is always only a sec\u00adtion that is more or less con\u00adsciously cho\u00adsen and there\u00adfore always omits or has to omit one piece of infor\u00adma\u00adtion in favor of another). <\/p>\n\n On the other hand, ani\u00adma\u00adtions (apart from pho\u00adto\u00adre\u00adal\u00adis\u00adtic, nowa\u00addays often com\u00adputer-gen\u00ader\u00adated forms) would be more suit\u00adable for depict\u00ading com\u00adplex issues: \u201cIn this con\u00adtext, it has been shown that a schematic sim\u00adpli\u00adfi\u00adca\u00adtion of visual learn\u00ading con\u00adtent is con\u00adducive to the con\u00adcep\u00adtual acqui\u00adsi\u00adtion of knowl\u00adedge com\u00adpared to real\u00adis\u00adtic rep\u00adre\u00adsen\u00adta\u00adtions\u201d (Merkt\/Schwan 2018: 2). How\u00adever, if the con\u00adtent depicted is to be rec\u00adog\u00adnized in the real world (med\u00adical tools, etc.), real\u00adis\u00adtic images should be con\u00adsid\u00adered (Merkt\/Schwan 2018: 2). The degree of abstrac\u00adtion or real\u00adism of a teach\u00ading and learn\u00ading video must there\u00adfore be weighed up on a case-by-case basis. <\/p>\n\n How\u00adever, the afore\u00admen\u00adtioned the\u00ado\u00adret\u00adi\u00adcal dis\u00adtinc\u00adtion between fic\u00adtion and non-fic\u00adtion is soft\u00adened sim\u00adply by the fact that doc\u00adu\u00admen\u00adtary as a spe\u00adcific form belongs to the doc\u00adu\u00admen\u00adtary or non-fic\u00adtional for\u00admats (e.g. Kamp 2017: 148 f.). Doc\u00adu\u00admen\u00adta\u00adtion is there\u00adfore a sub-form of doc\u00adu\u00admen\u00adtary. Or, more specif\u00adi\u00adcally and as an antic\u00adi\u00adpa\u00adtion, a screen\u00adcast can be both doc\u00adu\u00admen\u00adtary in nature and pro\u00admo\u00adtional beyond instruc\u00adtion \u2248 an insight into soft\u00adware before it is pur\u00adchased. Applied to edu\u00adca\u00adtion, a sub\u00adject mat\u00adter, a method, etc. can be made \u201cpalat\u00adable\u201d in this way, even if it is cer\u00adtainly not nec\u00ades\u00adsar\u00adily of a poten\u00adtially lurid nature. With\u00adout los\u00ading sight of the noble goals of teach\u00ading, it is advis\u00adable to be aware of the fun\u00adda\u00admen\u00adtally sim\u00adi\u00adlar com\u00admu\u00adni\u00adca\u00adtion mech\u00ada\u00adnisms in the fields of edu\u00adca\u00adtion and \u201ccom\u00admerce\u201d and, if nec\u00ades\u00adsary, to take them into account. <\/p>\n\n Indus\u00adtrial films and image films are also likely to be com\u00adplex in terms of fic\u00adtion and non-fic\u00adtion: On the one hand, tech\u00adni\u00adcal aspects or func\u00adtions should be explained soberly, while on the other hand, these for\u00admats are often intended to pro\u00admote a prod\u00aduct (Kamp 2017: 150). An image film as a whole, and not just part of its struc\u00adture, can be under\u00adstood as a teaser that is intended to whet the appetite for more (Kamp 2017: 150). This touches on an old method of build\u00ading up films and sto\u00adries beyond the mov\u00ading image, which is also used in edu\u00adca\u00adtional videos and cor\u00adre\u00adsponds to the zeit\u00adgeist: this refers to the teaser or cold open, some\u00adthing called a hook, which is intended to pro\u00advide an intro\u00adduc\u00adtion in medias res. The imme\u00addi\u00adate access designed by the pro\u00adducer is intended to arouse inter\u00adest and\/or explain what is to come and its added value, so that in the face of media noise or over\u00adsup\u00adply, an audi\u00adence is more likely to \u201cstay tuned\u201d \u2014 also with regard to edu\u00adca\u00adtional videos. <\/p>\n\n Despite the fore\u00adsee\u00adable vague\u00adness in the def\u00adi\u00adn\u00adi\u00adtion of the for\u00admats of edu\u00adca\u00adtional videos (in the first part of this blog post and in the dis\u00adtinc\u00adtion between fic\u00adtion and non-fic\u00adtion), it makes sense to divide them into dif\u00adfer\u00adent for\u00admats. This pro\u00advides an overview. These for\u00admats are the first side of the coin. <\/p>\n\n How\u00adever, in order to give expres\u00adsion to the obvi\u00adous com\u00adplex\u00adity of the com\u00adplex of edu\u00adca\u00adtional and explana\u00adtory videos, we will con\u00adtrast the edu\u00adca\u00adtional and learn\u00ading video for\u00admats with a sec\u00adond pole \u2014 as the sec\u00adond side of the coin. As already men\u00adtioned, we also encoun\u00adtered this sec\u00adond field in the first part of the blog series with ref\u00ader\u00adence to the means used in video pro\u00adduc\u00adtion (ani\u00adma\u00adtion, screen\u00adcast, etc.). <\/p>\n\n In the fol\u00adlow\u00ading, we will there\u00adfore start from the dif\u00adfer\u00adent for\u00admats and often asso\u00adci\u00adated roles of the authors \u2014 on the one hand, you as the pro\u00adducer and your inten\u00adtions dur\u00ading the prepa\u00adra\u00adtion of a sub\u00adject mat\u00adter in video form. On the other hand, pro\u00adduc\u00adtion meth\u00adods and the tech\u00adnol\u00adogy used in the real\u00adiza\u00adtion of a film or the dif\u00adfer\u00adent elab\u00ado\u00adrate processes will be taken into account. The first page in the field of teach\u00ading and learn\u00ading videos in focus At this point, we encounter the three for\u00admat cat\u00ade\u00adgories already men\u00adtioned sev\u00aderal times \u2014 lecture\/lecture, explana\u00adtory video, demon\u00adstra\u00adtion video. We already intro\u00adduced them in the first part of this blog post. In the fol\u00adlow\u00ading, we will spec\u00adify these three pil\u00adlars as far as pos\u00adsi\u00adble and appro\u00adpri\u00adate. The terms instruc\u00adtional and edu\u00adca\u00adtional video con\u00adtinue to serve as a generic term. <\/p>\n\n As announced, the poles in the field of ten\u00adsion between teach\u00ading and learn\u00ading videos can\u00adnot be strictly sep\u00ada\u00adrated. It there\u00adfore makes sense to explain this first for\u00admat cat\u00ade\u00adgory in the field of edu\u00adca\u00adtional videos by look\u00ading at the pro\u00adduc\u00adtion per\u00adspec\u00adtive. Three forms can be dis\u00adtin\u00adguished: <\/p>\n\n The record\u00adings of entire lec\u00adtures offer the poten\u00adtial to attend a course inde\u00adpen\u00addently of time and place. There is also the didac\u00adtic advan\u00adtage that the mate\u00adr\u00adial can be stopped or viewed again and again (Rosen\u00adbaum 2018: n.p.). The record\u00ading offers fol\u00adlow-up poten\u00adtial (Aldrian 2019: 5) if the con\u00adtent of the live lec\u00adture or class\u00adroom lec\u00adture needs to be deep\u00adened or repeated. The sit\u00adu\u00ada\u00adtion is dif\u00adfer\u00adent for live lec\u00adtures that are streamed. How\u00adever, if no later pub\u00adli\u00adca\u00adtion or record\u00ading is planned, these can still be viewed regard\u00adless of loca\u00adtion, so that it is not nec\u00ades\u00adsary to come together in per\u00adson, on site, in pres\u00adence. <\/p>\n\n The record\u00ading of a face-to-face event tends to allow long-term use of the same event \u2248 effi\u00adciency \u2014 from the point of view of the teacher. How\u00adever, depend\u00ading on the resources avail\u00adable, a filmed event can appear unpol\u00adished in terms of image and sound and not always be ide\u00adally com\u00adpre\u00adhen\u00adsi\u00adble: \u201cinci\u00adden\u00adtally\u201d filmed slides brought in by pro\u00adjec\u00adtor on site can become illeg\u00adi\u00adble in the video file \u2014 espe\u00adcially if the event is cap\u00adtured from a dis\u00adtance with\u00adout a sec\u00adond, close-up cam\u00adera shot, with\u00adout zoom, etc. For fur\u00adther use, it may there\u00adfore be appro\u00adpri\u00adate to edit the video to com\u00adpen\u00adsate for lengths or ambi\u00adgu\u00adi\u00adties. How\u00adever, this should not result in a patch\u00adwork quilt \u2014 a sub\u00adse\u00adquent one-off inser\u00adtion of a slide, oth\u00ader\u00adwise \u201conly\u201d one view of the room, slides and per\u00adson giv\u00ading the lec\u00adture, is likely to cause more irri\u00adta\u00adtion than sense. <\/p>\n\n Over\u00adall \u2014 despite all the eco\u00adnomic poten\u00adtial accord\u00ading to the motto \u201ctwo birds with one stone\u201d \u2014 it should be pointed out that an e\u2011lecture and a face-to-face lec\u00adture are quasi dif\u00adfer\u00adent media, they are two media forms in the field of lec\u00adtures etc.: The dynamic in pres\u00adence, the phys\u00adi\u00adcal effect of the per\u00adson giv\u00ading the