1. Christian Niemczik, Mareike Bolten, Prof. Ingo Eilks, Prof. Verena Pietzner Eurovariety 2013
Chemical Experiments: Learning
by Collaborative Video Creation

2. Agenda
1. Example: Learning Video
2. Objectives of the Course Module
3. Course Design: Collaborative Video Creation
4. Outcomes and possible effects

3. Agenda
1. Example: Learning Video
2. Objectives of the Course Module
3. Course Design: Collaborative Video Creation
4. Outcomes and possible effects

4. 2. Objectives
 How to create learning videos
to document and present chemical experiments
 To foster collaborative learning and social interaction
Story board writing, recording and video production
 Support deeper learning and better understanding
 To experience a new learning design
for later adaption as chemistry teachers.

5. Agenda
1. Example: Learning Video
2. Objectives of the Course Module
3. Course Design: Collaborative Video Creation
4. Outcomes and possible effects

6. 3. Course Design
1. Introduction and group building
2-4 students per group
1. Story board writing
Presentation, group discussion and review
3. Video recording
Normal camera and tripod
4. Video production
Windows Movie Maker (free)
5. Online test creation
With „Hot Potatoes“
6. Presentation and review

7. 3. Course Design: Story Board Writing

8. 3. Course Design: Video Recording

9. 3. Course Design: Video Production

10. Agenda
1. Example: Learning Video
2. Objectives of the Course Module
3. Course Design: Collaborative Video Creation
4. Outcomes and possible effects

11. 4. Outcomes and possible effects
 Course module is considered to enrich
the chemistry teacher education program
“I find learning videos very interesting, because you have
to understand the topic, you can be creative, you can
identify knowledge gaps and it is something different in a
too theory based study”.
 Benefit in learning on how to use chemical
experiments in the school environment
“Creating learning videos is interesting to investigate
misconceptions of pupils. Because they have to learn self
organized in order to explain, what they have learnt.”

12. 4. Outcomes and possible effects
 Learning for the purpose of teaching motivates
students - more than learning for a test
Benware and Deci (1984)
 Positive effects of anticipating and expecting to
teach on the learners’ cognitive gain
Bargh and Schul (1980)
 Constructivist and project-based approach (Harel &
Papert, 1991) challenges the learner’s teaching and
technological competencies

13. Christian Niemczik
niemczik@th-wildau.de