{"id":7617,"date":"2022-03-30T17:22:00","date_gmt":"2022-03-30T15:22:00","guid":{"rendered":"http:\/\/www.twillo.de\/blog\/what-are-teaching-and-learning-videos-part-i-characteristics-and-didactics\/"},"modified":"2025-06-13T18:48:05","modified_gmt":"2025-06-13T16:48:05","slug":"what-are-teaching-and-learning-videos-part-i-characteristics-and-didactics","status":"publish","type":"post","link":"https:\/\/www.twillo.de\/en\/blog\/what-are-teaching-and-learning-videos-part-i-characteristics-and-didactics\/","title":{"rendered":"What are teaching and learning videos? Part I: Characteristics and didactics"},"content":{"rendered":"\n

Teach\u00ading and learn\u00ading videos are on every\u00adone\u2019s lips and in every\u00adone\u2019s eyes. We come across tuto\u00adri\u00adals on numer\u00adous plat\u00adforms in every\u00adday life. In any case, the mov\u00ading image enjoys great pop\u00adu\u00adlar\u00adity. Just a quick look online reveals the vol\u00adume of mov\u00ading media con\u00adtent. More\u00adover, the mov\u00ading image cor\u00adre\u00adsponds to an \u201cage-old human long\u00ading for dynamic images\u201d (Schnell 2002: 21). Rea\u00adson enough to devote one\u00adself to the topic in the face of teach\u00ading or to deal with film in depth: with for\u00admats, pos\u00adsi\u00adble uses, didac\u00adtic added value and cor\u00adre\u00adspond\u00ading tips on design. The first part of this three-part blog post pro\u00advides a basic def\u00adi\u00adn\u00adi\u00adtion of what con\u00adsti\u00adtutes teach\u00ading and learn\u00ading videos. A didac\u00adtic clas\u00adsi\u00adfi\u00adca\u00adtion is car\u00adried out. A sup\u00adport\u00ading guide\u00adline for the didac\u00adtic design of teach\u00ading and learn\u00ading videos is pre\u00adsented. <\/p>\n\n

The terms in the field of teach\u00ading and learn\u00ading videos are as numer\u00adous as they are dif\u00adfi\u00adcult to dis\u00adtin\u00adguish from one another: Prob\u00ada\u00adbly anal\u00ado\u00adgous to the albeit \u201casym\u00admet\u00adri\u00adcal\u201d (Meyer 2018: 133) con\u00adnec\u00adtion between teach\u00ading and learn\u00ading, the terms edu\u00adca\u00adtional video and instruc\u00adtional video are used syn\u00adony\u00admously (for exam\u00adple: Ebner\/Sch\u00f6n 2017). An edu\u00adca\u00adtional film, on the other hand, is a doc\u00adu\u00admen\u00adtary for\u00admat of a max\u00adi\u00admum length of 15 min\u00adutes that is real\u00adized with high pro\u00adduc\u00adtion costs (Harder n.d.: 103). This dis\u00adtinc\u00adtion is prob\u00ada\u00adbly already prob\u00adlem\u00adatic with regard to the now syn\u00adony\u00admous use of the terms film and video. Edu\u00adca\u00adtional videos are then equated with explana\u00adtory videos (Per\u00adsike 2019). <\/p>\n\n

It is char\u00adac\u00adter\u00adis\u00adtic of explana\u00adtory videos that they have an enter\u00adtain\u00ading touch. This is achieved through nar\u00adra\u00adtion and comic-style visu\u00adal\u00adiza\u00adtion, among other things. Explainer videos should be dif\u00adfer\u00aden\u00adti\u00adated from tuto\u00adri\u00adals, which are shorter and there\u00adfore less enter\u00adtain\u00ading. This is because tuto\u00adri\u00adals are pri\u00admar\u00adily deter\u00admined by a screen record\u00ading (screen\u00adcast). (Harder n.d.: 103) Nev\u00ader\u00adthe\u00adless, a look at the range of tuto\u00adri\u00adals on a plat\u00adform such as YouTube<\/em> should show that this dis\u00adtinc\u00adtion is hardly ever imple\u00admented. <\/p>\n\n

Explana\u00adtory videos are likely to be under\u00adstood as more instruc\u00adtive and con\u00adcrete than the record\u00ading of a lec\u00adture. After all, explana\u00adtory videos are ded\u00adi\u00adcated to con\u00addensed, small-scale aspects com\u00adpared to a lec\u00adture recorded on video, for exam\u00adple. Con\u00adse\u00adquently, explana\u00adtory videos are shorter in dura\u00adtion. A lec\u00adture, on the other hand, is more expan\u00adsive in nature, mean\u00ading that the run\u00adning time of such a record\u00ading can eas\u00adily be well over an hour. A syn\u00adonym for the record\u00ading of a lec\u00adture in the lec\u00adture hall can be the term \u201cpres\u00adence record\u00ading\u201d (Harder n.d.: 103). <\/p>\n\n

