Video Clip Quests As An E Learning Pattern

VideoClipQuests
as an
E-Learning Pattern
Axel M. Blessing • Ulrich Kortenkamp
University of Education Schwäbisch Gmünd

Sunday, March 15, 2009

3 course meal

maybe like at the
Wurstküche tonight


© zora120875 / Pixelio © Heinrich Heermann / Pixelio © Andreas Liebhart / Pixelio

Introduction About VCQs Discussion

3 course meal

maybe like at the
Wurstküche tonight


Introduction

© United States Library of Congress

“To a man with a hammer
everything looks like a nail.”


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

Possible Problems
• not enough concepts
• concepts are too complicated


Consideration
• development of an expedient concept that
becomes accepted
• characteristics of that concept?


Expectations of
Teachers & Learners

starting point for VCQs


Expectations of
Teachers & Learners
• concept must be easy to use for both the teacher and the learner



Expectations of
Teachers & Learners

• it should not be restricted to a single subject or topic



Expectations of
Teachers & Learners


• it should support the learning management system of choice



Expectations of
Teachers & Learners



• there has to be a real beneﬁt, i.e. the learning process has to be
supported properly



Expectations of
Teachers & Learners



supported properly

• it should not replace traditional methods, but add to them



Expectations of
Teachers & Learners



supported properly


• there should be a way to share such material between colleagues



Expectations of
Teachers & Learners



supported properly


• there should be a way to share such material between colleagues

• it should use the possibilities of the computer beyond showing
text and images



About VCQs

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”


Creating a VCQ


Creating a VCQ
• video clip combined with assignment


Creating a VCQ
• assignment avoids vital terms


Creating a VCQ
• assignment cannot be answered without
watching the video


Creating a VCQ
• assignment cannot be answered without
watching the video

“mask the task”


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

Solving a VCQ
• two major tasks
• Rewording and Understanding
• Gathering Information and Solving



Fine Tune

Solving a VCQ



Fine Tune

Solving a VCQ

• read the “masked” task



Fine Tune

Solving a VCQ


• watch the video clip and extract the necessary cue



Fine Tune

Solving a VCQ



• rephrase the task



Fine Tune

Solving a VCQ







Fine Tune

Solving a VCQ





• ﬁnd the relevant information



Fine Tune

Solving a VCQ





• ﬁnd the relevant information

• formulate an answer



Example



Example

Titanic



Example

Titanic
Edward John Smith



Example

Titanic
Edward John Smith
Helen Melville Smith



Example

Titanic
Edward John Smith
Herman Melville



Example

Titanic
Edward John Smith
Herman Melville
Moby Dick



Theoretical Background


Motivation & Learning

Zimbardo, Philip G.: Psychologie. Berlin et al.: Springer, 1995 (6th ed.)

• VCQ is unsolvable without watching
the video


the video
• barrier evokes motivation:
transform unsolvable assignment into
solvable one


the video
• barrier evokes motivation:
transform unsolvable assignment into
solvable one
• students are “forced” to watch the
video


• motivation is related to fundamental
aspects of the learning process
• learning rate
• resistance to extinction
• etc.
• it can be assumed that VCQs facilitate
learning


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

“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.

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?”


• “The Adventures of Jasper Woodbury”


• video narration to present an authentic,
real world problem and to activate
thinking


• video narration to present an authentic,
real world problem and to activate
thinking
• learn new information in the context of
meaningful activities


Empirical Findings


Empirical Findings (A)
• university students
• Basics in Information Technology
• sensible handling of search engines
• n = 44


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

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

Empirical Findings (B)
• 9th grade students (Hauptschule)
• History, Third Reich, Holocaust
• n = 15


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

average mark
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


“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

Discussion
axel.blessing@ph-gmuend.de • ulrich.kortenkamp@ph-gmuend.de
University of Education Schwäbisch Gmünd • Oberbettringer Straße 200 • D-73525 Schwäbisch Gmünd

Video Clip Quests As An E Learning Pattern

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