lec\u00adture on an audi\u00adence on site tends to be lost in the record\u00ading, based on the cropped fram\u00ading \u2014 sim\u00adi\u00adlar to how the leg\u00adi\u00adbil\u00adity of the slides is risked in the con\u00adtext of a video filmed from a dis\u00adtance, from behind the room. Mod\u00adern web\u00adcams with auto\u00adtrack\u00ading, pan\u00adning and zoom\u00ading func\u00adtions can com\u00adpen\u00adsate for these dif\u00adfer\u00adences to some extent, as the cam\u00adera auto\u00admat\u00adi\u00adcally fol\u00adlows you as the per\u00adson giv\u00ading the lec\u00adture and can be con\u00adtrolled by ges\u00adture, i.e. with\u00adout addi\u00adtional helpers, such as zoom\u00ading. Nev\u00ader\u00adthe\u00adless, it remains the case that the slides pre\u00adsented via pro\u00adjec\u00adtor can only be read to a lim\u00adited extent: A live broad\u00adcast of a face-to-face event there\u00adfore requires a slide design with large font and lit\u00adtle text. It may also be nec\u00ades\u00adsary to release the mate\u00adri\u00adals in par\u00adal\u00adlel, e.g. using the screen shar\u00ading func\u00adtion of con\u00adfer\u00adence soft\u00adware, or to inte\u00adgrate the slides in post-pro\u00adduc\u00adtion at a later stage. In this sense, nei\u00adther of the two media can be com\u00adpletely sat\u00adis\u00adfied. In this respect, live pre\u00adsen\u00adta\u00adtions on site dif\u00adfer from those via stream in terms of plan\u00adning, imple\u00admen\u00adta\u00adtion and recep\u00adtion. And both fields must be dis\u00adtin\u00adguished from pre-pro\u00adduced con\u00adtent: <\/p>\n\n A pre-pro\u00adduced teach\u00ading unit devi\u00adates from the con\u00adcept of \u201csev\u00aderal flies\u201d. Ini\u00adtially, a lec\u00adture is usu\u00adally given with\u00adout an audi\u00adence. This offers the oppor\u00adtu\u00adnity to cre\u00adate a high-qual\u00adity audio\u00advi\u00adsual expe\u00adri\u00adence: Instead of being filmed from a dis\u00adtance and pos\u00adsi\u00adbly cap\u00adtured with a micro\u00adphone per\u00adma\u00adnently installed in the cam\u00adera, it is pos\u00adsi\u00adble to inter\u00adact acousti\u00adcally clearly with the imag\u00adined audi\u00adence on the other side of the lens (for appear\u00adance\u2019s sake) dur\u00ading the film\u00ading by using a clip-on micro\u00adphone and\/or boom pole. This allows the speaker to be brought more into focus. In this way, a closer rela\u00adtion\u00adship can be achieved with the (later) audi\u00adence. This can also fos\u00adter a bond with the sub\u00adject mat\u00adter being con\u00adveyed (\u2248 per\u00adson\u00adal\u00adiza\u00adtion prin\u00adci\u00adple<\/a>). In any case, pas\u00adsages can be repeated and re-recorded if they are dis\u00adliked. Cau\u00adtion: An overly trained, stilted style of speech has an arti\u00adfi\u00adcial effect and can dis\u00adrupt the bond in terms of the per\u00adson\u00adal\u00adiza\u00adtion prin\u00adci\u00adple. The slides can be com\u00adbined with the speak\u00ader\u2019s mate\u00adr\u00adial in high res\u00ado\u00adlu\u00adtion via edit\u00ading or image split\u00adting (pic\u00adture in pic\u00adture, split screen, etc.). And even if only one cam\u00adera is avail\u00adable, it is still pos\u00adsi\u00adble to change set\u00adtings for vari\u00adety and didac\u00adtic pur\u00adposes: The record\u00ading allows inter\u00adrup\u00adtions for rebuild\u00ading, so that impor\u00adtant infor\u00adma\u00adtion can be added from close up and made more com\u00adpre\u00adhen\u00adsi\u00adble for teach\u00aders. <\/p>\n\n Recorded live stream\u00ading in a stu\u00addio envi\u00adron\u00adment turns out to be a hybrid. Ini\u00adtially, this method with\u00adout an audi\u00adence ben\u00ade\u00adfits from bet\u00adter light\u00ading and more eye con\u00adtact with the vir\u00adtual audi\u00adence. If dif\u00adfer\u00adent shot sizes were to be used dur\u00ading live broad\u00adcasts, auto\u00admated, ges\u00adture-con\u00adtrolled cam\u00aderas, mul\u00adti\u00adple cam\u00aderas or assis\u00adtants would be required. How\u00adever, even if bloop\u00aders and pos\u00adsi\u00adble lengths \u201chap\u00adpened\u201d dur\u00ading the live stream\u00ading, the excel\u00adlent mate\u00adr\u00adial can be used to tighten up or even \u2014 thanks to the con\u00adsis\u00adtent stu\u00addio sit\u00adu\u00ada\u00adtion \u2014 par\u00adtially re-record any pas\u00adsages with\u00adout the audi\u00adence watch\u00ading the video file notic\u00ading. <\/p>\n\n For the sake of com\u00adplete\u00adness, please refer to the video pod\u00adcast. It is con\u00adsid\u00adered a sub-form of the e\u2011lecture (Per\u00adsike 2019: 5). A video pod\u00adcast is ini\u00adtially a lec\u00adture pro\u00adduced with lit\u00adtle effort that cap\u00adtures a per\u00adson or an exchange between sev\u00aderal peo\u00adple on a spe\u00adcific topic (sim\u00adi\u00adlar to an inter\u00adview) with\u00adout a lot of image changes. A flipchart or white\u00adboard can be used for this. This can be used to develop top\u00adics in a (sim\u00adu\u00adlated) dia\u00adlog with the vir\u00adtual audi\u00adence. The \u201cusual\u201d class\u00adroom or office can serve as the set\u00adting for the \u201cfilm\u00ading\u201d. How\u00adever, the tran\u00adsi\u00adtions to more elab\u00ado\u00adrate design approaches (stu\u00addio) and other for\u00admats are fluid. Sim\u00adi\u00adlar to purely acoustic pod\u00adcasts and their tran\u00adsi\u00adtions to radio plays, musi\u00adcal, pre-pro\u00adduced or even staged con\u00adtent can be added (planned) after\u00adwards, for exam\u00adple. <\/p>\n\n As the first part of this blog post should have made clear, there is no sin\u00adgle def\u00adi\u00adn\u00adi\u00adtion of explana\u00adtory videos. There is no doubt that explana\u00adtory videos are shorter than a record\u00ading of a lec\u00adture; com\u00adpared to a recorded face-to-face event, they are likely to be more elab\u00ado\u00adrate in terms of ani\u00adma\u00adtions, music and tran\u00adsi\u00adtions. Ulti\u00admately, a length of between 1\u201320 min\u00adutes can be assumed (Harder n.d.: 103. and Ebner\/Sch\u00f6n 2017: 3). The \u201cnugget\u201d men\u00adtioned in the intro\u00adduc\u00adtion to this sec\u00adond part of the blog post can be under\u00adstood as a very short (not only) video\u00adgraphic teach\u00ading unit. It can there\u00adfore be assigned to this for\u00admat cat\u00ade\u00adgory. Over\u00adall, clas\u00adsic for\u00admats that fall into the explana\u00adtory video cat\u00ade\u00adgory \u2014 reportage, report, etc. \u2014 are likely to be longer in anal\u00adogy to cin\u00adema and tele\u00advi\u00adsion, or such a length may be famil\u00adiar to learn\u00aders from habit (again cin\u00adema, tele\u00advi\u00adsion). In antic\u00adi\u00adpa\u00adtion of a digres\u00adsion below<\/a>, how\u00adever, the cri\u00adte\u00adrion of time should not be used as a defin\u00adi\u00adtive char\u00adac\u00adter\u00adis\u00adtic to dif\u00adfer\u00aden\u00adti\u00adate between edu\u00adca\u00adtional and instruc\u00adtional video. <\/p>\n\n In the field of mov\u00ading images, this con\u00adcept is pri\u00admar\u00adily asso\u00adci\u00adated with tele\u00advi\u00adsion news pro\u00adgrams (Kamp 2017, 146): In just a few min\u00adutes, a process, a fact, is to be explored in depth. The fol\u00adlow\u00ading struc\u00adture, which is also used in news\u00adpa\u00adpers, lends itself to this: First, the event is described. Then it is explained how it came about, the con\u00adse\u00adquences are named and finally the result is eval\u00adu\u00adated. (Kamp 2017: 146) <\/p>\n\n \u201cEval\u00adu\u00ada\u00adtion\u201d already says it all: the author appears here, he or she strives for objec\u00adtiv\u00adity, as it were (Kamp 2017: 146). The inten\u00adtion is a cer\u00adtain authen\u00adtic\u00adity or evi\u00adden\u00adtiary func\u00adtion \u2014 he, she, div. is \u201cjust\u201d there. More\u00adover: The report is not only related to the news\u00adpa\u00adper arti\u00adcle, but also to a cin\u00ade\u00admatic strat\u00adegy, the hook: after an overview, infor\u00adma\u00adtive, even cap\u00adti\u00advat\u00ading intro\u00adduc\u00adtion, details fol\u00adlow. <\/p>\n\n Reportages are char\u00adac\u00adter\u00adized by a more obvi\u00adous, namely nar\u00adra\u00adtive note, inso\u00adfar as they are intended to encour\u00adage the audi\u00adence to expe\u00adri\u00adence them in the course of an authen\u00adtic descrip\u00adtion. The dis\u00adtance between the jour\u00adnal\u00adist and what is shown is less than in a report. The \u201cdoc\u00adu\u00adment\u00ading\u201d per\u00adsons are some\u00adtimes even inte\u00adgrated into the events, even suf\u00adfer\u00ading with them or try\u00ading out what has been done in front of the cam\u00adera. This pres\u00adence is empha\u00adsized by the reporter appear\u00ading visu\u00adally more often, mak\u00ading per\u00adsonal state\u00adments and com\u00adments. (Kamp 2017: 148) <\/p>\n\n On the one hand, it is gen\u00ader\u00adally advis\u00adable to have the pre\u00adsen\u00adter appear in the pic\u00adture \u201cevery now and then\u201d \/ have them appear in front of the cam\u00adera due to the effec\u00adtive\u00adness of the \u201chuman medium\u201d, at least for longer instruc\u00adtional and explana\u00adtory videos. This can pro\u00admote the bond between the pre\u00adsen\u00adter and the audi\u00adence and thus also the com\u00admu\u00adni\u00adca\u00adtion of any con\u00adtent (\u2248 per\u00adson\u00adal\u00adiza\u00adtion prin\u00adci\u00adple). To empha\u00adsize the \u201ccan\u201d, it should also be men\u00adtioned that the research sit\u00adu\u00ada\u00adtion on the appear\u00adance of speak\u00aders is ambigu\u00adous \u2014 we will come back to this in the third part of this blog post. In any case, and as a pos\u00adsi\u00adble side effect: loos\u00aden\u00ading up and struc\u00adtur\u00ading are pos\u00adsi\u00adble (with longer videos). In the case of short films aimed at instruc\u00adtions, a \u201cper\u00adsonal\u201d appear\u00adance can be dis\u00adpensed with (\u2248 coher\u00adence prin\u00adci\u00adple). <\/p>\n\n Doc\u00adu\u00admen\u00adtaries are more ana\u00adlyt\u00adi\u00adcal than reports and doc\u00adu\u00admen\u00adtaries. In them, the author\u2019s per\u00adsonal dis\u00adtance from the sub\u00adject mat\u00adter dealt with in the film is par\u00adtic\u00adu\u00adlarly empha\u00adsized. Opin\u00adions tend to be taboo in doc\u00adu\u00admen\u00adtaries. The sec\u00adond cri\u00adte\u00adrion for the def\u00adi\u00adn\u00adi\u00adtion of a doc\u00adu\u00admen\u00adtary is the time dif\u00adfer\u00adence between the broadcast\/production and the sub\u00adject mat\u00adter of the doc\u00adu\u00admen\u00adtary. The doc\u00adu\u00admen\u00adtary can or should there\u00adfore offer a cer\u00adtain degree of com\u00adplete\u00adness while pro\u00advid\u00ading an overview. (Kamp 2017: 148 f.) So-called edu\u00adca\u00adtional films are con\u00adsid\u00adered doc\u00adu\u00admen\u00adtary and should be a max\u00adi\u00admum of 15 min\u00adutes long (Harder n.d.: 103), although the con\u00adcep\u00adtual blur\u00adring, the syn\u00adony\u00admous use of \u201cfilm\u201d and \u201cvideo\u201d, should be con\u00adsid\u00adered here. <\/p>\n\n This for\u00admat ini\u00adtially describes a means to an end and an ele\u00adment that rarely stands on its own or is used in the con\u00adtext of other mov\u00ading images: For exam\u00adple, inter\u00adviews can be part of doc\u00adu\u00admen\u00adtaries or reports in order to allow those involved to have their say. They thus offer prox\u00adim\u00adity, can sub\u00adstan\u00adti\u00adate state\u00adments by wit\u00adnesses, and can pro\u00admote a loos\u00aden\u00ading, atten\u00adtion-grab\u00adbing rhythm. A stand-alone inter\u00adview, which can be accessed via a learn\u00ading plat\u00adform, for exam\u00adple, should have a demon\u00adstra\u00adtive note \u2014 in the sense of Per\u00adsike\u2019s (2019: 5) expla\u00adna\u00adtions. It could there\u00adfore also be assigned to the \u201c+1\u201d, the third for\u00admat cat\u00ade\u00adgory we have defined. <\/p>\n\n To the point, straight\u00adfor\u00adward \u2014 that\u2019s how this type can be described at first glance. These clas\u00adsics are videos that explain the func\u00adtion of soft\u00adware as a whole or just one aspect of it. They are rel\u00ada\u00adtively short, often only a few min\u00adutes long. Tuto\u00adri\u00adals can there\u00adfore cer\u00adtainly be asso\u00adci\u00adated with the term \u201cnugget\u201d, which is not only used for mov\u00ading media teach\u00ading units, as a descrip\u00adtion of a short teach\u00ading unit. <\/p>\n\n These videos often do not stand on their own \u2014 espe\u00adcially in the case of soft\u00adware train\u00ading. They can there\u00adfore be inte\u00adgrated into a help sec\u00adtion of a web\u00adsite, as part of a series, so to speak. Music is often even omit\u00adted here. In order to get to the point quickly, a screen\u00adcast (see below) and nar\u00adra\u00adtor text are started imme\u00addi\u00adately after a short title bar. Screen\u00adcasts of soft\u00adware to pro\u00advide an insight into a pro\u00adgram to be learned are the char\u00adac\u00adter\u00adis\u00adtic fea\u00adture of a tuto\u00adr\u00adial (Harder n.d.: 103). <\/p>\n\n At sec\u00adond glance, but still quite short, onboard\u00ading videos must be under\u00adstood as tuto\u00adri\u00adals \u2014 to intro\u00adduce new employ\u00adees or to get them in the mood for a course. How\u00adever, such videos can be real\u00adized more elab\u00ado\u00adrately \u2014 with music, ani\u00adma\u00adtions, i.e. far beyond a screen\u00adcast. These steps even make sense if the video is intended to pro\u00admote your course series and poten\u00adtially retain learn\u00aders. Such and also longer tuto\u00adri\u00adals, even in con\u00adnec\u00adtion with a series of sev\u00aderal lessons, can start with a teaser (also known as a hook, cold open) to intro\u00adduce and cap\u00adti\u00advate for the sub\u00adse\u00adquent, longer con\u00adtent. In the course of a series of videos, a recap (the reca\u00adpit\u00adu\u00adla\u00adtion of pre\u00advi\u00adous steps\/units\/videos) can or should even be included in order to reac\u00adtive exist\u00ading knowl\u00adedge on the part of learn\u00aders to com\u00adpen\u00adsate for an inter\u00adval between the units and\/or the appear\u00adance of the videos. Depend\u00ading on the form of deliv\u00adery (via com\u00admon plat\u00adforms or via an HP5 plu\u00adgin), chap\u00adter mark\u00aders can be set so that a recap can be skipped. This can be use\u00adful if the pre\u00advi\u00adous video has just been viewed and\/or pre\u00advi\u00adous con\u00adtent is still present. <\/p>\n\n Longer tuto\u00adri\u00adals (or gen\u00ader\u00adally stand-alone doc\u00adu\u00admen\u00adtaries, reports, etc.) can and should have a more elab\u00ado\u00adrate and there\u00adfore longer intro that favors or at least reflects the mood of the series, course, etc. This intro marks not only a spe\u00adcific video, but can also mark a series of videos. This intro not only marks a spe\u00adcific video, but can also mark a series of videos: It sets the mood for the upcom\u00ading style of the video, the series or entire series of events, even the per\u00adson teach\u00ading it, offers recog\u00adni\u00adtion and thus cre\u00adates a con\u00adnec\u00adtion to other units and the same \u201clabel\u201d. This can encour\u00adage the learner to stick with the course, but can also serve as a guide. <\/p>\n\n Can edu\u00adca\u00adtional videos really be cat\u00ade\u00adgo\u00adrized by dura\u00adtion? With regard to the def\u00adi\u00adn\u00adi\u00adtions of dif\u00adfer\u00adent for\u00admats: rather not \u2026 It should be noted that it makes lit\u00adtle sense to define teach\u00ading and learn\u00ading videos solely by their dura\u00adtion (Per\u00adsike 2019: 10). As has prob\u00ada\u00adbly already been indi\u00adcated, there are far too many vari\u00adants and mixed forms between dif\u00adfer\u00adent for\u00admats and meth\u00adods, not to men\u00adtion usage sit\u00adu\u00ada\u00adtions. Nev\u00ader\u00adthe\u00adless, we would like to dis\u00adcuss a com\u00admon \u201crule\u201d regard\u00ading the length of videos: The so-called 6\u2011minute rule sug\u00adgests that once the sixth minute begins, learn\u00aders\u2019 atten\u00adtion wanes or the video is less likely to be viewed fur\u00adther. <\/p>\n\n As with many rules of thumb, this should only be con\u00adsid\u00adered in con\u00adtext. The rule itself applies above all in the con\u00adtext of MOOCs (Mas\u00adsive Open Online Courses) (Johanes\/Lagerstrom\/Ponsukcharoen 2015: 15), i.e. large-scale events that reg\u00adu\u00adlarly aim to or should address a cor\u00adre\u00adspond\u00adingly large audi\u00adence (Ebner\/Sch\u00f6n 2017: 4; Per\u00adsike 2019: 2). There has already been a \u201cdown\u00adward cor\u00adrec\u00adtion\u201d in this respect: Thus, the orig\u00adi\u00adnal max\u00adi\u00admum of 10 min\u00adutes has become said 6 min\u00adutes (Johanes\/Lagerstrom\/Ponsukcharoen 