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1. Background to the project

A strong heterogeneity of school students and inclusive learning settings place growing demands on the professional profile of teachers. In many teacher training courses, intensive preparation for these challenges is currently still a neglected activity. Rather, the principle of "learning by doing" seems to be common practice. As early as 2000, Mandl and Gerstenmaier pointed out a significant "gap between knowledge and action" in university education (Gerstenmaier & Mandl 2000, p. 1). In addition, Hof (2000) were able to show that teachers at the beginning of their careers tend to use intuitive knowledge and subjective theories as a basis for action rather than evidence-based and theoretically sound knowledge. However, the lack of practical relevance and the increased recourse to subjective theories and intuitive knowledge is counterproductive for preparing for today's everyday school life. In order to counter this problem appropriately, it is therefore important to rethink established university learning arrangements and to actively promote the further development of the content of teacher training courses. An essential element here is the (further) development of innovative teaching concepts as well as the establishment of new digital teaching and learning materials that meet the requirements of practical and sustainable training.

2. Problem statement

Teaching videos are a topic that is often discussed in this context and has already been studied in detail. Studies by Petko, Prasse and Reusser (2014) show that the use of videographed teaching sequences in university teacher training has a positive effect on the competence development of future teachers and can contribute to improving the quality of teaching. In addition, Gold, Förster and Holodynski (2013) were able to show that instructional videos are well suited for multidimensional analyses of differentiated teaching-learning processes. However, some researchers criticize that information is often lacking for a sufficient analysis of videographed teaching processes because these are outside the camera perspective. For an objective observation and an error-free analysis and evaluation of a situation, this seems to be problematic.

3. Objective

The aim of VideoLeB is to facilitate a strong transfer between theory and practice and to support and specifically train the development of professional competencies such as ana-lysis, observation and reflection competencies.

4. Solution

As part of the BMBF QUALITEACH project, the Erfurt School of Education (ESE) at the University of Erfurt and the Media and Communication Management Group at TU Ilmenau have developed the digital learning platform VideoLeB that provides students in teacher training courses with authentic insights into teaching practice. While traditional video learning platforms mostly rely on the use of focused, multi-perspective camera settings, authentic 360° instructional videos were created specifically for this platform in various Thuringian schools. Corresponding to a real class observation, this type of recording offers the possibility to freely select the observation perspective during video analysis and to change it during observation. In addition, the 360° videos can be viewed via a virtual reality headset, which gives users the impression that they are participating in the classroom in a "real" way. Referring to real class observation, we call this form of representation "digitale Hospitanz" (Windscheid et al., 2018).

First results from the project show that the use of 360° videos in comparison to classical video recordings leads to an increased feeling of "presence" among the recipients. What is seen is therefore perceived as "more real" than with a normal video. With regard to emotions and workload, however, no significant differences were found. The video platform has been used in teaching at the University of Erfurt since October 2017 and has been continuously improved and further developed since then.

5. Literature

· Gerstenmaier, J., & Mandl, H. (Hrsg.) (2000): Die Kluft zwischen Wissen und Handeln. Hogrefe. Göttingen.

· Gold, B., Förster, S. & Holodynski, M. (2013): Evaluation eines videobasierten Trainings­seminars zur Förderung der professionellen Wahrnehmung von Klassenfüh­rung im Grundschulunterricht. Zeitschrift für Pädagogische Psychologie, 27(3), 141-155.

· Hof, C. (2000): Subjektive Wissenstheorien als Grundlage des Unterrichtens: Ergeb­nisse einer Explorationsstudie. Zeitschrift für Erziehungswissenschaft, 3(4), 595-607. .

· Petko, D., Prasse, D. & Reusser, K. (2014): Online-Plattformen für die Arbeit mit Unter­richtsvideos: Eine Übersicht. In: Beiträge zur Lehrerinnen- und Lehrerbildung, 32(2), S.247-261. .

· Windscheid, J. Stoll, D., Sallat, S., Will, A. (2018): 360°-Videos als Lernmedium für Inklu­sion in der Lehrer_innenausbildung. Posterpräsentation im Rahmen des Pro­grammworkshop CHANcen GEstalten – Inklusionsorientierung in der Lehrerbildung als Impuls für Entwicklungsprozesse in Hochschulen. 19.02.2018, TU Dortmund


Prof. Dr. Andreas Will & Julian Windscheid, M.A.
Fachgebiet Medien- und Kommunikationsmanagement
Media and Communication Management Group
Department of Economic Sciences and Media