Put to Practice - Scenarios of Implementation

In which contexts are video productions useful for teaching?

Videos can be used to support teaching in several ways. Below you will find some application examples for educational videos:

  • "Trailer" for Your Lecture
  • Screencast (Screen Recording)
  • Animated Teaching Videos
  • eLecture (Recording of Your Course)
  • Students Create Videos (Media Literacy)

"Trailer" for Your Lecture

Lecturers of study programs with a high online share (e.g. Professional School) introduce themselves to their students in advance via a short video. Lecturers of study programs with a high online share (e.g. Professional School) introduce themselves to their students in advance via a short video. In this way, students get an impression of the lecturer before the course begins and receive initial organizational information on the course.

Screencast (Screen Recording)

You want to illustrate basic facts to your students with formulas and diagrams, demonstrate something such as the simulation software to be used in your course or access to the learning platform?

You can show all of this flexibly and independent from location on the screen. During the demonstration you can record your screen (sound & image) (screencast) and make these (explanatory) videos available to students as a tutorial. Many tutorials on software applications are based on this principle.

Animated Teaching Videos

Do you want to motivate your students to present their learning results in an innovative way and, at the same time, promote their media competence?

The use of animated teaching videos is particularly suitable for presenting product-related results. Further, this format can also be realised in group work. Such a process can be accompanied by the lecturer via Moodle, using learning materials (texts, quizzes, forums etc.).

Animated teaching videos already created at Leuphana University Lueneburg can be viewed on the learning platforms myPortfolio and Moodle. For further information, please contact Rosa Arnold, Digital Learning Specialist at the Leuphana Teaching Service.

eLecture (Recording of Your Course)

The use of video(s) for demonstration and learning purposes is only useful if they are embedded in a corresponding teaching-learning setting in a didactically meaningful way. The mere consumption of any content, especially of videos, usually instinctively tempts to passive behaviour. In order to make the most of the resources invested into the creation of instructuonal videos, lecturers are best advised to carefully plan all instructional learning content and embed it into a coherent overall structure by following an instructional design. Under (good) conditions, the creation of eLectures is recommended since they can be used in various scenarios such as blended learning (flipped classroom) or in fully virtual courses. Using the example of the Flipped Classroom, those teaching videos created can be made available for self-study. Said videos can then be watched by students in self-study, so that they can learn the course content (or certain parts of it) in preparation of the course's various sessions and, if applicable, for the exam.

Students Create Videos (Media Literacy)

Here, videos are not produced for, but by students (e.g. in the context of a course of study). Previous experience shows that videos can usually also be used in subsequent courses. Another positive effect is that video production as a learning scenario itself not only promotes media competence of students, but can also promote intra-disciplinary transfer since these videos can be made available to others, providing low-threshold access to certain topics.

An example of such a student video can be found here.

Didactic Support

Dipl.-Wi.-Ing. Rosa Arnold
Universitätsallee 1, C7.409
21335 Lüneburg
Fon +49.4131.677-1556