The term \u201cdig\u00adi\u00adtal lec\u00adture\u201d is used to describe both explana\u00adtory videos and edu\u00adca\u00adtional videos (Per\u00adsike 2019: 4). The \u201clive dig\u00adi\u00adtized lec\u00adture\u201d (Per\u00adsike 2019: 4) is a sub-item of the dig\u00adi\u00adtal lec\u00adture and refers to the record\u00ading of a face-to-face event. <\/p>\n\n

Speak\u00ading of \u201clive\u201d: While the terms video and film may give the impres\u00adsion of an archiv\u00adable file, in the con\u00adtext of teach\u00ading and learn\u00ading videos, the (simul\u00adta\u00adne\u00adous) live stream\u00ading of a lec\u00adture could be men\u00adtioned in addi\u00adtion to a record\u00ading of a live event. The simul\u00adta\u00adne\u00adous stream\u00ading of a live event held in front of a face-to-face audi\u00adence and learn\u00aders con\u00adnected vir\u00adtu\u00adally is some\u00adtimes referred to as \u201chybrid teach\u00ading\u201d. (For the def\u00adi\u00adn\u00adi\u00adtional diver\u00adsity of the term \u201chybrid teach\u00ading\u201d, see Rein\u00admann 2021). <\/p>\n\n

An e\u2011lecture, on the other hand, is a lec\u00adture pro\u00adduced in advance: Com\u00adpared to the record\u00ading of a face-to-face event, such videos are shorter and of higher qual\u00adity, even real\u00adized in the stu\u00addio (Harder n.d.: 103). In addi\u00adtion, the con\u00adtent of an e\u2011lecture is more detailed than that of a tra\u00addi\u00adtional lec\u00adture. This is because it is ded\u00adi\u00adcated to indi\u00advid\u00adual aspects. (Per\u00adsike 2019: 5) <\/p>\n\n

Demon\u00adstra\u00adtion videos are those films that are used in teach\u00ading but have no \u201cexplana\u00adtory char\u00adac\u00adter\u201d (Per\u00adsike 2019: 4). Con\u00adse\u00adquently, even if this video mate\u00adr\u00adial was pro\u00adduced specif\u00adi\u00adcally for teach\u00ading pur\u00adposes, it may have no nar\u00adra\u00adtive text and lit\u00adtle nar\u00adra\u00adtive prepa\u00adra\u00adtion. Fur\u00adther\u00admore, demon\u00adstra\u00adtion videos can also be excerpts from other forms of mov\u00ading media. (Per\u00adsike 2019: 5) In this con\u00adtext, one could there\u00adfore speak of illus\u00adtra\u00adtive mate\u00adr\u00adial. <\/p>\n\n

\n\n
\"Illustration:<\/figure>\n\n

Attempt: To give the for\u00admats of teach\u00ading and learn\u00ading videos a lit\u00adtle sharp\u00adness ...<\/em>
Image by S\u00f6nke Hahn, released under CC 0 (1.0)<\/a><\/em><\/p>\n\n

\n\n

Over\u00adall, the inten\u00adtion of what the video should achieve and the form of real\u00adiza\u00adtion of the video as well as pro\u00adduc\u00adtion val\u00adues are sum\u00adma\u00adrized in a less dif\u00adfer\u00aden\u00adti\u00adated way to describe the com\u00adplex of teach\u00ading and learn\u00ading videos (e.g. Per\u00adsike 2019).<\/p>\n\n

Over\u00adall, on the side of a con\u00adcern asso\u00adci\u00adated with videos, basic trends or for\u00admat cat\u00ade\u00adgories can be rec\u00adog\u00adnized within the com\u00adplex of teach\u00ading and learn\u00ading videos 2 + 1: the lec\u00adture cap\u00adtured on film and\/or trans\u00admit\u00adted by video, cor\u00adre\u00adspond\u00adingly cap\u00adtured lec\u00adtures etc. as well as explana\u00adtory videos. The addi\u00adtive \u201c+1\u201d refers to demon\u00adstra\u00adtion videos accord\u00ading to Per\u00adsike (2019: 5) \u2014 i.e. the afore\u00admen\u00adtioned illus\u00adtra\u00adtive mate\u00adr\u00adial. As already men\u00adtioned, this tends to be clas\u00adsi\u00adfied as a means to an end. <\/strong><\/p>\n\n