2015: 2). How\u00adever, a range of 1 to 20 min\u00adutes can be found for edu\u00adca\u00adtional and explana\u00adtory videos (Harder n.d.: 103. and Ebner\/Sch\u00f6n 2017: 3). And as we have seen, the for\u00admats within the over\u00adall com\u00adplex are defined as being \u201cso and so\u201d long here and dif\u00adfer\u00adent there. How\u00adever, it can be help\u00adful to apply the six-minute rule to the sub\u00addi\u00advi\u00adsion(seg\u00admen\u00adta\u00adtion prin\u00adci\u00adple<\/a>) of a video into con\u00adtent units (Guo\/Kim\/Rubin 2014: 4) in order to pro\u00admote chunk\u00ading<\/a>, i.e. the han\u00addling of infor\u00adma\u00adtion by the learn\u00ader\u2019s brain. <\/p>\n\n Over\u00adall, a dis\u00adtinc\u00adtion should be made on a case-by-case basis: A missed lec\u00adture is cer\u00adtainly longer as a video than a crisp explana\u00adtory video, as has already been indi\u00adcated. And such a video, even if longer, is prob\u00ada\u00adbly bet\u00adter than hav\u00ading just missed the lec\u00adture. Sim\u00adi\u00adlarly, the first part of this arti\u00adcle on teach\u00ading and learn\u00ading videos already pointed out that form and con\u00adtent are inex\u00adtri\u00adca\u00adbly linked. Con\u00adse\u00adquently, a longer video can also be suc\u00adcess\u00adful because it may be able to hold the stu\u00addents\u2019 inter\u00adest or win it back again and again. Con\u00adversely, not every sub\u00adject mat\u00adter can be pre\u00adsented and\/or con\u00addensed in an infi\u00adnitely attrac\u00adtive way \u2014 this could be described as a \u201creduc\u00adtion trap\u201d, more on this in the third part of this series of arti\u00adcles. <\/p>\n\n In addi\u00adtion, and in line with con\u00adstruc\u00adtivist learn\u00ading the\u00adory, the indi\u00advid\u00adual or the learn\u00aders them\u00adselves must be taken into account \u2248 each learner grad\u00adu\u00adally cre\u00adates an indi\u00advid\u00adual, con\u00addi\u00adtion\u00adally con\u00adscious con\u00adstruc\u00adtion of an equally indi\u00advid\u00adual view of the world. Accord\u00adingly, learn\u00ading is also based on a foun\u00adda\u00adtion of sub\u00adjec\u00adtive expe\u00adri\u00adences, val\u00adues, beliefs, ori\u00aden\u00adta\u00adtions and pat\u00adterns. There\u00adfore, on the one hand, a kind of tar\u00adget group analy\u00adsis is use\u00adful on the part of the per\u00adson pro\u00adduc\u00ading the video in order to bet\u00adter reach learn\u00aders. On the other hand, inter\u00adests (in a video on the part of learn\u00aders) must always be under\u00adstood in the con\u00adtext of the indi\u00advid\u00adual world view and such an inter\u00adest as an indi\u00advid\u00adual achieve\u00adment. <\/p>\n\n The assump\u00adtion that the length of a video is con\u00adtext-depen\u00addent can also be under\u00adlined by a study from Stan\u00adford Uni\u00adver\u00adsity: It con\u00adcludes that the afore\u00admen\u00adtioned rule should not be taken too lit\u00ader\u00adally, stu\u00addents def\u00adi\u00adnitely also watch longer videos (Johanes\/Lagerstrom\/Ponsukcharoen 2015: 15 f.). Impor\u00adtantly, the study points out that videos [apart from any livestreams] are often (can be) viewed sev\u00aderal times by learn\u00aders (Johanes\/Lagerstrom\/Ponsukcharoen 2015: 15 f.). <\/p>\n\n The over\u00adall con\u00adclu\u00adsion is this: A video should be as short as pos\u00adsi\u00adble, but also as long as nec\u00ades\u00adsary.<\/p>\n\n Demon\u00adstra\u00adtion videos rarely stand alone, but are viewed in con\u00adtext. This can be of a non-mov\u00ading-media nature \u2248 a click\u00adable inter\u00adview in the learn\u00ading man\u00adage\u00adment sys\u00adtem along\u00adside any texts. Then demon\u00adstra\u00adtion videos can be used within other videos, namely explana\u00adtory videos \u2014 as an inte\u00adgrated inter\u00adview, for exam\u00adple. Char\u00adac\u00adter\u00adis\u00adtic of demon\u00adstra\u00adtion videos, when they stand on their own, is that they are with\u00adout com\u00admen\u00adtary, have no nar\u00adra\u00adtor text and their com\u00admu\u00adnica\u00adtive-didac\u00adtic and aes\u00adthetic pre\u00adsen\u00adta\u00adtion is lit\u00adtle or not at all devel\u00adoped \u2014 because they should not or do not have to stand for them\u00adselves. They lack an autonomous \u201cexplana\u00adtory char\u00adac\u00adter\u201d (Per\u00adsike 2019: 4). <\/p>\n\n Demon\u00adstra\u00adtion videos may well have been pro\u00adduced for a spe\u00adcific occa\u00adsion \u2014 for exam\u00adple, to serve as illus\u00adtra\u00adtive mate\u00adr\u00adial for exam\u00adin\u00ading behav\u00adiors in order to enable stu\u00addents to see the behav\u00adiors dis\u00adcussed. The term demon\u00adstra\u00adtion mate\u00adr\u00adial can then be used to describe any mate\u00adr\u00adial that is inte\u00adgrated into a teach\u00ading con\u00adcept and, in turn, a teach\u00ading and learn\u00ading video, anal\u00ado\u00adgous to the inter\u00adview in ques\u00adtion. It can there\u00adfore also be excerpts from other films, news pro\u00adgrams, etc. (Per\u00adsike 2019: 4) <\/p>\n\n Film offers a spe\u00adcial poten\u00adtial in this respect \u2014 sim\u00adi\u00adlar to the inven\u00adtion of microscopy: the micro\u00adscope made the micro\u00adcosm acces\u00adsi\u00adble or vis\u00adi\u00adble. Of course, a film can depict events there in time or cap\u00adture them with the help of highly mag\u00adni\u00adfy\u00ading lenses. In addi\u00adtion, the mov\u00ading image can also make time \u201cvis\u00adi\u00adble\u201d: time-lapse pho\u00adtog\u00adra\u00adphy can make changes vis\u00adi\u00adble that reg\u00adu\u00adlarly escape our atten\u00adtion because they only hap\u00adpen slowly. Con\u00adversely, move\u00adments can be made vis\u00adi\u00adble that we can\u00adnot grasp because they hap\u00adpen too quickly for our per\u00adcep\u00adtion. <\/p>\n\n As with ping-pong: the two sides of the coin are con\u00adnected \u2014 in vari\u00adable forms. We are now chang\u00ading our per\u00adspec\u00adtive and turn\u00ading our atten\u00adtion to the sec\u00adond side of the field of teach\u00ading and learn\u00ading videos. This side of the coin in the field of teach\u00ading and learn\u00ading videos is \u2014 it should be empha\u00adsized \u2014 not in con\u00adtra\u00addic\u00adtion to the first, but com\u00adple\u00adments the teach\u00ading and learn\u00ading video for\u00admats men\u00adtioned there with a tech\u00adni\u00adcal-eco\u00adnomic view that cap\u00adtures the real\u00adiza\u00adtion \u2014 visu\u00adally sim\u00adi\u00adlar to a ping-pong game. For the sake of clar\u00adity, the field of means of pro\u00adduc\u00adtion is divided into two areas: Tech\u00adnol\u00adogy and process on the one hand and qual\u00adity of exe\u00adcu\u00adtion, cir\u00adcum\u00adstances of real\u00adiza\u00adtion on the other. <\/p>\n\n The sec\u00adond page in the field of teach\u00ading and learn\u00ading videos in focus It should be men\u00adtioned for the sake of com\u00adplete\u00adness, because we have of course already talked about for\u00admats that are often enough asso\u00adci\u00adated with real images \u2014 such as the reportage or the report: Firstly and fun\u00adda\u00admen\u00adtally, the pro\u00adduc\u00adtion of a film can be divided into real footage or live action footage on the one hand and ani\u00adma\u00adtions or abstrac\u00adtions etc. on the other. In the first case, a real cam\u00adera is used to cap\u00adture an equally real world. In the sec\u00adond case, for exam\u00adple, vir\u00adtual cam\u00aderas can be used as part of 3D soft\u00adware. The move\u00adment over aspects shown on slides as part of a slide\u00adcast, as an enlarge\u00adment or as a slide tran\u00adsi\u00adtion, can be under\u00adstood in a sim\u00adi\u00adlar way to a vir\u00adtual cam\u00adera. <\/p>\n\n The intro\u00adduc\u00adtory sub\u00adjunc\u00adtive hints at this: In the wake of increas\u00adingly real\u00adis\u00adtic ani\u00adma\u00adtions and com\u00adputer-gen\u00ader\u00adated images that are barely dis\u00adtin\u00adguish\u00adable from real\u00adity, the dif\u00adfer\u00adence between \u201cani\u00adma\u00adtions here\u201d and \u201creal image there\u201d is pri\u00admar\u00adily a the\u00ado\u00adret\u00adi\u00adcal one. More\u00adover, even with\u00adout a Hol\u00adly\u00adwood pro\u00adduc\u00adtion bud\u00adget, real footage in front of a green screen can be com\u00adbined with vir\u00adtual worlds or ani\u00adma\u00adtions at home. Nev\u00ader\u00adthe\u00adless, the dis\u00adtinc\u00adtion is likely