Video Clip Quests As An E Learning Pattern

VideoClipQuests as an E-Learning Pattern Axel M. Blessing • Ulrich Kortenkamp University of Education Schwäbisch Gmünd Sunday, March 15, 2009

3 course meal maybe like at the Wurstküche tonight Sunday, March 15, 2009

Introduction Sunday, March 15, 2009

Situation • many e-learning courses are based on “classic media” • too much text • Schulmeister (2001): much educational material on the Internet reveals a lack of didactical imagination of the authors Schulmeister, Rolf: Virtuelle Universität – Virtuelles Lernen. Munic, Vienna: Oldenbourg, 2001 Sunday, March 15, 2009

Possible Problems • not enough concepts • concepts are too complicated Sunday, March 15, 2009

Consideration • development of an expedient concept that becomes accepted • characteristics of that concept? Sunday, March 15, 2009

Expectations of Teachers & Learners starting point for VCQs Sunday, March 15, 2009

Expectations of Teachers & Learners • concept must be easy to use for both the teacher and the learner starting point for VCQs Sunday, March 15, 2009

Expectations of Teachers & Learners • concept must be easy to use for both the teacher and the learner • it should not be restricted to a single subject or topic starting point for VCQs Sunday, March 15, 2009

Expectations of Teachers & Learners • concept must be easy to use for both the teacher and the learner • it should not be restricted to a single subject or topic • it should support the learning management system of choice starting point for VCQs Sunday, March 15, 2009

Expectations of Teachers & Learners • concept must be easy to use for both the teacher and the learner • it should not be restricted to a single subject or topic • it should support the learning management system of choice • there has to be a real beneﬁt, i.e. the learning process has to be supported properly starting point for VCQs Sunday, March 15, 2009

Expectations of Teachers & Learners • concept must be easy to use for both the teacher and the learner • it should not be restricted to a single subject or topic • it should support the learning management system of choice • there has to be a real beneﬁt, i.e. the learning process has to be supported properly • it should not replace traditional methods, but add to them starting point for VCQs Sunday, March 15, 2009

Expectations of Teachers & Learners • concept must be easy to use for both the teacher and the learner • it should not be restricted to a single subject or topic • it should support the learning management system of choice • there has to be a real beneﬁt, i.e. the learning process has to be supported properly • it should not replace traditional methods, but add to them • there should be a way to share such material between colleagues starting point for VCQs Sunday, March 15, 2009

Expectations of Teachers & Learners • concept must be easy to use for both the teacher and the learner • it should not be restricted to a single subject or topic • it should support the learning management system of choice • there has to be a real beneﬁt, i.e. the learning process has to be supported properly • it should not replace traditional methods, but add to them • there should be a way to share such material between colleagues • it should use the possibilities of the computer beyond showing text and images starting point for VCQs Sunday, March 15, 2009

About VCQs Sunday, March 15, 2009

VCQs – for What? • to introduce a new topic or concept • to raise the learner’s interest and motivation • to create an environment that is suitable for further learning • to “set the stage” Sunday, March 15, 2009

Creating a VCQ Sunday, March 15, 2009

Creating a VCQ • video clip combined with assignment Sunday, March 15, 2009

Creating a VCQ • video clip combined with assignment • assignment avoids vital terms Sunday, March 15, 2009

Creating a VCQ • video clip combined with assignment • assignment avoids vital terms • assignment cannot be answered without watching the video Sunday, March 15, 2009

Creating a VCQ • video clip combined with assignment • assignment avoids vital terms • assignment cannot be answered without watching the video “mask the task” Sunday, March 15, 2009

Setting des Example Beispiels The “real” captain (not the actor) had a daughter whose middle name is also the last name of an author. What is the presumably most famous title of this author? source: http://www.moviemaze.de/media/trailer/delivery/2954/7f60d8a9da701343aa65df50e690ab9d/621_trailer01-en_240.mov Sunday, March 15, 2009

Solving a VCQ • two major tasks • Rewording and Understanding • Gathering Information and Solving The “real” captain (not the actor) had a daughter whose middle name is also the last name of an author. What is the presumably most famous title of this author? Sunday, March 15, 2009

Fine Tune Solving a VCQ The “real” captain (not the actor) had a daughter whose middle name is also the last name of an author. What is the presumably most famous title of this author? Sunday, March 15, 2009

Fine Tune Solving a VCQ • Rewording and Understanding The “real” captain (not the actor) had a daughter whose middle name is also the last name of an author. What is the presumably most famous title of this author? Sunday, March 15, 2009

Fine Tune Solving a VCQ • Rewording and Understanding • read the “masked” task The “real” captain (not the actor) had a daughter whose middle name is also the last name of an author. What is the presumably most famous title of this author? Sunday, March 15, 2009