These 2 + 1 for\u00admat cat\u00ade\u00adgories can be related to dif\u00adfer\u00adent forms of video pro\u00adduc\u00adtion and real\u00adiza\u00adtion. We have already got to know some of them: screen\u00adcast, award in the stu\u00addio, ani\u00adma\u00adtions. A field of ten\u00adsion emerges. Metaphor\u00adi\u00adcally, we could speak of two sides of the same coin: <\/p>\n\n

\"Illustration:<\/figure>\n\n

Two sides of the same coin: A field of ten\u00adsion between for\u00admats and processes (more on this in part 2 of the series)
Image by S\u00f6nke Hahn, released under CC BY 4.0<\/a><\/em><\/p>\n\n

\n\n

Before these two poles, the for\u00admat or inten\u00adtion side on the one hand and the pro\u00adduc\u00adtion side on the other, can be exam\u00adined more closely and the types occur\u00adring in this field can be defined more pre\u00adcisely, a basic def\u00adi\u00adn\u00adi\u00adtion of teach\u00ading and learn\u00ading videos must be pro\u00advided.<\/p>\n\n

Four characteristics of teaching and learning videos<\/h2>\n\n

Four char\u00adac\u00adter\u00adis\u00adtics can be iden\u00adti\u00adfied for the over\u00adall com\u00adplex of \u201cteach\u00ading and learn\u00ading videos\u201d. How\u00adever, due to the ubiq\u00adui\u00adtous con\u00adver\u00adgence (Hick\u00adethier 2007: 1 and 11; Burkhard 2019: 36 ff.) of dif\u00adfer\u00adent media, the char\u00adac\u00adter\u00adis\u00adtics can\u00adnot always be assigned exclu\u00adsively to teach\u00ading and learn\u00ading videos: <\/p>\n\n

    \n
  1. Audio\u00advi\u00adsu\u00adal\u00adiza\u00adtion (- mul\u00adti\u00adme\u00addia, \u201cmov\u00ading image\u201d)<\/strong>: Tar\u00adgeted con\u00adtent is audio\u00advi\u00adsu\u00adal\u00adized \u2014 in line with the medium of film and its reg\u00adu\u00adlar com\u00adbi\u00adna\u00adtion of sound and visual pre\u00adsen\u00adta\u00adtions. In this con\u00adtext, one could also speak of mul\u00adti\u00adme\u00addia. For the medium of film is to be under\u00adstood as a com\u00adbi\u00adna\u00adtion of sev\u00aderal \u201cbasic media\u201d (Schanze 2002: 219 f.) \u2014 sound, image, text, etc. (Whereby it must be added, again restric\u00adtively and for the sake of com\u00adplete\u00adness, that these basic media need not be the small\u00adest unit of a work. For each image can itself also con\u00adsist of var\u00adi\u00adous signs and meta-medial facets). In view of this char\u00adac\u00adter\u00adis\u00adtic of the medium, it is worth tak\u00ading a look at the didac\u00adti\u00adcally and com\u00admu\u00adnica\u00adtively insight\u00adful mul\u00adti\u00adme\u00addia prin\u00adci\u00adples (Mayer 2021) and their the\u00ado\u00adret\u00adi\u00adcal back\u00adground when design\u00ading edu\u00adca\u00adtional videos. These prin\u00adci\u00adples are not exclu\u00adsively