…From Research-Based Learning to Research-Based Seeing via Video
Talk on the 9th European Communication Conference on October 22nd at Aarhus/Denmark.
Abstract: Within the framework of a joint research project, funded by the Federal Ministry of Education and Research, Germany, we deal with the use of video technologies in the context of research-based learning in large groups by the example of sustainability. Based on Reimann’s (2016) model of academic teaching, which distinguishes three stages of research orientation with different levels of maturity, we develop and test the use of different video technologies on an individual, social, and organizational level in the sense of a design-based research approach.
One focus here is on 360-degree video, which, compared to fixed-frame formats, offers specific didactic options on all levels mentioned above, in that a (learning) space can be individually opened up in all directions and, when using appropriate devices, highly immersive access becomes possible (Hebbel-Seeger, 2018). Presence experience and transportation (Hofer, 2013) in the course of 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 again is causal for a research-based engagement with the subject in question. This aspect plays a special role, not at least in the field of sustainability that we have worked on as an example, since existential experience and emotional involvement are inherent in the subject matter.
When exploratory seeing is video-based, distanced and repeated viewing is possible. The manipulation of the video in terms of temporal progression (slowing down or speeding up) also opens up new possibilities for cognition, as does a change in the direction of playback. Cuts and filters promote an „exploding vision“ in order to discover new things. In the exchange with others, the use of 360° video allows interindividual approaches to be understood in the sense of „social video learning“ (Vohle, 2016) and different perspectives to be negotiated in the truest sense of the word.
In the proposed contribution we want to outline the concept of „exploratory viewing“ as a specific interpretation of the didactic model of exploratory learning based on concrete examples.
Hebbel-Seeger, A. (2018). 360-Video in Trainings- und Lernprozessen. In U. Dittler & C. Kreidl (Eds.), Hochschule der Zukunft – Beiträge zur zukunftsorientierten Gestaltung von Hochschulen (S. 265-290). Berlin, Heidelberg: Springer VS.
Hofer, M. (2013). Präsenzerleben und Transportation. In W. Schweiger, & A. Fahr (Eds.), Handbuch Medienwirkungsforschung (S. 279-293). Wiesbaden: Springer VS.
Reinmann, G. (2016). Gestaltung akademischer Lehre: semantische Klärungen und theoretische Impulse zwischen Problem- und Forschungsorientierung. ZFHE, Zeitschrift für Hochschulentwicklung 11, 5, 225-244.
Vohle, F. (2016). Social Video Learning. Eine didaktische Zäsur. In A.-W. Scheer & C. Wahter (Eds.), Digitale Bildungslandschaften (S. 175-185). Saarbrücken: IMC.