Fine Tune Solving a VCQ • Rewording and Understanding • read the “masked” task • watch the video clip and extract the necessary cue The “real” captain (not the actor) had a daughter whose middle name is also the last name of an author. What is the presumably most famous title of this author? Sunday, March 15, 2009

Fine Tune Solving a VCQ • Rewording and Understanding • read the “masked” task • watch the video clip and extract the necessary cue • rephrase the task The “real” captain (not the actor) had a daughter whose middle name is also the last name of an author. What is the presumably most famous title of this author? Sunday, March 15, 2009

Fine Tune Solving a VCQ • Rewording and Understanding • read the “masked” task • watch the video clip and extract the necessary cue • rephrase the task • Gathering Information and Solving The “real” captain (not the actor) had a daughter whose middle name is also the last name of an author. What is the presumably most famous title of this author? Sunday, March 15, 2009

Fine Tune Solving a VCQ • Rewording and Understanding • read the “masked” task • watch the video clip and extract the necessary cue • rephrase the task • Gathering Information and Solving • ﬁnd the relevant information The “real” captain (not the actor) had a daughter whose middle name is also the last name of an author. What is the presumably most famous title of this author? Sunday, March 15, 2009

Fine Tune Solving a VCQ • Rewording and Understanding • read the “masked” task • watch the video clip and extract the necessary cue • rephrase the task • Gathering Information and Solving • ﬁnd the relevant information • formulate an answer The “real” captain (not the actor) had a daughter whose middle name is also the last name of an author. What is the presumably most famous title of this author? Sunday, March 15, 2009

Example The “real” captain (not the actor) had a daughter whose middle name is also the last name of an author. What is the presumably most famous title of this author? source: http://www.moviemaze.de/media/trailer/delivery/2954/7f60d8a9da701343aa65df50e690ab9d/621_trailer01-en_240.mov Sunday, March 15, 2009

Example Titanic The “real” captain (not the actor) had a daughter whose middle name is also the last name of an author. What is the presumably most famous title of this author? source: http://www.moviemaze.de/media/trailer/delivery/2954/7f60d8a9da701343aa65df50e690ab9d/621_trailer01-en_240.mov Sunday, March 15, 2009

Example Titanic Edward John Smith The “real” captain (not the actor) had a daughter whose middle name is also the last name of an author. What is the presumably most famous title of this author? source: http://www.moviemaze.de/media/trailer/delivery/2954/7f60d8a9da701343aa65df50e690ab9d/621_trailer01-en_240.mov Sunday, March 15, 2009

Example Titanic Edward John Smith Helen Melville Smith The “real” captain (not the actor) had a daughter whose middle name is also the last name of an author. What is the presumably most famous title of this author? source: http://www.moviemaze.de/media/trailer/delivery/2954/7f60d8a9da701343aa65df50e690ab9d/621_trailer01-en_240.mov Sunday, March 15, 2009

Example Titanic Edward John Smith Helen Melville Smith Herman Melville The “real” captain (not the actor) had a daughter whose middle name is also the last name of an author. What is the presumably most famous title of this author? source: http://www.moviemaze.de/media/trailer/delivery/2954/7f60d8a9da701343aa65df50e690ab9d/621_trailer01-en_240.mov Sunday, March 15, 2009

Example Titanic Edward John Smith Helen Melville Smith Herman Melville Moby Dick The “real” captain (not the actor) had a daughter whose middle name is also the last name of an author. What is the presumably most famous title of this author? source: http://www.moviemaze.de/media/trailer/delivery/2954/7f60d8a9da701343aa65df50e690ab9d/621_trailer01-en_240.mov Sunday, March 15, 2009

Theoretical Background Sunday, March 15, 2009

Motivation & Learning Zimbardo, Philip G.: Psychologie. Berlin et al.: Springer, 1995 (6th ed.) Sunday, March 15, 2009

Motivation & Learning • VCQ is unsolvable without watching the video Zimbardo, Philip G.: Psychologie. Berlin et al.: Springer, 1995 (6th ed.) Sunday, March 15, 2009

Motivation & Learning • VCQ is unsolvable without watching the video • barrier evokes motivation: transform unsolvable assignment into solvable one Zimbardo, Philip G.: Psychologie. Berlin et al.: Springer, 1995 (6th ed.) Sunday, March 15, 2009

Motivation & Learning • VCQ is unsolvable without watching the video • barrier evokes motivation: transform unsolvable assignment into solvable one • students are “forced” to watch the video Zimbardo, Philip G.: Psychologie. Berlin et al.: Springer, 1995 (6th ed.) Sunday, March 15, 2009