ded\u00adi\u00adcated to the mov\u00ading image. Nev\u00ader\u00adthe\u00adless, these prin\u00adci\u00adples can pro\u00advide ori\u00aden\u00adta\u00adtion when design\u00ading a film. This is because an edu\u00adca\u00adtional video that fol\u00adlows the prin\u00adci\u00adples can pro\u00admote a multi-chan\u00adnel uti\u00adliza\u00adtion of the work\u00ading mem\u00adory that is con\u00adducive to learn\u00ading. In addi\u00adtion, the fas\u00adci\u00adna\u00adtion with<\/em> and increased focus on<\/em> the mov\u00ading image men\u00adtioned at the begin\u00adning of this arti\u00adcle is worth tak\u00ading up. This is because films are a trend, a famil\u00adiar com\u00admu\u00adni\u00adca\u00adtion sit\u00adu\u00ada\u00adtion for learn\u00aders, so to speak: This thresh\u00adold in the exchange with learn\u00aders can there\u00adfore be taken \u201conce already\u201d. More\u00adover, due to their dynamic nature, videos are also suit\u00adable for demon\u00adstrat\u00ading and explain\u00ading dynamic facts (Harder n.d.: 103). <\/li>\n\n\n\n
  2. Poten\u00adtially loca\u00adtion-inde\u00adpen\u00addent use<\/strong>: The files and videos can be viewed \u201cfrom any\u00adwhere\u201d and the intended con\u00adtent can be learned at any time. \u201cPoten\u00adtially\u201d means: depend\u00ading on the pro\u00advi\u00adsion (inter\u00adnet or intranet or pass\u00adword-pro\u00adtected learn\u00ading plat\u00adform etc.), end devices (FullHD, pos\u00adsi\u00adbly UHD\/4k capa\u00adble) and inter\u00adnet access (data vol\u00adume, trans\u00admis\u00adsion rate) of teach\u00aders and learn\u00aders. <\/li>\n\n\n\n
  3. Poten\u00adtially \u201casyn\u00adchro\u00adnous\u201d (Ebner\/Sch\u00f6n 2017: 2) pro\u00advi\u00adsion<\/strong>: teach\u00ading and learn\u00ading videos as files can be called up, stopped, rewound and viewed again in the event of missed events, time-sen\u00adsi\u00adtive learn\u00ading orga\u00adni\u00adza\u00adtion and\/or in the sense of an indi\u00advid\u00adual learn\u00ading pace for deep\u00aden\u00ading, for review\u00ading (Rosen\u00adbaum 2018: n.p.). \u201cPoten\u00adtially\u201d means here: This char\u00adac\u00adter\u00adis\u00adtic does not apply if it is exclu\u00adsively a live trans\u00admis\u00adsion. <\/li>\n\n\n\n
  4. Didac\u00adti\u00adcally weighed up, clas\u00adsi\u00adfied, designed & real\u00adized:<\/strong> In the sense of an edu\u00adca\u00adtional con\u00adcern, the con\u00adcepts for any videos or the video\u00adgraphic prepa\u00adra\u00adtion of an intended con\u00adtent should fol\u00adlow didac\u00adtic con\u00adsid\u00ader\u00ada\u00adtions (Ebner\/Sch\u00f6n 2017: 2). In addi\u00adtion, a video can or should be inte\u00adgrated into larger didac\u00adtic con\u00adtexts \u2014 such as a teach\u00ading con\u00adcept (Aldrian 2019: 3). <\/li>\n<\/ol>\n\n

