Das fachliche Lernen stärken

Explanatory videos in the context of learning processes: An interdisciplinary interpretative interaction analysis of production and reflection processes

“…Even though the fundamental potential of explanatory videos is widely recognized in the discourse on the use of digital media and technologies, i.e., through their potential to motivate learners, reduce the volatility of knowledge or for multimodal knowledge transfer (Beautemps & Bresges, 2021Berthold, 2012;Dorgerloh & Wolf, 2020;Huwer et al 2019;Kommer et al, 2021;Krämer & Böhrs, 2016;Nitsche, 2020;Tenberg, 2021), however, in learning-process oriented didactic literature, it is frequently criticized that the production of explanatory videos harbors the risk of a lack of cognitive activation or passive consumption, an excessive focus on procedures and processes and 'questionable quality' in the production of explanatory videos (Korntreff & Prediger, 2022;Krauthausen, 2012;Schacht et al, 2019). For example, content-related errors, incorrect explanations, and a misleading use of language means -especially of epistemic language means (meaning language means that are necessary for understanding concepts and meanings, see Kuzu, 2023e) -could reinforce misconceptions (Korntreff & Prediger, 2022;Kulgemeyer, 2020aKulgemeyer, , 2020bKunsteller, 2022;Leiningen, 2020).…”

“…For example, content-related errors, incorrect explanations, and a misleading use of language means -especially of epistemic language means (meaning language means that are necessary for understanding concepts and meanings, see Kuzu, 2023e) -could reinforce misconceptions (Korntreff & Prediger, 2022;Kulgemeyer, 2020aKulgemeyer, , 2020bKunsteller, 2022;Leiningen, 2020). Six central design principles, with no claim to be exhaustive, can be reconstructed from the relevant (specialist) literature with regard to the production of viable explanatory videos (Bateman et al, 2021;Bateman & Schmidt-Borcherding, 2018;Krauthausen, 2012;Knoblauch, 2022;Kulgemeyer, 2020aKulgemeyer, , 2020bKulgemeyer, & Peters, 2016;Kulgemeyer & Wittwer, 2022;Kunsteller, 2021;Kuzu, 2023cKuzu, , 2024Römer & Nührenbörger, 2018;Schacht et al, 2019;Wolf, 2015):…”

“…'Natural differentiation' is understood as offering an inclusive and explorative learning environment with multiple access paths and processing options for all learners (in particular, the paths and depth of solutions, and the usage of tools and representations are 'opened') (Wittmann, 2021) 5. Creating transparency and clarifying the relevance of video production for learners: The production of explanatory videos can be meaningfully framed for learners, e.g., when videos are produced by older learners for younger learners (Schacht et al, 2019). This offers the advantage of making visible to learners why explanatory videos are produced and, in addition to motivational advantages, the changed context of creation also shows that learners sometimes make more efforts to explain more thoroughly or more precisely, as they try to put themselves in the position of the younger learner (Kuzu, 2023c(Kuzu, , 2024Schacht et al, 2019).…”

“…Not necessarily additional software needed, videos can be recorded directly with tablets; enhanced content comprehension; cross-grade and cross-school-type collaborations possible (Schacht et al 2019); explanatory videos as part of learning portfolios.…”