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Andreas Hebbel-Seeger
Conference „Rethinking Learning and Teaching Spaces - physical, virtual, seamless?“
Wien 17. – 18. November 2022
WHY 360°-VIDEO?
SEEING MORE, SEEING DIFFERENT, SEEING COLLABORATIVE!
VIDEO RECEPTION
Audiovisual media
in teaching/learning contexts
can "make routines from
the everyday life of the
younger generation
usable for scientific content."
(Reinmann, 2009, p. 256)
Videos convey and situate
problem settings authentically.
VIDEO INTERACTION
The manipulation of the video in terms
of temporal progression (slowing down or speeding up)
make things visuable.
Sequence of a horse galloping
by Eadweard Muybridge (1904)
Slowing down the projection speed
gives an answer for the untill then
open question, if there is one hoof
on the ground at all times
when galloping or not.
The manipulation of the video also opens up new
possibilities for cognition due to the option of repeated
viewing als well es the possibility of changing in the
direction of playback.
A. Hebbel-Seeger (2000): Snowboarding Guide to Ride (Book & CD-Rom). Aachen: Meyer&Meyer
VIDEO PRODUCTION
Video production supports
the construction of knowledge
through abstraction
and visualization
That implies a planned process...
Target group communication target
framework conditions
of production and expected reception
In-depth knowledge
of the object of communication Knowledge about
technical and
didactical
audiovisual design
possibilities
Storyboard
shooting schedule
…and so on…
VIDEO COMMUNICATION
Individual video reception can be expanded
to a collaborative process through „Social Video Learning“.
(Vohle, 2016)
VIDEO VS. 360°-VIDEO
With the use of 360°-video a (learning) space
can be individually opened up in all directions and,
when using appropriate devices,
highly immersive access becomes possible.
Joint procect with German Sailing Federation (2017)
Presence experience and transportation within the reception
of 360°-videos prepare the field for a phenomenological access
to a problem field as a starting point for the development of a
problem awareness, which is causal for a research-based
engagement with the subject in question.
(Hofer 2013)
„Was wollten Sie in Berlin?“ https://youtu.be/lXldN4obTys
This aspect plays a special role
(not at least in the field of sustainability),
since existential experience and emotional involvement
are key in the approach to a research subject.
„Rise Up: A 360 VR Sea Level Rise Experience“ https://youtu.be/B59S7Pu5v-4
360°-VIDEO REFRAMING
With the reframing of 360-degree videos,
decisions about image sections and pans
can be shifted to post-production.
Within dynamic recording situations,
the use of 360-degree cameras can ensure
that nothing important get lost from the field of view.
This is (also) a relief
and reduces potential individual overload.
360°-VIDEO
COMMUNICATION
In the exchange with others, the use of 360° video
allows interindividual approaches to be understood
in the sense of "social video learning"
and different perspectives to be negotiated
in the truest sense of the word.
(Hebbel-Seeger & Vohle, 2022)
Imagine
a typical
sight seeing tour…
VIDEO WITHIN
RESEARCH-BASED LEARNING
The „ScoRe“-Project (Studend Crowd Research)
2018-2022
Use of video technologies in the context of
research-based learning in online communities
by the example of sustainability
University of Bremen
University of Hamburg
Christian-Albrechts-University Kiel
Macromedia University of Applied Sciences
Ghostthinker Ltd.
An essential aspect of our project was the
exploration of different video formats and
technologies; especially in the distinguishing
of fix-frame- and 360°-video.
Real life
Fix-Frame-Video
360°-Video
Repeatability: no
Distance to research object: short
Procedure: real time
Perspective/Focus: self-determined
Augmentation: possible via technology
Repeatability: yes/equal
Distance to research object: long
Process: variable
Perspective/Focus: externally determined
Augmentation: possible in and on the medium
Repeatability: yes/different
Distance to research object: long;
medially shortenable
Process: variable
Perspective/Focus: determined by
others & self-determined
Augmentation: possible in and on the
medium
"Research-based learning is characterized ... by the fact
that learners (co-)design, experience and reflect
on the process of a research project ...
in its essential phases ...
in independent work or in active collaboration
in an overarching project".