    A didactic touch is indispensable<\/h2>\n\n

    Before we can look specif\u00adi\u00adcally at the var\u00adi\u00adous for\u00admats of teach\u00ading and learn\u00ading videos, we need to take a didac\u00adtic per\u00adspec\u00adtive. After all, didac\u00adtics is the study of teach\u00ading and learn\u00ading (Jank\/Meyer 2020: 14). It should there\u00adfore be able to answer fun\u00adda\u00admen\u00adtal ques\u00adtions about the use of videos in teach\u00ading. There\u00adfore, it must first be noted: Both the use of instruc\u00adtional and explana\u00adtory videos and the con\u00adcrete design of the same should be car\u00adried out with didac\u00adtic con\u00adsid\u00ader\u00ada\u00adtions in mind. Expe\u00adri\u00adence has shown that didac\u00adtics is met with skep\u00adti\u00adcism. Per\u00adhaps it sounds too much like school. A com\u00admu\u00adnica\u00adtive-media approach is there\u00adfore an alter\u00adna\u00adtive: The what, an intended con\u00adtent and the how, the nar\u00adra\u00adtive style and con\u00adcrete audio\u00advi\u00adsual design of said con\u00adtent, always and in prac\u00adtice result in an insep\u00ada\u00adra\u00adble con\u00adnec\u00adtion. It is well known that good con\u00adtent can be poorly com\u00admu\u00adni\u00adcated. And an illus\u00adtra\u00adtion does not help if it shows \u201cnoth\u00ading\u201d. Media within a film and within a course are never just mere tools like those of a work\u00adbench. Rather, they are part of the con\u00adtext. And at the same time, a pos\u00adsi\u00adble course and the poten\u00adtially shared space cre\u00adated together with stu\u00addents are media as a whole. We are all too famil\u00adiar with the ten\u00adsion between the need for com\u00adplete\u00adness and sim\u00adpli\u00adfi\u00adca\u00adtion in teach\u00ading plan\u00adning and this also applies to the plan\u00adning of teach\u00ading and learn\u00ading videos. The term didac\u00adtic reduc\u00adtion refers to the prepa\u00adra\u00adtion of mate\u00adr\u00adial for the learn\u00ading group for whom the con\u00adtent is to be made com\u00adpre\u00adhen\u00adsi\u00adble and acces\u00adsi\u00adble. Abstrac\u00adtion and par\u00adtic\u00adi\u00adpa\u00adtion (Lehner 2020: 145) are just two pos\u00adsi\u00adble forms of didac\u00adtic reduc\u00adtion. The chal\u00adlenge always lies in select\u00ading teach\u00ading and learn\u00ading mate\u00adr\u00adial on the one hand and thus lim\u00adit\u00ading expla\u00adna\u00adtions to the essen\u00adtials. On the other hand, didac\u00adtic reduc\u00adtion is achieved by reduc\u00ading a sub\u00adject mat\u00adter at the con\u00adtent level. The tech\u00adni\u00adcal com\u00adplex\u00adity is main\u00adtained, but the abstract state\u00adments of the reduc\u00adtion are illus\u00adtrated by means of aids \u2014 e.g. by means of pre\u00adsen\u00adta\u00adtion, demon\u00adstra\u00adtion and proof strate\u00adgies (Lehner 2020: 14). How\u00adever, highly abstract pre\u00adsen\u00adta\u00adtions or over-sim\u00adpli\u00adfi\u00adca\u00adtion can run the risk of reduc\u00ading learn\u00ading suc\u00adcess, as either \u201cthe mate\u00adr\u00adial [\u2026] is sim\u00adply not seen as a chal\u00adlenge\u201d (Ebner\/Sch\u00f6n 2017: 7). Or, if over\u00adsim\u00adpli\u00adfi\u00adca\u00adtions result in tech\u00adni\u00adcal and fac\u00adtual errors, this can lead to mis\u00adin\u00adter\u00adpre\u00adta\u00adtions by learn\u00aders. We will take a closer look at this chal\u00adlenge in the third part of this blog series. With regard to the didac\u00adti\u00adcally and\/or com\u00admu\u00adnica\u00adtively-medi\u00adally moti\u00advated use of teach\u00ading and learn\u00ading videos, one could speak of gran\u00adu\u00adlar\u00adity. This is because adopt\u00ading a cor\u00adre\u00adspond\u00ading per\u00adspec\u00adtive is not only use\u00adful for a sin\u00adgle video: on the one hand, a video should itself be designed in line with didac\u00adtic rec\u00adom\u00admen\u00adda\u00adtions. On the other hand, it is also about the didac\u00adtic and con\u00adtent-related fit of the teach\u00ading and learn\u00ading videos