Presentation at the E-Learning Patterns Workshop, Tuebingen (Germany), March 04.-06., 2009

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

2. 3 course meal
maybe like at the
Wurstküche tonight
Sunday, March 15, 2009

3. © zora120875 / Pixelio © Heinrich Heermann / Pixelio © Andreas Liebhart / Pixelio
Introduction About VCQs Discussion
3 course meal
maybe like at the
Wurstküche tonight
Sunday, March 15, 2009

4. Introduction
Sunday, March 15, 2009

5. © United States Library of Congress
Sunday, March 15, 2009

6. © United States Library of Congress
“To a man with a hammer
everything looks like a nail.”
Sunday, March 15, 2009

7. 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

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

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

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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. About VCQs
Sunday, March 15, 2009

19. 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

20. Creating a VCQ
Sunday, March 15, 2009

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

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

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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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

41. 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

42. 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

43. Theoretical Background
Sunday, March 15, 2009

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

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

46. 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

47. 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

48. 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

49. 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

50. “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

51. 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

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

53. 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

54. 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

55. 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

56. Empirical Findings
Sunday, March 15, 2009

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

58. 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

59. 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

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

61. 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

62. 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

63. 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

64. 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