(Huber, 2009, p. 11)
„Research-based viewing is a proposal
for a specific form of research-based learning,
namely an implementation in which observation
is the primary method of cognition.“
(Preiß, 2022, p. 95)
Within a research process…
videos become tools for cognition
• about the exploration of an actual state,
• the collection of data,
• the analysis of data,
• the reflection of data and
• the communication within the process
as well as of research findings.
In this regard, 4 types of videos have been distinguished:
• Showcase video (phenomenological approach to a research topic)
• Documentation video (research protocol)
• Research video (research artifact)
• Result video (science communication)
Within the research process
students have had the choice:
360°video or fix-frame…
It turned out that 360°-video was the preferred
for data collection and discussion,
while mainly fix-frame video was produced
for documentation and communication of results.
From the evaluation of student research activities,
we have derived 5 success factors:
1. Blended concept instead of self-learning
2. Offer tutorial videos to almost all aspects
3. Obligation to use a protocol sheet/checklist for video data collection
4. Examples for guidance
5. Preparation for video technical requirements
TAKE AWAYS
Research intended video use requires a lot of preconditions.
This is contrary to the intended easy "support function".
It takes more than just an audiovisual recording device…
The use of video in the reception, production and
communication of society as a whole
is still subject to increasing trivialisation.
Nevertheless, scientific use in reception and production
is largely unknown and unpractised.
The use of video in the aim of academic education - not
only in the context of research-based learning - must be
sharpened and made more visible to students than before.
The opportunities and possibilities are great!
Contact:
Prof. Dr. Andreas Hebbel-Seeger
Hochschule Macromedia, Campus Hamburg
Gertrudenstr. 3 | 20095 Hamburg
eMail: ahebbel-seeger@macromedia.de
Charts and Feedback:
http://speakerscore.it – Code: 61KZ
Thx for listening
References
Gotzen, S., Beyerlein, S. & Gels, A. (2015). Forschendes Lernen. https://www.th-
koeln.de/mam/downloads/deutsch/hochschule/profil/lehre/steckbrief_forschendes_lernen.pdf
Hebbel-Seeger, A. & Vohle, F. (2022). 360°-Video mit Social Video Learning – Forschungsperspektiven sichten und aushandeln. In J. Windscheid & B.
Gold (Hrsg.), 360°-Videos in der Hochschullehre. Ein interdisziplinärer Überblick (S. 145-163). Berlin, Heidelberg: Springer.
Hofer, M. (2013). Präsenzerleben und Transportation. In W. Schweiger, & A. Fahr (Hrsg.), Handbuch Medienwirkungsforschung (S. 279-293).
Wiesbaden: Springer VS.
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: Bd. 10. Motivierendes Lehren und Lernen in Hochschulen (S. 9–35). Bielefeld: UVW Univ.-Verl. Webler.
Kopischke, A. & Baranovska-Bölter, M. & Hebbel-Seeger, A. (2022). Forschendes Sehen aus Perspektive der Videoproduktion. In A. Brase, N. Groß, .J.
Preiß & G. Reinmann (Hrsg.). Forschungsverbundprojekt SCoRe (S. 53-72. Münster: Waxmann
Preiß, J. (2022). Forschendes Sehen – eine spezifische Umsetzungsform forschenden Lernens. In N. Groß, J. Preiß, D. Paul, A.K. Brase, & G. Reinmann
(Hrsg.). Student Crowd Research. Videobasiertes Lernen durch Forschung zur Nachhaltigkeit (S. 91-107). Münster: Waxmann
Reinmann, G. (2009). iTunes statt Hörsaal? Gedanken zur mündlichen Weitergabe von wissenschaftlichem Wissen. In N. Apostolopoulos, H.
Hoffmann, V. Mansmann & A. Schwill (Hrsg.), E-Learning 2009 – Lernen im digitalen Zeitalter (S. 256–267). Münster: Waxmann.
Reinmann, G. (2016). Designing academic teaching: Semantic distinctions and theo-retical impetus for problem-based and research-based learning.
ZFHE 11, 5, 225-244.
Reinmann, G., Vohle, F., Brase, A. K., Groß, N. & Jänsch, V. (2020). „Forschendes Sehen“. – Ein Konzept und seine Möglichkeiten. Impact Free Journal
für freie Bildungswissenschaftler 26, 1–6.
Vohle, F. (2016). Social Video Learning. Eine didaktische Zäsur. In A.-W. Scheer & C. Wahter (Hrsg.), Digitale Bildungslandschaften (S. 175-185).
