When and how 360 degrees video enhance learning <\/p>\n\n\n\n
Keynote at „Media & Learning“ Congress at Leuven, Belgium on 5th of June 2019<\/p>\n\n\n\n
Abstract: <\/p>\n\n\n\n
Videos mediate between content and\ncontext (situating). Videos mediate between the presented object and the recipient\n(relevance and intuition). Videos mediate between inner and outer view\n(self-reflection). Videos form a projection screen for a communicative exchange.\nAnd the production of videos supports the construction of knowledge by means of\nabstraction and visualization. As a product, videos have a documentary function,\nwhich can also be the basis for an assessment in academic context. Videos have\na communicative function if, in the sense of a „social video\nlearning“ (Vohle 2016), the visualized content becomes the subject of\ndiscussion. But videos also appear as tools (in a narrower sense) for cognitive\nactivities in learning and research processes with different functions in\ndifferent phases; to explore an actual state, to collect data, to analyze data,\netc.<\/p>\n\n\n\n
In a broader sense, the tool\nfunction of video lies in the aim of organizing the learning und research\nprocess: to represent the previous process, to communicate on the process\nitself, and to publish (demonstrate) the results, etc.<\/p>\n\n\n\n
Due to the possibility of recording the\nenvironment in all directions and layers, 360-degree video technology substantially\nopens up new possibilities for the visualization of actions, the mediation of the\nspatial experience and the location of complex events. If the „origin of\nlearning processes are authentic problematic situations which due to their level\nof reality and relevance motivate learners to acquire new knowledge or new\nskills“[1]<\/a>\n(Mandl & Reinmann-Rothmeier, 1998, p. 198), then 360-degree videos, in\nterms of the Construct of Subjective Theories (Groeben et al., 1998), have an improved\nadaptation potential, compared to the fixed-frame video formats. 360-degree video\nallows for the users\u2019 individual acquirement of the (learning) spaces, based on\ntheir own knowledge and interests. And the documented exploration of the (learning)\nspaces within the 360-degree video is itself an artifact, concluded based on\nthe inter-individual behavior and reception patterns (Hebbel-Seeger &\nDiesch, 2019).<\/p>\n\n\n\n In view of the later reception\nenvironment (screen or HMD) as well as the intended learning objective, a 360-degree\nvideo production must be thought through more carefully than it is a case with \u201ctraditional\u201d\nfixed-frame-video formats. Here, the aspects of immersion play a role as well\nas the possibilities of individual manipulation of the image section and the corresponding\npossible field of view.<\/p>\n\n\n\n In this contribution the\npeculiarities of 360-degree video are shown, the general conditions for video production\nand reception are outlined and examples of use as a teaching medium, learning\ntool and communication opportunity are discussed.<\/p>\n\n\n\n References<\/strong><\/p>\n\n\n\n Groeben,\nN., Wahl, D., Schlee, J. & Scheele, B. (1988). Forschungsprogramm\nSubjektive Theorien. T\u00fcbingen: Hogrefe.<\/p>\n\n\n\n Hebbel-Seeger,\nA. & Diesch, A. (2019). Pattern while\nwatching 360\u00b0 videos. On the reception of immersive commercials. Athens\nJournal of Mass Media and Communications<\/em> 5, 1, 35-49.<\/p>\n\n\n\n Mandl, H. & Reinmann-Rothmeier, G. (1998). Auf dem\nWeg zu einer neuen Kultur des Lehrens und Lernens. In G. D\u00f6rr & K.L. J\u00fcngst\n(Hrsg.), Lernen mit Medien. Ergebnisse und Perspektiven zu medial\nvermittelten Lernprozessen <\/em>(S. 193-205). Weinheim: Juventa.<\/p>\n\n\n\n Vohle, F. (2016). Social Video Learning. Eine\ndidaktische Z\u00e4sur. In A.-W. Scheer & C. Wahter (Hrsg.), Digitale\nBildungslandschaften<\/em> (S. 175-185). Saarbr\u00fccken: IMC.
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