TeachingPlus
The project Effective learning in pneumatics - the potential of explanatory videos in fault diagnosiswas acquired by Andrea Faath-Becker and Pia Schäfer as part of the LehrePlus call for proposals at RPTU, Kaiserslautern site. As part of the project, offers for students at RPTU are being developed along the lines of the complete action - a guiding principle of vocational training - on the subject of explanatory videos. Among other things, emphasis is placed on the design criteria of explanatory videos before the students create their own videos. Thematically, the offerings for students from the MV and EIT departments focus on pneumatics. For students from other areas of study, the focus is placed on the design criteria of explanatory videos so that, among other things, the didactic quality of existing videos (e.g. on YouTube) can be assessed. This is particularly useful when it comes to recommending high-quality explanatory videos. This is because not all explanatory videos that can be found online are actually suitable for supporting the learning of pupils or students.
The funding period of the project extends from October 2023 to September 2024. The implementation of the offers took place in the summer semester 2024.
Workshop offers
Have you ever wondered how you can judge the quality of explanatory videos on YouTube? Or have you ever had the idea of creating your own explainer video, but didn't want to be the protagonist in front of the camera yourself?
We dealt with these questions in the workshop on the topic of evaluating explanatory videos - developing explanatory videos, which took place in the SoSe 2024. First, we used selected videos to work out the practical objectives, areas of application and quality features of explainer videos. This was followed by an in-depth look at assessing the quality of existing explanatory videos (e.g. from YouTube). In addition, design features were discussed that need to be taken into account when planning (writing a script, considering voiceover text), implementing (deciding on a method: e.g. laying trick technique vs. screencast) and final editing of explanatory videos (image and sound quality, file size).
The aim of this three-hour workshop was to provide initial impetus for creating your own explanatory videos and evaluating existing explanatory videos.
The workshop on fault diagnosis in pneumatics highlighted the relevance of cognitive modeling for demonstrating complex action situations to learners. Using the cognitive apprenticeship approach, the various phases (with a focus on cognitive modeling, coaching, scaffolding/fading) of fault diagnosis in pneumatic systems were discussed in practice. The importance of explanatory videos and thus their possible applications for the cognitive modeling phase were demonstrated.