Christian Niemczik, Mareike Bolten, Prof. Ingo Eilks, Prof. Verena Pietzner Eurovariety 2013 Chemical Experiments: Learning by Collaborative Video Creation
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Christian Niemczik, Mareike Bolten, Prof. Ingo Eilks, Prof. Verena Pietzner Eurovariety 2013
Chemical Experiments: Learning by Collaborative Video Creation
Agenda
1. Example: Learning Video
2. Objectives of the Course Module
3. Course Design: Collaborative Video Creation
4. Outcomes and possible effects
Agenda
1. Example: Learning Video
2. Objectives of the Course Module
3. Course Design: Collaborative Video Creation
4. Outcomes and possible effects
2. Objectives
How to create learning videosto document and present chemical experiments
To foster collaborative learning and social interactionStory board writing, recording and video production
Support deeper learning and better understanding
To experience a new learning designfor later adaption as chemistry teachers.
Agenda
1. Example: Learning Video
2. Objectives of the Course Module
3. Course Design: Collaborative Video Creation
4. Outcomes and possible effects
3. Course Design
1. Introduction and group building2-4 students per group
1. Story board writingPresentation, group discussion and review
3. Video recordingNormal camera and tripod
4. Video productionWindows Movie Maker (free)
5. Online test creationWith „Hot Potatoes“
6. Presentation and review
3. Course Design: Story Board Writing
3. Course Design: Video Recording
3. Course Design: Video Production
Agenda
1. Example: Learning Video
2. Objectives of the Course Module
3. Course Design: Collaborative Video Creation
4. Outcomes and possible effects
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.”
4. Outcomes and possible effects
Learning for the purpose of teaching motivates students - more than learning for a testBenware and Deci (1984)
Positive effects of anticipating and expecting to teach on the learners’ cognitive gainBargh and Schul (1980)
Constructivist and project-based approach (Harel & Papert, 1991) challenges the learner’s teaching and technological competencies
Christian [email protected]