into an over\u00adar\u00adch\u00ading over\u00adall con\u00adcept or teach\u00ading con\u00adcept (Aldrian 2019: 3). A video is there\u00adfore not used for its own sake, but ful\u00adfills a pur\u00adpose. An instruc\u00adtional or explana\u00adtory video \u201crarely stands alone\u201d (Aldrian 2019: 3). So the ques\u00adtion must also be asked: is the medium, the for\u00admat, suit\u00adable for illus\u00adtrat\u00ading these facts? As already men\u00adtioned, the dynamic sequence of a video is cer\u00adtainly par\u00adtic\u00adu\u00adlarly suit\u00adable for audio\u00advi\u00adsu\u00adal\u00adiz\u00ading processes. The mul\u00adti\u00adme\u00addia prin\u00adci\u00adples of the Amer\u00adi\u00adcan psy\u00adchol\u00ado\u00adgist Mayer, for exam\u00adple, which also apply beyond the mov\u00ading image, can pro\u00advide ori\u00aden\u00adta\u00adtion for the con\u00adcrete design, the bal\u00adanc\u00ading of image and text \u2014 more on the prin\u00adci\u00adples in a moment. How\u00adever, gran\u00adu\u00adlar\u00adity does not only mean the place\u00adment of the teach\u00ading and learn\u00ading video within the over\u00adall con\u00adtext of a semes\u00adter course. On the media-didac\u00adtic and media-tech\u00adni\u00adcal side, it also means a descrip\u00adtion of the video mate\u00adr\u00adial. Teach\u00ading and learn\u00ading mate\u00adri\u00adals can gen\u00ader\u00adally be clas\u00adsi\u00adfied in terms of size and didac\u00adtic con\u00adtent. Teach\u00ading and learn\u00ading videos can also have dif\u00adfer\u00adent gran\u00adu\u00adlar\u00adi\u00adties and thus dif\u00adfer\u00adent didac\u00adtic-struc\u00adtured com\u00adplex\u00adi\u00adties. With regard to reusable learn\u00ading objects, which also include teach\u00ading and learn\u00ading videos, the Aus\u00adtrian soci\u00adol\u00ado\u00adgist Peter Baum\u00adgart\u00adner refers to a Matryoshka-like prin\u00adci\u00adple when he con\u00adcep\u00adtu\u00adal\u00adizes five dif\u00adfer\u00adent lev\u00adels of gran\u00adu\u00adlar\u00adity for teach\u00ading and learn\u00ading mate\u00adri\u00adals. The so-called media objects (assets) form the first level on the gran\u00adu\u00adlar\u00adity scale. Accord\u00ading to Baum\u00adgart\u00adner, text, images and sound are the small\u00adest units in terms of the afore\u00admen\u00adtioned lev\u00adels. These media objects can be com\u00adbined into \u201ccon\u00adtent-struc\u00adtured infor\u00adma\u00adtion units\u201d and thus reach the sec\u00adond level of gran\u00adu\u00adlar\u00adity. It goes on to say that \u201conly when these infor\u00adma\u00adtion units are didac\u00adti\u00adcally moti\u00advated and con\u00advey or help to develop a spe\u00adcific learn\u00ading objec\u00adtive does a learn\u00ading object emerge from them\u201d (Baum\u00adgart\u00adner 2004: 317). This Matroschka prin\u00adci\u00adple com\u00adprises two fur\u00adther stages, pro\u00advided that teach\u00ading units and courses are regarded as reusable teach\u00ading and learn\u00ading mate\u00adri\u00adals: \u201cIn accor\u00addance with the didac\u00adtic require\u00adments [\u2026] appro\u00adpri\u00adately adapted lessons and courses are gen\u00ader\u00adated through a spe\u00adcific com\u00adbi\u00adna\u00adtion of learn\u00ading objects.\u201d (Baum\u00adgart\u00adner 2004: 318) If units, lessons or courses are designed and real\u00adized as teach\u00ading and learn\u00ading videos, for exam\u00adple, they can be located at sev\u00aderal lev\u00adels of gran\u00adu\u00adlar\u00adity. Depend\u00ading on their ori\u00aden\u00adta\u00adtion, enrich\u00adment and seri\u00adal\u00adity, they are either infor\u00adma\u00adtion objects or learn\u00ading objects or more didac\u00adti\u00adcally com\u00adplex enti\u00adties: units\/lessons or courses. By the way, if you are look\u00ading for tem\u00adplates to build entire courses, then twillo<\/em> sup\u00adport \u2014 using course tem\u00adplates that can be inte\u00adgrated into learn\u00ading man\u00adage\u00adment sys\u00adtems for inverted class\u00adroom<\/a>, prob\u00adlem-based<\/a> and research-based learn\u00ading<\/a>.<\/p>\n\n

