1. Learning with shared Videos
Recent findings on usage, production and
publication of online videos and implications for
at-risk learners
Klaus Rummler
University of Bremen
London, 12 January 2012
London Metropolitan University
4. Framework „draufhaber.tv“
The online video community for young learners
● «Draufhaber»: he/she’s got it; having a dab hand at something
● Aimed at learners at the transition
from school to vocational education.
● Share resources, present skills & expertises,
● Shoot and edit videos:
● Show mastery of skills and crafting (performance videos),
● Explain them to others (instructional videos),
● Tools for video editing and annotating (create re-mixes).
5. Research question
What meaning do online video platforms like
YouTube and their archived, shared and user-
generated videos have for the formal and
informal learning of adolescents and especially
for at-risk learners?
6. At-Risk learners in Europe
● Consider at-risk learners as a lifestyle segment
characterised by passively facing risks and
actively risky behaviour
● Risk groups identified by PISA studies (= boys,
migration backgrouds)
● NEET & NET
(Not in Education, Employment or Training)
● Marginalised groups, digital divide, socio-
economic inequality, ...
7. Specific for At-Risk learners
Patterns of media usage – Opportunities for Media Education
8. Survey on online-videos
Bremen survey on usage, production and publication of online-videos
● Half standardised paper based questionnaire, 30 items
● n=249:
● Year 8: general public schools in Bremen (ISCED 2B)
Real-und Hauptschule, Gesamtschule, Oberschule
● Years 10, 12 & 13 public grammar schools in Bremen (ISCED 3A)
Gymnasien
● Embedded in workshops on video production
● Dimensions: video platforms, contents of videos, production of
videos, learning with videos, sharing of videos
9. Theories on learning with videos
● Observational learning (see Bruner)
● Learning by reflection and analysis
(e.g. Roy Pea)
● Learning by designing and teaching
(see Martin; Papert; Kafai)
● Collaborative learning, mobile learning, learning
in social and networked communities,...
11. Structure of the Results
● Reception
● Video platforms and preferred genres of platforms
● Video genres & learning activities
● Production & editing of videos
● How do adolescents take videos?
● What do adolescents film?
● Publication & sharing
● Where do adolescents publish?
● Explanations for non-usage.
12. Bloom's Revised Digital Taxonomy
2. Production
3. Sharing,
Commenting,
(Editing)
1. Reception
16. Preferred videos for learning - by genres (Part 1)
● Sports videos
●football, horse riding, dancing, fitness,
skating, martial arts, wakeboard, pen
spinning,...
● Making music
● piano, keyboard, guitarre, notations, lyrics,...
● Styling and fashion
● beauty, make-up, hair styles and styling,...
17. Preferred videos for learning - by genres (Part 2)
● Life practice (coping with everyday challenges)
● Documentations and magazines: similar to TV,
reality-formats
● Games / eSports: Walktrouths, “Glitches”,
Gameplay
● Computer: Tricks, Tutorials, Screencasts
● Cooking: Pizzatricks, cocktails, recipies
● Help videos: Knots videos, origami, magical tricks,
rolling cigarettes, doing a tie, doing shoe laces,
repair guides, ...
18. Preferred videos for learning - by genres (Part 3)
● Social learning:
● “that it's about trust, when you're in love“
● “that you can miss someone”
Compare with results on reception of soap operas:
Götz, M. (Hrsg.). (2002). Alles Seifenblasen? Die
Bedeutung von Daily Soaps im Alltag von
Jugendlichen. München: kopaed.
19. Preferred video genres for School learning
Results from our Survey
● Subjects: Biology, Physics, Economy, Politics,
English, Geography, Chemistry and Maths
● 62% of the pupils use videos to prepare for
exams, presentations and papers
● Subject-matters: photosynthesis, nitrogen
cycle, chromosomes, immunology, atom power,
...
20. Teachers encourage the use of videos for preparation
Theachers foster the bridging of Everyday-life and school
22. Publication and sharing of videos
● Publication of videos
● ca. 12 % (18 % boys; 14-19 years)
● YouTube, Facebook, SchülerVZ
● Notify each other about videos
● Activity wall on online networks
● Instant Messenger
● Email
● Offline _ Commonly looking at photos or
watching videos with friends or family
23. Non-Usage
● Juristical barriers, objections
● „This video is not available in your country“
● Technology
● Videos do not load
● Advertisements
● Too many (fuzzy) results
● Contants
● Disappointment about the content
● Fear about the content
● Fear about the comments & results apart from the video
