Talk at the 17th Hamburg Congress on sports, economics and media at the 5th of September 2017 Abstract: Video drones not only offer new perspectives but also an extension of the ways in which stories can be told in sports and event communication can be operated. On the one hand perceptual psychological mechanisms, which are already well-known from the production of films (such as, for example, the power and overview suggestive from the top to bottom view), have an effect. On the other hand, the view from the top of a sports event also provides new information that can not be generated otherwise and whose use significantly changes the staging of sports, sports reporting and sports training. On selected examples from different sports we show that the exploitation of surplus values ​​in the sense mentioned above does not only depend on the increased camera position. Rather it is crucial to capture and understand the domain-specific peculiarities of a sport in order to profitably exploit the freedom degrees of a drone deployment, taking into account the respective profile of requirements and the intended communication target. It is a question of whether a sporting event should unfold below a drone hovering on a fixed position or the drone should follow an athlete or an overall situation. It depends on the extent and distance of the drone deployment, whether and in which angle a movement path is crossed or an event is encircled, etc. An up-to-date education in media management as well as in sports journalism must not only enable students to tap and understand the profile of requirements in sports and their concretization in the competition but also to take into account the possibilities of communication extended with the use of video drones as well as for spectators, for a live audience and for media-mediated communication. In doing so, aesthetic, journalistic and economic aspects must be taken into account as well as data- and security-legal concerns and psychological effects.

1. Drones in academic
apprenticeship
Andreas Hebbel-Seeger & Thomas Horky
Regarding to expectations and consequences for
an up-to-date education in sports journalism
and media management
17. Hamburg Congress on sports, economy and media | September 5th, 2017

2. What academic
education is about

3. Consideration of contemporary
learning opportunities

4. Orientation on current trends
in the field of applied sciences
and application practice

5. What about
drones
in that context?

6. Drones as a technology trend
troughout nearly all public fields

7. Drones as an
auxillary of reporting
:: from crisis documentation to event communication ::

8. Drones as a subject of reporting
:: e.g. Drone Racing League (DRL) ::

9. Drones as an influencing factor
:: ambush marketing, espionage, guiding etc. ::

10. Drones as a
marketing object

11. Drones as a research field
:: social attribution, technology implementation etc. ::

12. What are
the goals of
the use of drones
in academic apprenticeship?

13. Understanding, explaining und practically applying
specific design and communication oppertunities

14. Knowledge about
specialities, substitutes
and connecting factors

15. Knowing about
and respecting
legal framework

16. Learn to deal with situational conditions
in particular space and weather.

17. Acquiring basic technological knowledge
as a basis for hermeneutic comprehension
and practical use.

18. Acquiring the ability to co-determine
and predict future developments.

19. Drones are an ideal
type of project study

20. Project studies rely on the approach of experiential learning
(e.g. Kolb, 1984; Huber, 2009; Reinmann, 2011)

21. "With the concept of situational learning,
application-oriented knowledge content
is at the center of interest,
professional contexts are integrated
into the learning situation,
experiences are gained, as well as teamwork
and the division of knowledge in social groups
are promoted."
(Reinmann, 2009, S. 41)

22. Examples and
experiences…

23. Conception and realisation of event communication,
public relations and journalistic reporting in different sports
:: triathlon, biking, rowing, sailing, canoe, soccer, rugby, timber sports, motor sports, boxing ::

24. Staging of sports in space…

25. Interaction with the environment...

26. ...(also) as a matter of location marketing

27. Spotting connections and aspects
which can‘t be seen from the ground

28. Identifying the interdependences between the action,
the viewing angle and the flight pathes…

29. ...in specific contextes as well as regarding to
overriding commonalities

30. Conception and realisation of learning
and training processes within sports
:: soccer, motor sports, sailing ::

31. The aesthetic perspective of a novice...

32. ...does not always match the needs of the experts

33. Evaluation of expectations and experiences
of event visitors and recipients
(hebbel-seeger, 2016; hebbel-seeger et al., 2017)

34. Evaluation of the impact of
different kinds of video perspectives
and interfaces within tactical training in soccer

35. Conclusion

36. Drones are no longer „just“ a hype.
The confrontation with drones is therefore not a "play"
with the technically possible
but the necessary employment with a substantial part
of the actual media reality; even in an academic context.

37. Prof. Dr. Andreas Hebbel-Seeger & Prof. Dr. Thomas Horky
Macromedia University, Campus Hamburg
Gertrudenstr. 3, 20095 Hamburg
eMail: ahebbel-seeger@macromedia.de & thorky@macromedia.de
Blog: www.sky-hi.de
Feedback: http://speakerscore.com/drones-ahs-th
Contact

38. Recourses
Hebbel-Seeger, A. (2016). Videodrohnen in der Eventkommunikation. In A. Hebbel-Seeger, T. Horky & H.-J.
Schulke (Hrsg.), Sport als Bühne. Mediatisierung von Sport und Sportgroßveranstaltungen (S. 326-345).
Aachen: Meyer&Meyer.
Hebbel-Seeger, A., Horky, T. & Theobalt, C. (2017). Usage of Drones in Sports Communication – New
Aesthetics and Enlargement of Space. Athens Journal of Sports 4, 2, 89-105.
Huber, L. (2009), Warum Forschendes Lernen nötig und möglich ist. In L. Huber, J. Hellmer & F. Schneider
(Hrsg.). Forschendes Lernen im Studium. Aktuelle Konzepte und Erfahrungen (S. 9-35). Bielefeld: Webler.
Kolb, D. A. (1984). Experiential Learning, Englewood Cliffs, NJ.: Prentice Hall.
Reinmann, G (2009). Wie praktisch ist die Universität? Vom situierten zum Forschenden Lernen mit digitalen
Medien. In: L. Huber, J. Hellmer & F. Schneider (Hrsg.): Forschendes Lernen im Studium (S. 36-51).
Bielefeld: Webler.
Reinmann, G (2011). Forschendes Lernen und wissenschaftliches Prüfen: die potentielle und faktische Rolle
der digitalen Medien. In: T. Meyer, W. Han-Tan, C. Schwalbe & R. Appelt (Hrsg.). Medien & Bildung.
Institutionelle Kontexte und kultureller Wandel (S. 291-306). Wiesbaden: VS.