Saarbrücken: IMC.

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คำศัพท์ คำพื้นฐานการอ่าน ภาษาอังกฤษ ระดับชั้น ม.1
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Why 360°-Video? Seeing More, Seeing Different, Seeing collaborative!

  • 1. Andreas Hebbel-Seeger Conference „Rethinking Learning and Teaching Spaces - physical, virtual, seamless?“ Wien 17. – 18. November 2022 WHY 360°-VIDEO? SEEING MORE, SEEING DIFFERENT, SEEING COLLABORATIVE!
  • 3. Audiovisual media in teaching/learning contexts can "make routines from the everyday life of the younger generation usable for scientific content." (Reinmann, 2009, p. 256)
  • 4. Videos convey and situate problem settings authentically.
  • 6. The manipulation of the video in terms of temporal progression (slowing down or speeding up) make things visuable.
  • 7. Sequence of a horse galloping by Eadweard Muybridge (1904) Slowing down the projection speed gives an answer for the untill then open question, if there is one hoof on the ground at all times when galloping or not.
  • 8. The manipulation of the video also opens up new possibilities for cognition due to the option of repeated viewing als well es the possibility of changing in the direction of playback.
  • 9. A. Hebbel-Seeger (2000): Snowboarding Guide to Ride (Book & CD-Rom). Aachen: Meyer&Meyer
  • 11. Video production supports the construction of knowledge through abstraction and visualization
  • 12. That implies a planned process... Target group communication target framework conditions of production and expected reception In-depth knowledge of the object of communication Knowledge about technical and didactical audiovisual design possibilities Storyboard shooting schedule …and so on…
  • 14. Individual video reception can be expanded to a collaborative process through „Social Video Learning“. (Vohle, 2016)
  • 15.
  • 17. With the use of 360°-video a (learning) space can be individually opened up in all directions and, when using appropriate devices, highly immersive access becomes possible.
  • 18. Joint procect with German Sailing Federation (2017)
  • 19. Presence experience and transportation within the reception of 360°-videos prepare the field for a phenomenological access to a problem field as a starting point for the development of a problem awareness, which is causal for a research-based engagement with the subject in question. (Hofer 2013)
  • 20. „Was wollten Sie in Berlin?“ https://youtu.be/lXldN4obTys
  • 21. This aspect plays a special role (not at least in the field of sustainability), since existential experience and emotional involvement are key in the approach to a research subject.
  • 22. „Rise Up: A 360 VR Sea Level Rise Experience“ https://youtu.be/B59S7Pu5v-4
  • 24.
  • 25. With the reframing of 360-degree videos, decisions about image sections and pans can be shifted to post-production.
  • 26. Within dynamic recording situations, the use of 360-degree cameras can ensure that nothing important get lost from the field of view.
  • 27. This is (also) a relief and reduces potential individual overload.
  • 29. In the exchange with others, the use of 360° video allows interindividual approaches to be understood in the sense of "social video learning" and different perspectives to be negotiated in the truest sense of the word. (Hebbel-Seeger & Vohle, 2022)
  • 32. The „ScoRe“-Project (Studend Crowd Research) 2018-2022 Use of video technologies in the context of research-based learning in online communities by the example of sustainability University of Bremen University of Hamburg Christian-Albrechts-University Kiel Macromedia University of Applied Sciences Ghostthinker Ltd.
  • 33. An essential aspect of our project was the exploration of different video formats and technologies; especially in the distinguishing of fix-frame- and 360°-video.
  • 34. Real life Fix-Frame-Video 360°-Video Repeatability: no Distance to research object: short Procedure: real time Perspective/Focus: self-determined Augmentation: possible via technology Repeatability: yes/equal Distance to research object: long Process: variable Perspective/Focus: externally determined Augmentation: possible in and on the medium Repeatability: yes/different Distance to research object: long; medially shortenable Process: variable Perspective/Focus: determined by others & self-determined Augmentation: possible in and on the medium
  • 35. "Research-based learning is characterized ... by the fact that learners (co-)design, experience and reflect on the process of a research project ... in its essential phases ... in independent work or in active collaboration in an overarching project". (Huber, 2009, p. 11)
  • 36. „Research-based viewing is a proposal for a specific form of research-based learning, namely an implementation in which observation is the primary method of cognition.“ (Preiß, 2022, p. 95)
  • 37. Within a research process… videos become tools for cognition • about the exploration of an actual state, • the collection of data, • the analysis of data, • the reflection of data and • the communication within the process as well as of research findings.