    \n\n
    \"Illustration<\/figure>\n\n

    Films in the con\u00adtext of \u201clarger\u201d teach\u00ading-learn\u00ading con\u00adtexts \u2014 Gran\u00adu\u00adlar\u00adity
    Image by S\u00f6nke Hahn, released under     CC BY 4.0<\/a><\/em><\/p>\n\n

    \n\n

    When does a video make sense within a teach\u00ading and learn\u00ading sce\u00adnario? Edu\u00adca\u00adtional videos can be used in \u201cdif\u00adfer\u00adent learn\u00ading sce\u00adnar\u00adios and forms of teach\u00ading and events\u201d (Aldrian 2019: 5). They can be used in depth (Sailer\/Figas 2015: 78; Aldrian 2019: 5), as a sup\u00adple\u00adment (Aldrian 2019: 4), to pro\u00advide vari\u00adety (Aldrian 2019: 5), for prepa\u00adra\u00adtion or fol\u00adlow-up (Aldrian 2019: 5) or as a pri\u00admary source. Their field of appli\u00adca\u00adtion ranges from face-to-face teach\u00ading or live-streamed events to the field of blended learn\u00ading (Aldrian 2019: 5 f.). <\/p>\n\n

    In prin\u00adci\u00adple, but espe\u00adcially in the con\u00adtext of blended learn\u00ading, videos can be of a prepara\u00adtory or fol\u00adlow-up nature or ful\u00adfill a cor\u00adre\u00adspond\u00ading didac\u00adtic func\u00adtion (Aldrian 2019: 5). Espe\u00adcially in flipped or inverted class\u00adrooms, they can serve as a cen\u00adtral source for learn\u00ading or at least as a start\u00ading point for what is cov\u00adered in the char\u00adac\u00adter\u00adis\u00adti\u00adcally sub\u00ador\u00addi\u00adnate con\u00adtact time or in the atten\u00addance phases (Aldrian 2019: 5). The same also applies to online courses, so-called MOOCs (Mas\u00adsive Open Online Courses), which can often be com\u00adpleted with\u00adout an appoint\u00adment and at any time. Videos play a cen\u00adtral role in con\u00advey\u00ading the course con\u00adtent (Ebner\/Sch\u00f6n 2017: 4). Inter\u00adac\u00adtive ele\u00adments are often also used in MOOCs (Sailer\/Figas 2015: 78, Aldrian 2019: 6) in order to improve learner moti\u00adva\u00adtion (Aldrian 2019: 6). <\/p>\n\n

    In con\u00adnec\u00adtion with the term hybrid teach\u00ading men\u00adtioned at the begin\u00adning, which has been used many times (Rein\u00admann 2021), ref\u00ader\u00adence should be made to the live stream\u00ading of a lec\u00adture in pres\u00adence, in front of a pres\u00adence audi\u00adence for a simul\u00adta\u00adne\u00adously vir\u00adtu\u00adally con\u00adnected audi\u00adence: The\u00ado\u00adret\u00adi\u00adcally, the face-to-face event can be attended from any loca\u00adtion thanks to video stream\u00ading. (Even though two \u201cmedia\u201d \u2014 pres\u00adence and vir\u00adtual space \u2014 \u201ccol\u00adlide\u201d. The best that can be achieved for both media is a com\u00adpro\u00admise. More on this in part 3 of this blog series). <\/p>\n\n

    The tax\u00adon\u00adomy of the US psy\u00adchol\u00ado\u00adgist Ben\u00adjamin Bloom can be used to deter\u00admine the didac\u00adtic func\u00adtion of a teach\u00ading and learn\u00ading video. The revi\u00adsion of the lev\u00adels by the US edu\u00adca\u00adtional sci\u00aden\u00adtist David Krath\u00adwohl can also be con\u00adsid\u00adered. The tax\u00adon\u00adomy can be used to clas\u00adsify or deter\u00admine learn\u00ading objec\u00adtives, i.e. what learn\u00aders should ide\u00adally \u201culti\u00admately\u201d be able to do in the course of learn\u00ading and teach\u00ading videos or through their con\u00adtexts. Ben\u00adjamin Bloom\u2019s stages are known to be the fol\u00adlow\u00ading: remem\u00adber (recall knowl\u00adedge), under\u00adstand (sum\u00adma\u00adrize, cat\u00ade\u00adgo\u00adrize), apply (cal\u00adcu\u00adlate, per\u00adform), ana\u00adlyze (dif\u00adfer\u00aden\u00adti\u00adate, com\u00adpare), evaluate\/reflect (crit\u00adi\u00adcally and rea\u00adson\u00adably exam\u00adine), generate\/create (con\u00adceive, real\u00adize). <\/p>\n\n

    The poten\u00adtials (and emerg\u00ading hur\u00addles) of teach\u00ading and learn\u00ading videos men\u00adtioned here will be explored in greater depth in the next parts of our blog post. First, how\u00adever, we would like to focus on an ori\u00aden\u00adta\u00adtion fac\u00adtor in the design of an edu\u00adca\u00adtional video that has already been men\u00adtioned sev\u00aderal times \u2014 the mul\u00adti\u00adme\u00addia prin\u00adci\u00adples: <\/p>\n\n

    Orientation for didactic design (including teaching and learning videos) \u2014 Multimedia principles<\/h2>\n\n

    The mul\u00adti\u00adme\u00addia prin\u00adci\u00adples offer assis\u00adtance in weigh\u00ading up the use and com\u00adbi\u00adna\u00adtion of media \u2014 mul\u00adti\u00adme\u00addia \u2014 and in design\u00ading it in con\u00adcrete terms. In view of the mul\u00adti\u00adme\u00addia nature of the mov\u00ading image, they can also be con\u00adsulted in the field of edu\u00adca\u00adtional videos. These prin\u00adci\u00adples orig\u00adi\u00adnate from the pen of the Amer\u00adi\u00adcan psy\u00adchol\u00ado\u00adgist Richard E. Mayer, in par\u00adtic\u00adu\u00adlar his work on mul\u00adti\u00adme\u00addia learn\u00ading, which has been pub\u00adlished in sev\u00aderal edi\u00adtions since 2001. May\u00ader\u2019s prin\u00adci\u00adples are more than just the\u00ado\u00adries; they are based on empir\u00adi\u00adcal find\u00adings. <\/p>\n\n