to have a last\u00ading effect in the pro\u00adduc\u00adtion of a video \u2014 because a real cam\u00adera may or may not be required. How\u00adever, a film real\u00adized with lay\u00ader\u00ading tech\u00adnol\u00adogy can be cap\u00adtured with a real cam\u00adera on the one hand and be con\u00adsid\u00adered ani\u00adma\u00adtion on the other. <\/p>\n\n Screen\u00adcasts are screen record\u00adings. They are par\u00adtic\u00adu\u00adlarly suit\u00adable when it comes to shorter and instruc\u00adtive teach\u00ading con\u00adtent \u2014 soft\u00adware train\u00ading or instruc\u00adtions. The pro\u00adduc\u00adtion method is asso\u00adci\u00adated with the term tuto\u00adri\u00adals (for exam\u00adple: Harder n.d.: 103). The run\u00adning time of such tuto\u00adri\u00adals is usu\u00adally less than 10 min\u00adutes (Harder n.d.: 103), even though we have already seen that time should not be the mea\u00adsure for clas\u00adsi\u00adfy\u00ading teach\u00ading and learn\u00ading videos. <\/p>\n\n Slide\u00adcasts, on the other hand, are often purely visual record\u00adings of a pre\u00adsen\u00adta\u00adtion in the con\u00adtext of stan\u00addard pre\u00adsen\u00adta\u00adtion soft\u00adware, which may be accom\u00adpa\u00adnied and\/or sup\u00adple\u00admented by speaker text. With\u00adout a real cam\u00adera, the pre\u00adsen\u00adta\u00adtion con\u00adtent is recorded as a video. <\/p>\n\n Not only can videos be of this nature as a whole, such mate\u00adr\u00adial can of course also be inte\u00adgrated into other videos: For exam\u00adple, the per\u00adson speak\u00ading could be added pic\u00adture in pic\u00adture on the slides or switched back and forth between slides and the per\u00adson speak\u00ading (in a var\u00adied man\u00adner) using a video edit\u00ading pro\u00adgram. It is even pos\u00adsi\u00adble to intro\u00adduce ani\u00adma\u00adtions for tran\u00adsi\u00adtions that can be described as sep\u00ada\u00adra\u00adtors (\/stingers etc.), which give the change from slide to per\u00adson a clear and struc\u00adtured expres\u00adsion. How\u00adever, no sta\u00adtic image of the per\u00adson giv\u00ading the lec\u00adture should \u201csim\u00adply\u201d be placed per\u00adma\u00adnently next to the slides \u2014 such a mea\u00adsure can have a demon\u00adstra\u00adbly alien\u00adat\u00ading effect (coher\u00adence prin\u00adci\u00adple). <\/p>\n\n The term micro-lec\u00adture is also based on a slide\u00adcast (Harder n.d.: 103). Such videos should be a max\u00adi\u00admum of eight min\u00adutes long (Harder n.d.: 103). Not only the mico-lec\u00adture (Harder n.d.: 103), but also slide\u00adcasts in gen\u00aderal are char\u00adac\u00adter\u00adized by the fact that they are rel\u00ada\u00adtively easy to real\u00adize. With the (often famil\u00adiar) pre\u00adsen\u00adta\u00adtion soft\u00adware and micro\u00adphones already installed in many com\u00adput\u00aders, a result can be achieved quickly \u2014 a pre\u00adsen\u00adta\u00adtion can become a movie. At the same time, any ani\u00adma\u00adtions that can be called up in the soft\u00adware can help to draw atten\u00adtion to cer\u00adtain aspects depicted on the slides used (Harder n.d.: 103) \u2014 pro\u00advided that these ani\u00adma\u00adtions are used in mod\u00ader\u00ada\u00adtion. <\/p>\n\n How\u00adever, both the qual\u00adity of the sound due to built-in micro\u00adphones and the mov\u00ading media capa\u00adbil\u00adi\u00adties of pre\u00adsen\u00adta\u00adtion soft\u00adware must be clas\u00adsi\u00adfied as lim\u00adited in view of the pos\u00adsi\u00adble demands of learn\u00aders. In addi\u00adtion and in any case, the field of pre\u00adsen\u00adta\u00adtion slides must be clas\u00adsi\u00adfied between effi\u00adciency and com\u00admu\u00adnica\u00adtive-didac\u00adtic \u201cpit\u00adfalls\u201d: Slides often end up being too text-heavy (Karia 2015: 39 ff.) \u2014 not least due to an effort to achieve effi\u00adciency: post-use as a hand\u00adout. At least in the case of slide\u00adcasts, a com\u00adpro\u00admise should be found in this respect. <\/p>\n\n The lay\u00ading tech\u00adnique can be regarded as a tra\u00addi\u00adtional ani\u00adma\u00adtion prin\u00adci\u00adple, as it can be used to cre\u00adate the impres\u00adsion of move\u00adment or at least a con\u00adtext from indi\u00advid\u00adual images. Con\u00adse\u00adquently, the lay\u00ading tech\u00adnique is also a way for peo\u00adple who are not tech\u00adni\u00adcally or soft\u00adware-savvy to visu\u00adal\u00adize facts: For exam\u00adple, cut-outs, printed or writ\u00adten texts etc. can be moved step by step and pho\u00adtographed. Cut-outs, printed, writ\u00adten text, etc. could be moved and pho\u00adtographed step by step to cre\u00adate an ani\u00adma\u00adtion. This can be real\u00adized with com\u00admon smart\u00adphones in high qual\u00adity \u2014 as a photo sequence. <\/p>\n\n Then the process of mov\u00ading could also be filmed (again via smart\u00adphone) with\u00adout inter\u00adrup\u00adtion. Or some\u00adthing could even be painted, drawn or writ\u00adten in front of the video cam\u00adera. In the case of a video record\u00ading, the per\u00adson writ\u00ading can com\u00adment directly on what is shown so that no fur\u00adther edit\u00ading is nec\u00ades\u00adsary. (Where coor\u00addi\u00adna\u00adtion and pre\u00adsen\u00adta\u00adtion qual\u00adity are likely to be a chal\u00adlenge.) The real hands of the per\u00adson pro\u00adduc\u00ading the video are reg\u00adu\u00adlarly vis\u00adi\u00adble and prob\u00ada\u00adbly char\u00adac\u00adter\u00adize this process. <\/p>\n\n In addi\u00adtion to pho\u00adtog\u00adra\u00adphy or film\u00ading, real hands from third par\u00adties or graphic hands (as part of a graphic tem\u00adplate) can also be used in a sec\u00adond step dur\u00ading post-pro\u00adcess\u00ading. Many soft\u00adware solu\u00adtions offer ready-made hands (Aldrian 2019: 4 and 8) \u2014 but licens\u00ading issues must be checked in this regard. This applies all the more \u2014 with\u00adout want\u00ading or being able to pro\u00advide legal advice \u2014 if the aim is to pub\u00adlish the final videos beyond \u00a760a UrhG (teach\u00ading and learn\u00ading) or if the mate\u00adr\u00adial is released for oth\u00aders to use and edit in the sense of Open Edu\u00adca\u00adtional Resources (OER). The extent to which (design) tem\u00adplates and the graph\u00adics pro\u00advided by a soft\u00adware provider may be openly licensed and thus incor\u00adpo\u00adrated into open for\u00admats, i.e. for\u00admats that can be used by other users, must be clar\u00adi\u00adfied in advance. Twillo offers ini\u00adtial assis\u00adtance with regard to legal aspects. <\/p>\n\n In addi\u00adtion to ana\u00adlogue ani\u00adma\u00adtion tech\u00adnol\u00adogy, var\u00adi\u00adous soft\u00adware solu\u00adtions offer the pos\u00adsi\u00adbil\u00adity of cre\u00adat\u00ading dig\u00adi\u00adtal ani\u00adma\u00adtions in 2D to 3D. Com\u00adpared to the \u201cjerky\u201d and or delib\u00ader\u00adately \u201chand\u00adcrafted\u201d lay\u00ading tech\u00adnique, these allow far more dynamic, flow\u00ading visu\u00adal\u00adiza\u00adtions with a real\u00adis\u00adtic effect to be cre\u00adated. How\u00adever, they are often more costly and\/or time-con\u00adsum\u00ading to use. Soft\u00adware solu\u00adtions that use graphic tem\u00adplates to cre\u00adate an ani\u00adma\u00adtion must be checked with regard to their license con\u00addi\u00adtions. <\/p>\n\n On the one hand, inter\u00adac\u00adtive videos are another form of pro\u00adduc\u00adtion; at the same time, they can be a vari\u00ada\u00adtion of the other types. In addi\u00adtion to the recep\u00adtion of an audio\u00advi\u00adsual image and sound sequence, they offer the pos\u00adsi\u00adbil\u00adity of inte\u00adgrat\u00ading a higher degree of activ\u00adity, namely inter\u00adac\u00adtiv\u00adity. H5P con\u00adtent can be inte\u00adgrated into many learn\u00ading man\u00adage\u00adment sys\u00adtems and web\u00adsite con\u00adtent man\u00adage\u00adment sys\u00adtems using plug-ins, allow\u00ading videos to be enriched with quiz units and addi\u00adtional infor\u00adma\u00adtion. This allows the knowl\u00adedge pre\u00adsented in the instruc\u00adtional video to be deep\u00adened and, if nec\u00ades\u00adsary, con\u00adsol\u00adi\u00addated (\u2248 activ\u00adity prin\u00adci\u00adple) \u2014 either within a teach\u00ading-learn\u00ading envi\u00adron\u00adment or even pub\u00adlicly on a web\u00adsite. Inter\u00adac\u00adtive videos are also said to have the poten\u00adtial to encour\u00adage stu\u00addents to