  • 38. In this regard, 4 types of videos have been distinguished: • Showcase video (phenomenological approach to a research topic) • Documentation video (research protocol) • Research video (research artifact) • Result video (science communication)
  • 39. Within the research process students have had the choice: 360°video or fix-frame…
  • 40. It turned out that 360°-video was the preferred for data collection and discussion, while mainly fix-frame video was produced for documentation and communication of results.
  • 41. From the evaluation of student research activities, we have derived 5 success factors: 1. Blended concept instead of self-learning 2. Offer tutorial videos to almost all aspects 3. Obligation to use a protocol sheet/checklist for video data collection 4. Examples for guidance 5. Preparation for video technical requirements
  • 43. Research intended video use requires a lot of preconditions. This is contrary to the intended easy "support function". It takes more than just an audiovisual recording device…
  • 44. The use of video in the reception, production and communication of society as a whole is still subject to increasing trivialisation. Nevertheless, scientific use in reception and production is largely unknown and unpractised.
  • 45. The use of video in the aim of academic education - not only in the context of research-based learning - must be sharpened and made more visible to students than before. The opportunities and possibilities are great!
  • 46. Contact: Prof. Dr. Andreas Hebbel-Seeger Hochschule Macromedia, Campus Hamburg Gertrudenstr. 3 | 20095 Hamburg eMail: ahebbel-seeger@macromedia.de Charts and Feedback: http://speakerscore.it – Code: 61KZ Thx for listening
  • 47. References Gotzen, S., Beyerlein, S. & Gels, A. (2015). Forschendes Lernen. https://www.th- koeln.de/mam/downloads/deutsch/hochschule/profil/lehre/steckbrief_forschendes_lernen.pdf Hebbel-Seeger, A. & Vohle, F. (2022). 360°-Video mit Social Video Learning – Forschungsperspektiven sichten und aushandeln. In J. Windscheid & B. Gold (Hrsg.), 360°-Videos in der Hochschullehre. Ein interdisziplinärer Überblick (S. 145-163). Berlin, Heidelberg: Springer. Hofer, M. (2013). Präsenzerleben und Transportation. In W. Schweiger, & A. Fahr (Hrsg.), Handbuch Medienwirkungsforschung (S. 279-293). Wiesbaden: Springer VS. 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: Bd. 10. Motivierendes Lehren und Lernen in Hochschulen (S. 9–35). Bielefeld: UVW Univ.-Verl. Webler. Kopischke, A. & Baranovska-Bölter, M. & Hebbel-Seeger, A. (2022). Forschendes Sehen aus Perspektive der Videoproduktion. In A. Brase, N. Groß, .J. Preiß & G. Reinmann (Hrsg.). Forschungsverbundprojekt SCoRe (S. 53-72. Münster: Waxmann Preiß, J. (2022). Forschendes Sehen – eine spezifische Umsetzungsform forschenden Lernens. In N. Groß, J. Preiß, D. Paul, A.K. Brase, & G. Reinmann (Hrsg.). Student Crowd Research. Videobasiertes Lernen durch Forschung zur Nachhaltigkeit (S. 91-107). Münster: Waxmann Reinmann, G. (2009). iTunes statt Hörsaal? Gedanken zur mündlichen Weitergabe von wissenschaftlichem Wissen. In N. Apostolopoulos, H. Hoffmann, V. Mansmann & A. Schwill (Hrsg.), E-Learning 2009 – Lernen im digitalen Zeitalter (S. 256–267). Münster: Waxmann. Reinmann, G. (2016). Designing academic teaching: Semantic distinctions and theo-retical impetus for problem-based and research-based learning. ZFHE 11, 5, 225-244. Reinmann, G., Vohle, F., Brase, A. K., Groß, N. & Jänsch, V. (2020). „Forschendes Sehen“. – Ein Konzept und seine Möglichkeiten. Impact Free Journal für freie Bildungswissenschaftler 26, 1–6. Vohle, F. (2016). Social Video Learning. Eine didaktische Zäsur. In A.-W. Scheer & C. Wahter (Hrsg.), Digitale Bildungslandschaften (S. 175-185). Saarbrücken: IMC.