Motivation & Learning • motivation is related to fundamental aspects of the learning process • learning rate • resistance to extinction • etc. • it can be assumed that VCQs facilitate learning Zimbardo, Philip G.: Psychologie. Berlin et al.: Springer, 1995 (6th ed.) Sunday, March 15, 2009

Emotion & Learning • emotion is connected with learning success • learning is more effective when combined with emotions • most video clips are supposed to evoke emotions Spitzer, Manfred: Lernen: Gehirnforschung und Schule des Lebens. Heidelberg and Berlin: Spektrum, 2002 Sunday, March 15, 2009

“There are 26 sheep and ten goats on a ship. How old is the captain?” Straka, Gerald A. & Macke, Gerd: Lern-Lehr-Theoretische Didaktik. Münster et al.: Waxmann, 2002. Sunday, March 15, 2009

Anchored Instruction • Cognition & Technology Group at Vanderbilt • common education often leads to inert knowledge “There are 26 sheep and ten goats on a ship. How old is the captain?” Straka, Gerald A. & Macke, Gerd: Lern-Lehr-Theoretische Didaktik. Münster et al.: Waxmann, 2002. Sunday, March 15, 2009

Anchored Instruction Straka, Gerald A. & Macke, Gerd: Lern-Lehr-Theoretische Didaktik. Münster et al.: Waxmann, 2002. Sunday, March 15, 2009

Anchored Instruction • “The Adventures of Jasper Woodbury” Straka, Gerald A. & Macke, Gerd: Lern-Lehr-Theoretische Didaktik. Münster et al.: Waxmann, 2002. Sunday, March 15, 2009

Anchored Instruction • “The Adventures of Jasper Woodbury” • video narration to present an authentic, real world problem and to activate thinking Straka, Gerald A. & Macke, Gerd: Lern-Lehr-Theoretische Didaktik. Münster et al.: Waxmann, 2002. Sunday, March 15, 2009

Anchored Instruction • “The Adventures of Jasper Woodbury” • video narration to present an authentic, real world problem and to activate thinking • learn new information in the context of meaningful activities Straka, Gerald A. & Macke, Gerd: Lern-Lehr-Theoretische Didaktik. Münster et al.: Waxmann, 2002. Sunday, March 15, 2009

Empirical Findings Sunday, March 15, 2009

Empirical Findings (A) • university students • Basics in Information Technology • sensible handling of search engines • n = 44 Sunday, March 15, 2009

Empirical Findings (A) strongly neither ... strongly statement disagree agree disagree nor ... agree VideoClipQuests are fun! 7% 7% 25% 34% 27% VideoClipQuests are motivating! 5% 9% 11% 48% 27% Using VideoClipQuests, searching the 0% 9% 30% 36% 25% Internet can be well practised! There should be at least one more VideoClipQuest in the progression of the 9% 7% 13% 39% 32% course. n = 44 Sunday, March 15, 2009

Empirical Findings (A) neither ... statement disapproval approval nor ... VideoClipQuests are fun! 14% 25% 61% VideoClipQuests are motivating! 14% 11% 75% Using VideoClipQuests, searching the 9% 30% 61% Internet can be well practised! There should be at least one more VideoClipQuest in the progression of the 16% 13% 71% course. n = 44 Sunday, March 15, 2009

Empirical Findings (B) • 9th grade students (Hauptschule) • History, Third Reich, Holocaust • n = 15 Sunday, March 15, 2009

Empirical Findings (B) strongly neither ... strongly statement disagree agree disagree nor ... agree “Video Class” was more fun than other 0% 7% 13% 20% 60% classes “Video Class” was more motivating than 0% 7% 40% 33% 20% other classes If one of the “video questions” was part of 0% 20% 33% 40% 7% a test, I could answer it “Video Classes” should happen more often 0% 0% 26% 7% 67% n = 15 Sunday, March 15, 2009

average mark Empirical Findings (B) given by students: 1.75 neither ... statement disapproval approval nor ... “Video Class” was more fun than other 7% 13% 80% classes “Video Class” was more motivating than 7% 40% 53% other classes If one of the “video questions” was part of 20% 33% 47% a test, I could answer it “Video Classes” should happen more often 0% 26% 74% n = 15 Sunday, March 15, 2009

Empirical Findings (B) “I found the videos very interesting because if you just talk about it [the Holocaust] you can’t imagine it but if you see pictures or videos about it you just think oh, how sad that is.” female student, 14 years Sunday, March 15, 2009

Discussion axel.blessing@ph-gmuend.de • ulrich.kortenkamp@ph-gmuend.de University of Education Schwäbisch Gmünd • Oberbettringer Straße 200 • D-73525 Schwäbisch Gmünd Sunday, March 15, 2009

Video Clip Quests As An E Learning Pattern

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