stick with a topic or, more specif\u00adi\u00adcally, a video (Aldrian 2019: 6). <\/p>\n\n How\u00adever, H5P edi\u00adtors can also be used to add chap\u00adter mark\u00aders so that it is eas\u00adier to stick with the video as a whole if pas\u00adsages are repet\u00adi\u00adtive or famil\u00adiar to learn\u00aders. Such sec\u00adtions can there\u00adfore be skipped. Chap\u00adter mark\u00aders can also be set rel\u00ada\u00adtively eas\u00adily on many video plat\u00adforms. <\/p>\n\n How\u00adever, the care\u00adless place\u00adment of inter\u00adac\u00adtive or inserted com\u00adpo\u00adnents that go beyond chap\u00adter mark\u00aders in exist\u00ading mate\u00adri\u00adals or videos can run the risk of hav\u00ading a con\u00adfus\u00ading or dis\u00adrup\u00adtive effect on learn\u00aders \u2014 for exam\u00adple, because music is abruptly stopped by a quiz. Ide\u00adally, inter\u00adac\u00adtiv\u00adity should be placed at points that make sense in terms of con\u00adtent, for\u00admal design and didac\u00adtic com\u00admu\u00adni\u00adca\u00adtion: at the end of a chunk or topic block, at the end of a chap\u00adter, etc. If nec\u00ades\u00adsary, suit\u00adable places can already be planned dur\u00ading the con\u00adcep\u00adtion and pro\u00adduc\u00adtion of a video. The music could fade out there to facil\u00adi\u00adtate the tran\u00adsi\u00adtion to the quiz, etc. Con\u00adversely, the use of the same video away from inter\u00adac\u00adtive con\u00adtent can be restricted. <\/p>\n\n 360\u00b0 videos can be divided into fully spher\u00adi\u00adcal (360\u00b0 x 360\u00b0) and semi-spher\u00adi\u00adcal films (360\u00b0 x 180\u00b0, also known as Full\u00adDome \u2014 for hemi\u00adspher\u00adi\u00adcal pro\u00adjec\u00adtion sites such as mod\u00adern plan\u00ade\u00adtar\u00adi\u00adums or media domes). Com\u00adputer-gen\u00ader\u00adated, three-dimen\u00adsional worlds can be cre\u00adated and viewed. It is also pos\u00adsi\u00adble to cap\u00adture real events in 360\u00b0 (live action footage) in a sim\u00adi\u00adlar way to con\u00adven\u00adtional cam\u00aderas. <\/p>\n\n Until a few years ago, these films were cap\u00adtured using extreme fish\u00adeye lenses and\/or by using mul\u00adti\u00adple cam\u00aderas. The image sequences from sev\u00aderal cam\u00aderas were stitched together using soft\u00adware (\u2248 stitch\u00ading). Today, there are cor\u00adre\u00adspond\u00ading (action) cam\u00aderas with wide-angle lenses and or mul\u00adti\u00adple lenses that can auto\u00admat\u00adi\u00adcally out\u00adput fully or semi-spher\u00adi\u00adcal films. <\/p>\n\n These films can be viewed using glasses sys\u00adtems \u2248 vir\u00adtual real\u00adity. Alter\u00adna\u00adtively, (pre\u00adfab\u00adri\u00adcated or self-made) card\u00adboard or sim\u00adi\u00adlar can be used as mounts for smart\u00adphones to avoid the cost fac\u00adtor of VR glasses. If nec\u00ades\u00adsary, these films can also be viewed \u201cflat\u201d, in the browser win\u00addow and by mouse. <\/p>\n\n 360\u00b0 videos offer the poten\u00adtial to gain new per\u00adspec\u00adtives \u2014 such as those that can\u00adnot be achieved in real\u00adity due to dan\u00adgers or for eco\u00adnomic rea\u00adsons. This pro\u00advides the oppor\u00adtu\u00adnity to immerse your\u00adself in unknown, new, micro\u00adscopic, etc. worlds. This pri\u00admar\u00adily refers to a real spa\u00adtial, illu\u00adsory immer\u00adsion (in con\u00adtrast to a gen\u00aderal immer\u00adsion as immer\u00adsion in the world of a book, for exam\u00adple \u2248 Hahn (2018)). It is inter\u00adest\u00ading to note that 360\u00b0 videos par\u00adtially turn their audi\u00adence into co-cre\u00adators; he\/she\/they them\u00adselves choose the view of what is hap\u00adpen\u00ading (Hahn 2013: 146), rather than hav\u00ading it com\u00adpletely pre\u00adde\u00adter\u00admined. <\/p>\n\n It is worth not\u00ading that, as is always the case, the appro\u00adpri\u00adate\u00adness or use\u00adful\u00adness of a 360\u00b0 video must be weighed up so that the use of such a video does not become coun\u00adter\u00adpro\u00adduc\u00adtive. The actual oppor\u00adtu\u00adnity to look around freely is a major chal\u00adlenge from a design per\u00adspec\u00adtive in order to con\u00advey facts in an under\u00adstand\u00adable way (Hahn 2013) \u2014 because there is no sin\u00adgle focus area. <\/p>\n\n The terms aug\u00admented real\u00adity and mixed real\u00adity are used to describe the inter\u00adweav\u00ading of real\u00adity and vir\u00adtual worlds (Per\u00adsike 2019: 8 f.). The expe\u00adri\u00adences made pos\u00adsi\u00adble by this go beyond the \u201cusual\u201d inter\u00adweav\u00ading of the view\u00ader\u2019s space and what is hap\u00adpen\u00ading on the screen as an immer\u00adsive immer\u00adsion in the actu\u00adally flat world of the screen, as a shared excite\u00adment with a story: In con\u00adcrete terms, this also refers to ini\u00adtially invis\u00adi\u00adble facts that sup\u00adpos\u00adedly become vis\u00adi\u00adble by look\u00ading through the respec\u00adtive devices, for exam\u00adple via glasses sys\u00adtems or using the smart\u00adphone cam\u00adera and the screens there. The numer\u00adous sen\u00adsors, the gyro\u00adscopes, of smart\u00adphones are used to locate vir\u00adtual objects in the real world using apps, to place them in a \u201cfixed\u201d posi\u00adtion \u2014 despite the devices being held in the hand. <\/p>\n\n The real\u00adiza\u00adtion of such projects is \u2014 as the com\u00adpo\u00adnents men\u00adtioned above show \u2014 still com\u00adplex. In con\u00adtrast, 360\u00b0 videos already have a con\u00adsumer-ready level and cor\u00adre\u00adspond\u00ading work\u00adflows as described. <\/p>\n\n For the sake of com\u00adplete\u00adness, a semi-dig\u00adi\u00adtal ver\u00adsion of aug\u00admented real\u00adity should also be men\u00adtioned: for exam\u00adple, in the form of a video walk. Using only an iPod or sim\u00adi\u00adlar device and the acoustic and visual infor\u00adma\u00adtion it makes pos\u00adsi\u00adble as still images, but on video, learn\u00aders can be guided through a real envi\u00adron\u00adment and expe\u00adri\u00adence dif\u00adfer\u00adent times, worlds and sit\u00adu\u00ada\u00adtions more or less super\u00adim\u00adposed on the actual space dur\u00ading the walk via head\u00adphones and screen. An exam\u00adple of this is the \u201cAlter Bahn\u00adhof Video Walk\u201d by Janet Cardiff and George Bures Miller for Doc\u00adu\u00admenta 13. <\/p>\n\n In fact, there is a third side to the coin of teach\u00ading and learn\u00ading videos: Tech\u00adniques and cir\u00adcum\u00adstances for real\u00adiz\u00ading a video \u2026 a look behind the scenes, so to speak The deci\u00adsive cri\u00adte\u00adrion for this form of pro\u00adduc\u00adtion is the explicit con\u00adcept for a video, a cor\u00adre\u00adspond\u00ading real\u00adiza\u00adtion and a pro\u00adfes\u00adsional level of pro\u00adduc\u00adtion. It is no coin\u00adci\u00addence that such edu\u00adca\u00adtional videos are referred to as \u201cblock\u00adbusters\u201d (Ebner\/Sch\u00f6n 2017: 7), as they can basi\u00adcally be staged in a sim\u00adi\u00adlar way to big Hol\u00adly\u00adwood films and pre\u00adpare con\u00adtent in a cor\u00adre\u00adspond\u00adingly elab\u00ado\u00adrate way. How\u00adever, Hol\u00adly\u00adwood has become more and more fea\u00adsi\u00adble \u201cfrom home\u201d in recent decades thanks to var\u00adi\u00adous apps and auto\u00admated processes, although this is still not with\u00adout effort, resources and skills. <\/p>\n\n High pro\u00adduc\u00adtion val\u00adues can be trans\u00adferred to any cin\u00ade\u00admatic mate\u00adr\u00adial, with lit\u00adtle over\u00adlap in terms of the crafts\u00adman\u00adship, tech\u00adni\u00adcal and aes\u00adthetic qual\u00adity of ani\u00adma\u00adtions, live or pre-pro\u00adduced real footage: while the lay\u00ading tech\u00adnique may be a sim\u00adple process on the one hand, it can also be real\u00adized \/ asso\u00adci\u00adated with great effort for aes\u00adthetic or didac\u00adtic rea\u00adsons: The man\u00adual, sim\u00adple charm of the lay\u00ading tech\u00adnique could func\u00adtion as a vis\u00adi\u00adble abstrac\u00adtion in order to achieve a new approach to the topic. If nec\u00ades\u00adsary, color-cor\u00adrected images in a cer\u00adtain look that under\u00adlines the mood, which may vis\u00adi\u00adbly dif\u00adfer\u00aden\u00adti\u00adate between dif\u00adfer\u00adent time lev\u00adels treated in the film, and with ani\u00admated cross-fades in the form of