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Professor YouTube and Their Interactive Colleagues


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ED-Media 2019 conference, Amsterdam, Netherland, June 2019

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Professor YouTube and Their Interactive Colleagues

  1. 1. Professor YouTube and Their Interactive Colleagues How Enhanced Videos and Online Courses Change the Way of Learning Martin Ebner - Walther Nagler - Maria Haas - Martin Schön
  2. 2. Which trends can be seen towards: •  Ownership of technological devices •  Communication behavior •  Usage of e-learning platforms (secondary school level) •  Usage of online applications for learning and private purposes General Research Questions
  3. 3. Term 2007/2008 n=578 Term 2008/2009 n=821 Term 2009/2010 n=757 Term 2010/2011 n=702 Term 2011/2012 n=632 Term 2012/2013 n=715 12 years study (n=9565) Term 2013/2014 n=789 Term 2014/2015 n=968 Term 2015/2016 n=889 Term 2016/2017 n=944 Term 2017/2018 n=872 Term 2018/2019 n=898
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  10. 10. Special Focus On: Will YouTube Replace the Teacher?
  11. 11. •  What effect interactivity in videos has on student motivation? •  What didactic approaches and methods do interactive videos involve? •  How can learning analysis methods applied to interactive videos support the teacher? Interactive videos – a challenge
  12. 12. •  Passive consumption •  Learning from a tin can •  Missing interactivity •  Learners’ short attention spans •  Replacement for in-class teaching •  Difficult and time-consuming to produce Learning with videos: prejudices
  13. 13. Use of YouTube depicted in steps of five years between 2007 and 2016; Usage qualities “often”, and “daily” for general and learning purpose
  14. 14. Use of YouTube between 2011 and 2018 with trend lines; Comparing “often” and “daily” use for both general and learning purposes
  15. 15. •  Not limited in time or place •  Individualized learning pace •  Search options for finding specific content •  Reproducibility of processes, workflows, and complex interrelations Learning with videos: advantages #1
  16. 16. •  Course records preserve the events of the lecture hall •  Short tutorials focus on specific, difficult, but important subjects •  Live streaming of a lecture enables students to attend and take part from anywhere •  Perfect for exam preparation Learning with videos: advantages #2
  17. 17. •  “Illusion of knowing”: passive video playback is not sufficient to understand or process the shown material •  Jump labels allow viewers to control the flow of information and focus on key details •  Questions within the video connected to jump labels personalize the video in regard to the given answer •  Self-assessment questions within videos help students to reflect on their own learning ability Learning with interactive videos
  18. 18. •  Videos are main parts of Massive Open Online Courses •  Videos are main teaching methods in combination with flipped classroom or inverse blended learning •  Interactivity helps to ensure a high rate of watching videos, which is important, when doing online classes •  Learning analytics methods allow teachers to monitor and evaluate their students’ performance, in order to improve their teaching material and better focus on their students’ needs. Discussion and Conclusion
  19. 19. Graz University of Technology We care about eEducation Martin Ebner Educational Technology