    May\u00ader\u2019s con\u00adsid\u00ader\u00ada\u00adtions are not only used in the con\u00adtext of didac\u00adtics, but also fun\u00adda\u00admen\u00adtally in com\u00admu\u00adni\u00adca\u00adtion, even in the field of adver\u00adtis\u00ading. The num\u00adber of mul\u00adti\u00adme\u00addia prin\u00adci\u00adples varies greatly \u2014 depend\u00ading on the edi\u00adtion of May\u00ader\u2019s work: Mayer has added fur\u00adther prin\u00adci\u00adples to the cat\u00ada\u00adlog in recent years. We present an abridged ver\u00adsion here. <\/p>\n\n

    \n\n
    \"Illustration<\/figure>\n\n

    Weigh\u00ading up design didac\u00adti\u00adcally \u2014 with the help of mul\u00adti\u00adme\u00addia prin\u00adci\u00adples
    Image by S\u00f6nke Hahn, released under     CC BY 4.0<\/a><\/em><\/p>\n\n

    \n\n

    A cognitive learning model<\/h3>\n\n

    May\u00ader\u2019s con\u00adcept of mul\u00adti\u00adme\u00addia prin\u00adci\u00adples is based on a cog\u00adni\u00adtive learn\u00ading model for human infor\u00adma\u00adtion pro\u00adcess\u00ading (Mayer 2021: 40 f.) and a cor\u00adre\u00adspond\u00ading idea of the processes in the brain. Work\u00ading mem\u00adory plays a cen\u00adtral role in this. Work\u00ading mem\u00adory is essen\u00adtially the human deci\u00adsion-maker asso\u00adci\u00adated with con\u00adscious\u00adness (Held\/Scheiter 2019: 70 f.). It is the con\u00adscious inter\u00adface between per\u00adcep\u00adtion and long-term mem\u00adory (Meyer 2020: 183). Work\u00ading mem\u00adory is the start\u00ading point for con\u00adscious action (Jank\/Meyer 2020: 183). Work\u00ading mem\u00adory does not only draw on what is stored in long-term mem\u00adory. Rather, it can also be the start\u00ading point for stor\u00ading input in the long term or trans\u00adfer\u00adring it to long-term mem\u00adory, which should cer\u00adtainly be a con\u00adcern of teach\u00ading. Such knowl\u00adedge can in turn be used in work\u00ading mem\u00adory and so on. In all these processes, work\u00ading mem\u00adory forms, cre\u00adates or uses sim\u00adpli\u00adfied men\u00adtal images (Mayer 2021: 40 ff.). This is because work\u00ading mem\u00adory only has a lim\u00adited amount of resources \u2014 in terms of the amount of data and the reten\u00adtion time of this data (Zoelch\/Berner\/Thomas 2019: 27 ff., Mayer 2021: 41). <\/p>\n\n

    In this model of learn\u00ading, on which May\u00ader\u2019s work is based, it is assumed that sen\u00adsory impres\u00adsions pass through the sen\u00adsory mem\u00adory fol\u00adlow\u00ading our sen\u00adsory organs in order to enter work\u00ading mem\u00adory (Mayer 2021: 40 f.). The focus of the model is pri\u00admar\u00adily on acoustic and visual infor\u00adma\u00adtion. This is because, in this model, they each enter work\u00ading mem\u00adory via a sep\u00ada\u00adrate chan\u00adnel (Mayer 2021: 40). In this machine-like metaphor, the work\u00ading mem\u00adory holds resources for the pro\u00adcess\u00ading of the two chan\u00adnels and the infor\u00adma\u00adtion brought to it. The \u201cincom\u00ading\u201d data sets are related to each other: The word cat very prob\u00ada\u00adbly gives rise to the image of a cat. When we see a cat, we hear the word cat inter\u00adnally. (Mayer 2021: 41) This means that if only one chan\u00adnel is used when con\u00advey\u00ading new infor\u00adma\u00adtion to be learned, the resources of the other remain unused. Or if acoustic and visual infor\u00adma\u00adtion are very dif\u00adfer\u00adent, the work\u00ading mem\u00adory has a lot to do or is approach\u00ading over\u00adload. How\u00adever, if both chan\u00adnels are used to capac\u00adity, \u201cmore\u201d can poten\u00adtially \u201chap\u00adpen\u201d in the work\u00ading mem\u00adory. And this brings us specif\u00adi\u00adcally to the mul\u00adti\u00adme\u00addia prin\u00adci\u00adples: <\/p>\n\n

    The principles<\/h3>\n\n