call\u00adouts with addi\u00adtional infor\u00adma\u00adtion, for exam\u00adple, enrich the mate\u00adr\u00adial \u2026 <\/p>\n\n In order to achieve a high stan\u00addard, a pro\u00adfes\u00adsional cam\u00adera or even sev\u00aderal cam\u00aderas, appro\u00adpri\u00adate light\u00ading (e.g. three-point light) and an image mixer can be used; a back\u00adground sys\u00adtem can be used so that any exist\u00ading pri\u00advate space (\u2248 home office) becomes invis\u00adi\u00adble, and the cor\u00adpo\u00adrate design of an insti\u00adtu\u00adtion can be used for a uni\u00adform exter\u00adnal image. Despite the effort involved, a teleprompter can make things eas\u00adier, so that the script can be read more eas\u00adily (even if it is trained and not too obvi\u00adous). At the same time, eye con\u00adtact with the vir\u00adtual audi\u00adence can be facil\u00adi\u00adtated (per\u00adson\u00adal\u00adiza\u00adtion prin\u00adci\u00adple). <\/p>\n\n If the live stream\u00ading is recorded or \u201conly\u201d pre-pro\u00adduced, the effort and resource require\u00adments some\u00adtimes dif\u00adfer: If details of some\u00adthing you want to show in the stu\u00addio are to be shown in the live stream, an auto\u00admated cam\u00adera or a per\u00adson oper\u00adat\u00ading the cam\u00adera or another cam\u00adera con\u00adtrolled by an image mixer would be required: Zoom in on some\u00adthing, a dif\u00adfer\u00adent angle of some\u00adthing on your desk. The recorded mate\u00adr\u00adial of a live event can be sup\u00adple\u00admented with post-pro\u00adduced mate\u00adr\u00adial if the resources men\u00adtioned are not avail\u00adable, but the aim is to use the video in a time-sen\u00adsi\u00adtive man\u00adner and make it avail\u00adable on demand. In post-pro\u00adduc\u00adtion, other cam\u00adera set\u00adtings can then be added so that what is dis\u00adcussed in the video file (didac\u00adti\u00adcally use\u00adful) is more clearly vis\u00adi\u00adble com\u00adpared to the live stream. Mis\u00adtakes and lengths in the live lec\u00adture can now be removed. A purely pre-pro\u00adduced video makes it pos\u00adsi\u00adble to cre\u00adate the impres\u00adsion of a great deal of effort in the sense of non-lin\u00adear edit\u00ading with just one cam\u00adera: dif\u00adfer\u00adent set\u00adtings can be selected one after the other and com\u00adbined in the edit\u00ading pro\u00adgram. Cau\u00adtion: Although live stream\u00ading of a record\u00ading is pos\u00adsi\u00adble, the poten\u00adtially inter\u00adac\u00adtive com\u00adpo\u00adnent, i.e. being able to respond to ques\u00adtions live, is sac\u00adri\u00adficed. <\/p>\n\n Here are a few more tips on the use of green screens. Recording\/streaming your\u00adself or the speaker in front of a green screen allows you to inte\u00adgrate indi\u00advid\u00adual back\u00adgrounds \u2014 whether it\u2019s just to hide the home office sit\u00adu\u00ada\u00adtion or to avoid hav\u00ading to build a back\u00addrop. Mate\u00adri\u00adals that match the topic or, as men\u00adtioned, a logo can be inte\u00adgrated as vir\u00adtual back\u00adgrounds. <\/p>\n\n The use of a green screen can also make it pos\u00adsi\u00adble to com\u00adbine the speaker with the slide\u00adcast with\u00adout a spe\u00adcific frame. In this way, the quasi-cut-out sil\u00adhou\u00adette can be vis\u00adi\u00adble in par\u00adal\u00adlel with the slides or on the slides. Care should be taken to ensure that essen\u00adtial con\u00adtent is not cov\u00adered up. This pro\u00adce\u00addure is an alter\u00adna\u00adtive to a split-screen method, in which nei\u00adther the slides nor the speaker are dis\u00adplayed to fill the for\u00admat. Chang\u00ading these set\u00adtings can even be done \u201csolo\u201d using an image mixer. <\/p>\n\n (The func\u00adtion of many pop\u00adu\u00adlar video con\u00adfer\u00adenc\u00ading soft\u00adware pack\u00adages proves to be a com\u00adpro\u00admise in terms of pro\u00adduc\u00adtion effort: There, vir\u00adtual back\u00adgrounds can be selected under effects. These back\u00adgrounds range from blur\u00adring the real back\u00adground to select\u00ading pre\u00adfab\u00adri\u00adcated back\u00adgrounds or back\u00adgrounds cre\u00adated by users. These mate\u00adri\u00adals can then be designed in a rec\u00adog\u00adniz\u00adable cor\u00adpo\u00adrate design for the sake of con\u00adsis\u00adtency. Cau\u00adtion: Although these processes do not require a green screen in the back\u00adground, the human being is rec\u00adog\u00adnized as such with soft\u00adware sup\u00adport and vir\u00adtu\u00adally cut out. How\u00adever, this cut\u00adting out has so far or often only been suc\u00adcess\u00adful to a lim\u00adited extent. Ges\u00adtures or objects in the hand can some\u00adtimes also be fil\u00adtered out \u2014 some\u00adtimes to the detri\u00adment of the intended pre\u00adsen\u00adta\u00adtion).<\/p>\n\n Over\u00adall, this brief list should have made it clear that, on the one hand, this is a com\u00adplex under\u00adtak\u00ading \u2014 tech\u00adnol\u00adogy, soft\u00adware, num\u00adber of peo\u00adple involved. On the other hand, and as already men\u00adtioned, at least some pro\u00adfes\u00adsion\u00adal\u00adized com\u00adpe\u00adten\u00adcies or recourse to exter\u00adnal forces may be nec\u00ades\u00adsary. <\/p>\n\n We already touched on this approach when we looked at the first side of the coin in the field of teach\u00ading and learn\u00ading videos, with regard to authors and their inten\u00adtions: It is undoubt\u00adedly prac\u00adti\u00adcal to gen\u00ader\u00adate mate\u00adr\u00adial that can be used in the long term by film\u00ading a face-to-face event. As a form of hybrid teach\u00ading (under\u00adstood here as a spa\u00adtial hybrid, pres\u00adence and vir\u00adtual, with an iden\u00adti\u00adcal teach\u00ading sit\u00adu\u00ada\u00adtion \u2248 live), an audi\u00adence on site as well as a con\u00adnected audi\u00adence can be reached via stream. <\/p>\n\n Cer\u00adtainly in the con\u00adtext of the pan\u00addemic, one could add \u201cbet\u00adter this way than not at all\u201d. How\u00adever, we have already seen above that there are stum\u00adbling blocks here: The event pos\u00adsi\u00adbly cap\u00adtured from the back of the room with a sin\u00adgle cam\u00adera may lose its impact on the video, slides are not ide\u00adally leg\u00adi\u00adble. Basi\u00adcally, there are dif\u00adfer\u00adent media. So if there is a com\u00adpre\u00adhen\u00adsi\u00adble, effi\u00adcient inten\u00adtion to kill two (with live\/hybrid: three) birds with one stone, then a higher tech\u00adni\u00adcal and time expen\u00addi\u00adture is rec\u00adom\u00admended. On the one hand, this can pro\u00admote learn\u00ading through bet\u00adter read\u00adabil\u00adity and acces\u00adsi\u00adbil\u00adity. On the other hand, the effect of a teach\u00ading and learn\u00ading video can be enhanced in terms of aes\u00adthetic added value and grow\u00ading expec\u00adta\u00adtions on the part of the audi\u00adence (we will come back to this in the third part of this blog series). Specif\u00adi\u00adcally, this means the use of two to three cam\u00aderas and\/or cam\u00aderas with auto tracking\/panning\/zoom func\u00adtions that can be con\u00adtrolled by ges\u00adture. At the same time, pro\u00adjected slides should also be offered to the vir\u00adtual audi\u00adence as split-screen con\u00adtent via video con\u00adfer\u00adenc\u00ading soft\u00adware. It may be nec\u00ades\u00adsary to edit the mate\u00adr\u00adial after\u00adwards or use live image mix\u00aders, feed in wire\u00adless micro\u00adphones etc. in order to do jus\u00adtice to the \u201cother\u201d medium (\u2248 recep\u00adtion sit\u00adu\u00ada\u00adtion). <\/p>\n\n The pro\u00adduc\u00adtion of any videos can be out\u00adsourced \u2014 agen\u00adcies can pro\u00advide sup\u00adport here, where pos\u00adsi\u00adble didac\u00adtic cen\u00adters (at a uni\u00adver\u00adsity) can help or the tasks can be handed over to stu\u00addent assis\u00adtants or stu\u00addents. In the lat\u00adter case, there is the didac\u00adtic poten\u00adtial to real\u00adize learn\u00ading-through-teach\u00ading by means of video pro\u00adduc\u00adtion (Ebner\/Sch\u00f6n 2017: 4; Per\u00adsike 2019: 22). This means that the pro\u00adduc\u00adtion of videos can be assigned to stu\u00addents as a task \u2014 as project work, for exam\u00adple. On the one hand, stu\u00addents ded\u00adi\u00adcate them\u00adselves to a spe\u00adcific topic and con\u00advey some\u00adthing to their fel\u00adlow stu\u00addents. On the other hand, they can hone their