1) The document discusses research on adolescents' use, production, and sharing of online videos and the implications for at-risk learners. 2) A survey found that adolescents commonly use video platforms like YouTube for entertainment, learning life skills, and preparing for school, with about a third producing or editing videos themselves. 3) While many adolescents share and discuss videos online and with friends, others do not due to legal barriers, technical issues with videos, or concerns about inappropriate content and comments.

1. Learning with shared Videos
Recent findings on usage, production and
publication of online videos and implications for
at-risk learners
Klaus Rummler
University of Bremen
London, 12 January 2012
London Metropolitan University

2. Adolescents use Video

3. Adolescents have access to Cameras
Mobiles with Cam
Compact Cam
Camcorder
DSLR
System-Cam

4. Framework „draufhaber.tv“
The online video community for young learners
● «Draufhaber»: he/she’s got it; having a dab hand at something
● Aimed at learners at the transition
from school to vocational education.
● Share resources, present skills & expertises,
● Shoot and edit videos:
● Show mastery of skills and crafting (performance videos),
● Explain them to others (instructional videos),
● Tools for video editing and annotating (create re-mixes).

5. Research question
What meaning do online video platforms like
YouTube and their archived, shared and user-
generated videos have for the formal and
informal learning of adolescents and especially
for at-risk learners?

6. At-Risk learners in Europe
● Consider at-risk learners as a lifestyle segment
characterised by passively facing risks and
actively risky behaviour
● Risk groups identified by PISA studies (= boys,
migration backgrouds)
● NEET & NET
(Not in Education, Employment or Training)
● Marginalised groups, digital divide, socio-
economic inequality, ...

7. Specific for At-Risk learners
Patterns of media usage – Opportunities for Media Education

8. Survey on online-videos
Bremen survey on usage, production and publication of online-videos
● Half standardised paper based questionnaire, 30 items
● n=249:
● Year 8: general public schools in Bremen (ISCED 2B)
Real-und Hauptschule, Gesamtschule, Oberschule
● Years 10, 12 & 13 public grammar schools in Bremen (ISCED 3A)
Gymnasien
● Embedded in workshops on video production
● Dimensions: video platforms, contents of videos, production of
videos, learning with videos, sharing of videos

9. Theories on learning with videos
● Observational learning (see Bruner)
● Learning by reflection and analysis
(e.g. Roy Pea)
● Learning by designing and teaching
(see Martin; Papert; Kafai)
● Collaborative learning, mobile learning, learning
in social and networked communities,...

10. Bloom's Revised Digital Taxonomy

11. Structure of the Results
● Reception
● Video platforms and preferred genres of platforms
● Video genres & learning activities
● Production & editing of videos
● How do adolescents take videos?
● What do adolescents film?
● Publication & sharing
● Where do adolescents publish?
● Explanations for non-usage.

12. Bloom's Revised Digital Taxonomy
2. Production
3. Sharing,
Commenting,
(Editing)
1. Reception

13. Preferred video platforms
50 platforms
n=71 (31%)
→
83 accounts

14. Preferred platform genres
Video platforms by genres besides the
type of YouTube. Keyword „Videos“ deleted

15. Preferred contents

16. Preferred videos for learning - by genres (Part 1)
● Sports videos
●football, horse riding, dancing, fitness,
skating, martial arts, wakeboard, pen
spinning,...
● Making music
● piano, keyboard, guitarre, notations, lyrics,...
● Styling and fashion
● beauty, make-up, hair styles and styling,...

17. Preferred videos for learning - by genres (Part 2)
● Life practice (coping with everyday challenges)
● Documentations and magazines: similar to TV,
reality-formats
● Games / eSports: Walktrouths, “Glitches”,
Gameplay
● Computer: Tricks, Tutorials, Screencasts
● Cooking: Pizzatricks, cocktails, recipies
● Help videos: Knots videos, origami, magical tricks,
rolling cigarettes, doing a tie, doing shoe laces,
repair guides, ...

18. Preferred videos for learning - by genres (Part 3)
● Social learning:
● “that it's about trust, when you're in love“
● “that you can miss someone”
Compare with results on reception of soap operas:
Götz, M. (Hrsg.). (2002). Alles Seifenblasen? Die
Bedeutung von Daily Soaps im Alltag von
Jugendlichen. München: kopaed.

19. Preferred video genres for School learning
Results from our Survey
● Subjects: Biology, Physics, Economy, Politics,
English, Geography, Chemistry and Maths
● 62% of the pupils use videos to prepare for
exams, presentations and papers
● Subject-matters: photosynthesis, nitrogen
cycle, chromosomes, immunology, atom power,
...

20. Teachers encourage the use of videos for preparation
Theachers foster the bridging of Everyday-life and school

21. Production and Editing of videos
About one third
produce or edit
videos

22. Publication and sharing of videos
● Publication of videos
● ca. 12 % (18 % boys; 14-19 years)
● YouTube, Facebook, SchülerVZ
● Notify each other about videos
● Activity wall on online networks
● Instant Messenger
● Email
● Offline _ Commonly looking at photos or
watching videos with friends or family

23. Non-Usage
● Juristical barriers, objections
● „This video is not available in your country“
● Technology
● Videos do not load
● Advertisements
● Too many (fuzzy) results
● Contants
● Disappointment about the content
● Fear about the content
● Fear about the comments & results apart from the video

24. END