media skills, specif\u00adi\u00adcally in rela\u00adtion to film, as part of the side course. <\/p>\n\n How\u00adever, when assign\u00ading the video pro\u00adduc\u00adtion to stu\u00addents, both to assis\u00adtants and to course par\u00adtic\u00adi\u00adpants, the ease for teach\u00aders varies: Stu\u00addents par\u00adtic\u00adi\u00adpat\u00ading in the course may need to be sup\u00adported in terms of design, tech\u00adni\u00adcal and soft\u00adware skills. In the case of stu\u00addent assis\u00adtants, in addi\u00adtion to the rel\u00ade\u00advant qual\u00adi\u00adfi\u00adca\u00adtions, con\u00adsid\u00ader\u00ada\u00adtion must be given to whether soft\u00adware and tech\u00adnol\u00adogy is avail\u00adable to the assis\u00adtants in a suit\u00adable form or whether it can be pro\u00advided. <\/p>\n\n We have related var\u00adi\u00adous for\u00admats of teach\u00ading and learn\u00ading videos to equally diverse, not least tech\u00adni\u00adcal and eco\u00adnomic processes. This has resulted in a field of ten\u00adsion of pos\u00adsi\u00adbil\u00adi\u00adties. Inten\u00adtions and tech\u00adniques can be com\u00adbined. The spec\u00adtrum of pos\u00adsi\u00adble uses for teach\u00ading and learn\u00ading videos, as well as the sit\u00adu\u00ada\u00adtions and cir\u00adcum\u00adstances in which they can be used, is so wide that it is not pos\u00adsi\u00adble to define teach\u00ading and learn\u00ading videos, and per\u00adhaps they should not exist. Such pigeon\u00adhol\u00ading would ulti\u00admately obscure the poten\u00adtial to address spe\u00adcific top\u00adics and con\u00adcerns via video \u2014 through a com\u00adbi\u00adna\u00adtion. <\/p>\n\n How\u00adever, this sec\u00adond part should have indi\u00adcated that although teach\u00aders can draw on an equally wide range of pos\u00adsi\u00adbil\u00adi\u00adties, they should reflect on didac\u00adtic-com\u00admu\u00adnica\u00adtive con\u00adsid\u00ader\u00ada\u00adtions, bud\u00adget and time issues, their own and the learn\u00aders\u2019 skills at an early stage. There\u00adfore, in the next part, we will take a detailed and sum\u00adma\u00adriz\u00ading look at the com\u00admu\u00adnica\u00adtive-didac\u00adtic poten\u00adtial of teach\u00ading and learn\u00ading videos. We will also take a crit\u00adi\u00adcal look at the use of edu\u00adca\u00adtional videos. The next arti\u00adcle will be pub\u00adlished on May 28, 2022. <\/p>\n\n If you missed the first part or would like to con\u00adtinue with the third part of our series on teach\u00ading and learn\u00ading videos:<\/strong><\/p>\n\n <\/p>\n\n You are also wel\u00adcome to access the col\u00adlec\u00adtion directly 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 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 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: https:\/\/www.campus02.at\/hochschuldidaktik\/wp-content\/uploads\/sites\/20\/2019\/09\/Lehrvideo.pdf<\/a> (retrieved on 15.03.2022). <\/p>\n\n 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 Guo, P. J. \/ Kim, J. \/ Rubin, R (2014): \u201cHow video pro\u00adduc\u00adtion affects stu\u00addent engage\u00adment: An empir\u00adi\u00adcal study of MOOC videos\u201d In: L@S 2014, March 4\u20135, 2014, Atlanta, Geor\u00adgia, USA.<\/p>\n\n Hahn, S. (2013): \u201cFull\u00addome vs 16:9. On the dif\u00adfer\u00adences in the con\u00adcep\u00adtion, design and pro\u00adduc\u00adtion of a fea\u00adture film in the dome and in the clas\u00adsic pic\u00adture for\u00admat using the exam\u00adple of the film ver\u00adsions of break\u00adFAST\u201d In: Insti\u00adtut f\u00fcr immer\u00adsive Medien der FH Kiel (ed.): Jahrbuch immer\u00adsiver Medien 2013. Sch\u00fcren: Kiel\/Marburg, 133\u2013147. <\/p>\n\n Hahn, S. (2018): The six\u00adfold nature of immer\u00adsion: an attempt to (dis\u00adcur\u00adsively) define a multi-lay\u00adered con\u00adcept URL: https:\/\/www.academia.edu\/35937976\/Die_Sechsfalt_der_Immersion_Versuch_der_diskursiven_Definition_eines_vielschichtigen_Konzepts<\/a> (15.03.2022).<\/p>\n\n Harder, S. (n.d.): Teach\u00ading videos. Pos\u00adsi\u00adble uses in part-time stud\u00adies. URL: https:\/\/www.uni-rostock.de\/storages\/uni-rostock\/UniHome\/Weiterbildung\/KOSMOS\/Lehrvideos.pdf<\/a> (retrieved on 15.03.2022). <\/p>\n\n Johanes, P \/ Lager\u00adstrom, L. \/ Pon\u00adsukcharoen, U. (2015): \u201cThe Myth of the Six-Minute Rule: Stu\u00addent Engage\u00adment with Online Videos\u201d In: 2015 ASEE Annual Con\u00adfer\u00adence & Expo\u00adsi\u00adtion<\/a>.<\/p>\n\n Kamp, W. (2017): AV media design. Europa Lehrmit\u00adtel: Haan-Gruiten. <\/p>\n\n Karia, Akash (2015): How to design ted wor\u00adthy pre\u00adsen\u00adta\u00adtion slides. Akash Karia, op. cit. <\/p>\n\n Merkt, M. \/ Schwan, S. (2018): \u201cLearn\u00ading with mov\u00ading images: Videos and ani\u00adma\u00adtions\u201d In: Niege\u00admann, H. \/ Wein\u00adberger, A. (eds.): Learn\u00ading with edu\u00adca\u00adtional tech\u00adnolo\u00adgies.<\/p>\n\n Per\u00adsike, M. (2019): \u201cVideos in teach\u00ading: effects and side effects\u201d In: Niege\u00admann, H. & Wein\u00adberger, A. (eds.): Learn\u00ading with edu\u00adca\u00adtional tech\u00adnolo\u00adgies. Springer: Ger\u00admany. <\/p>\n\n 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: https:\/\/blog.hwr-berlin.de\/elerner\/youtube-lernvideos-zu-einem-interaktiven-lernerlebnis-weiterentwickeln\/<\/a> (accessed on 15.03.2022). <\/p>\n\n This arti\u00adcle by Franziska Bock and S\u00f6nke Hahn is licensed under CC BY 4.0<\/a> unless oth\u00ader\u00adwise stated in indi\u00advid\u00adual con\u00adtent.<\/p>\n\n
Image by S\u00f6nke Hahn, released under CC 0 (1.0)<\/a><\/em><\/p>\n\n
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\n\n![\"Illustration:](\"https:\/\/www.twillo.de\/wp-content\/uploads\/2025\/05\/zwei_seiten_b-768x432-1.jpg\")
<\/figure>\n\n
Image by S\u00f6nke Hahn, released under CC BY 4.0<\/a><\/em><\/p>\n\n
\n\nClassification of the formats of teaching and learning videos in the field of moving images<\/h2>\n\n
The two sides of the coin in the field of teaching and learning videos<\/h2>\n\n
Over\u00adall, the aim is to raise aware\u00adness of an impor\u00adtant area of ten\u00adsion in the plan\u00adning and pro\u00adduc\u00adtion of teach\u00ading and learn\u00ading videos \u2014 an area between econ\u00adomy, inten\u00adtion, skills and resources. <\/p>\n\n
\n\n![\"Illustration:](\"https:\/\/www.twillo.de\/wp-content\/uploads\/2025\/05\/zwei_seiten_1-768x432-1.jpg\")
<\/figure>\n\n
Image by S\u00f6nke Hahn, released under CC BY 4.0<\/a><\/em><\/p>\n\n
\n\nPage 1: Formats and intentions<\/h2>\n\n
Recording of lectures and presentations<\/h3>\n\n
\n
<\/li>\n<\/ul>\n\nExplanatory videos<\/h3>\n\n
Report<\/h4>\n\n
Reportage<\/h4>\n\n
Tip<\/h2>\n\n
Documentations<\/h3>\n\n
Interviews<\/h4>\n\n
Tutorials<\/h4>\n\n
\n\n![\"Illustration](\"https:\/\/www.twillo.de\/wp-content\/uploads\/2025\/05\/sanduhr-768x432-1.jpg\")
<\/figure>\n\n
Image by S\u00f6nke Hahn, released under CC BY 4.0<\/a><\/em><\/p>\n\n
\n\nExcursus: How long is too long? The length of teaching and learning videos <\/h2>\n\n
+ 1 \u2014 Demonstration videos<\/h3>\n\n
\n\n![\"Illustration](\"https:\/\/www.twillo.de\/wp-content\/uploads\/2025\/05\/seitenWechsel1347-768x432-1.jpg\")
<\/figure>\n\n
Image by S\u00f6nke Hahn, released under CC BY 4.0<\/a><\/em><\/p>\n\n
\n\nPage 2: Processes and means of production<\/h2>\n\n
\n\n![\"Illustration](\"https:\/\/www.twillo.de\/wp-content\/uploads\/2025\/05\/zwei_seiten_2-768x432-1.jpg\")
<\/figure>\n\n
Image by S\u00f6nke Hahn, released under CC BY 4.0<\/a><\/em><\/p>\n\n
\n\nTechniques<\/h3>\n\n
Live action footage or real footage<\/h4>\n\n
Screencasts\/Slidecasts<\/h4>\n\n
Laying technique \/ animations<\/h4>\n\n
Interactive videos<\/h4>\n\n
Virtual realities: 360\u00b0 videos and augmented reality<\/h4>\n\n
\n\n![\"Illustration:](\"https:\/\/www.twillo.de\/wp-content\/uploads\/2025\/05\/Hinter-Kulissen-768x432-1.jpg\")
<\/figure>\n\n
Image by S\u00f6nke Hahn based on Sarah Brock\u00admann, released under CC 0 (1.0)<\/a><\/em><\/p>\n\n
\n\nQuality of execution, circumstances of realization<\/h3>\n\n
High production values: content pre-produced or streamed in the studio<\/h4>\n\n
Filming \u2014 \u201cTwo to three birds with one stone\u201d: Presence and\/or live stream and\/or archivable video file<\/h4>\n\n
Outsourcing between facilitation for teachers and competence gain for learners <\/h4>\n\n
Conclusion<\/h2>\n\n
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About the authors<\/h3>\n\n
References<\/h3>\n\n
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