Talk on the 9th European Communication Conference on October 22nd at Aarhus/Denmark.

1. Andreas Hebbel-Seeger
ecrea 2022
9th European Communication Conference
Aarhus 19. – 22. October
A QUESTION OF PERSPECTIVE?!
From Research-based Learning to Research-based Seeing via Video

2. The „ScoRe“-Project (Studend Crowd Research)
2018-2022
Use of video technologies in the context of
research-based learning in online communities
by the example of sustainability
University of Bremen
University of Hamburg
Christian-Albrechts-University Kiel
Macromedia University of Applied Sciences
Ghostthinker Ltd.

3. Starting point:
„Research-based learning describes a didactic concept,
in which the individual phases of the research process
are an essential part of of student learning processes.“
(Gotzen et al., 2015)

4. Model of academic teaching
within a reasearch-oriented
approach
(Reinmann, 2016, p. 236)

5. 4-Phase-Model of
reasearch process
find plan
commu
nicate
Imple
ment
Set target
review
literature
narrow
topic
targeted
research
set research
design
set research
question
explain
results
present
results
synthesize
results
analyzing
phenomena
discuss
results
capture
phenomena

6. Going through all 4 research phases takes a long
time; usually too long for the usual semester…

7. Question:
Is it possible to actively involve students in only parts
of the research process and still give them
an understanding of the overall process?

8. And if so…
How can (video-)technologie help for this?

9. In general…
Audiovisual media in teaching/learning contexts
can "make routines from the everyday life
of the younger generation
usable for scientific content."
(Reinmann, 2009, p. 256)

10. In general…
Videos convey and situate
problem settings authentically.

11. In general…
The manipulation of the video in terms of temporal
progression (slowing down or speeding up) also opens up
new possibilities for cognition, as does a change in the
direction of playback and the option of repeated viewing.

12. In general…
Video production supports the
construction of knowledge
through abstraction and visualization

13. In general…
Individual video reception can be expanded
to a collaborative process through „Social Video Learning“.
(Vohle, 2016)

14. Within a research process…
videos become tools for cognition
• about the exploration of an actual state,
• the collection of data,
• the analysis of data,
• the reflection of data and
• the communication within the process
as well as of research findings.

15. Research-based
Learning
Use of video
technologies
• multi-perspective
• situated
• individual & collaborative
• Immersion & presence
• Research-oriented attitude
• epistemological understanding
• personal development
• development of research skills
Extended understandig because
complex issues are visualized
Promotion of communication,
reflection and motivation
New epistemic practices
Linking Research-based Learning and video
Requires knowledge and ability
in relation to media technology and media-specific communication

16. Not „just“ video:
An essential aspect of our project was the
exploration of different video formats and
technologies; especially in the distinguishing
of fix-frame- and 360°-video.

17. Real life
Fix-Frame-Video
360°-Video
Repeatability: no
Distance to research object: short
Procedure: real time
Perspective/Focus: self-determined
Augmentation: possible via technology
Repeatability: yes/equal
Distance to research object: long
Process: variable
Perspective/Focus: externally determined
Augmentation: possible in and on the medium
Repeatability: yes/different
Distance to research object: long;
medially shortenable
Process: variable
Perspective/Focus: determined by
others & self-determined
Augmentation: possible in and on the
medium

18. With the use of 360°-video a (learning) space
can be individually opened up in all directions and,
when using appropriate devices,
highly immersive access becomes possible.

19. Presence experience and transportation within the reception
of 360°-videos prepare the field for a phenomenological access
to a problem field as a starting point for the development of a
problem awareness, which is causal for a research-based
engagement with the subject in question.
(Hofer 2013)

20. This aspect plays a special role
(not at least in the field of sustainability
that we have worked on as an example),
since existential experience and emotional involvement
are key in the approach to a research subject.

21. In the exchange with others, the use of 360° video
allows interindividual approaches to be understood
in the sense of "social video learning"
and different perspectives to be negotiated
in the truest sense of the word.
(Hebbel-Seeger & Vohle, 2022)

22. In order to systematically integrate video technologies
into the research process, used and developed further
an online platform build by „Ghostthinker“.

26. 1 2 3 4
Individual
video production
Phases of research
Ideas video Showcase Reaction Planning Research Reseach history Dissemination
video from
external sources
media from
SCoRe-Sever

27. The use of video in the context of research-based learning
has such significant technical and didactic implications
that we call it “research-based viewing”.
(Reinmann et. al, 2020; Kopischke et al., 2022)

28. But…
reseach intended video use requires a lot of preconditions.
This is contrary to the intended "support function".

29. Summary
The use of video in the reception, production and
communication of society as a whole
is still subject to increasing trivialisation.
Nevertheless, scientific use in reception and production
is largely unknown and unpractised.

30. Outlook
The use of video in the aim of academic education - not
only in the context of research-based learning - must be
sharpened and made more visible to students than before.
The opportunities and possibilities are great!

31. Contact:
Prof. Dr. Andreas Hebbel-Seeger
Hochschule Macromedia, Campus Hamburg
Gertrudenstr. 3 | 20095 Hamburg
eMail: ahebbel-seeger@macromedia.de
Charts and Feedback:
http://speakerscore.it – Code: ZSVN
Thx for listening

32. References
Gotzen, S., Beyerlein, S. & Gels, A. (2015). Forschendes Lernen. https://www.th-
koeln.de/mam/downloads/deutsch/hochschule/profil/lehre/steckbrief_forschendes_lernen.pdf
Hebbel-Seeger, A. & Vohle, F. (2022). 360°-Video mit Social Video Learning – Forschungsperspektiven sichten und aushandeln. In
J. Windscheid & B. Gold (Hrsg.), 360°-Videos in der Hochschullehre. Ein interdisziplinärer Überblick (S. 145-163). Berlin,
Heidelberg: Springer.
Hofer, M. (2013). Präsenzerleben und Transportation. In W. Schweiger, & A. Fahr (Hrsg.), Handbuch Medienwirkungsforschung (S.
279-293). Wiesbaden: Springer VS.
Kopischke, A. & Baranovska-Bölter, M. & Hebbel-Seeger, A. (2022). Forschendes Sehen aus Perspektive der Videoproduktion. In A.
Brase, N. Groß, .J. Preiß & G. Reinmann (Hrsg.). Forschungsverbundprojekt SCoRe (S. 53-72. Münster: Waxmann
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Apostolopoulos, H. Hoffmann, V. Mansmann & A. Schwill (Hrsg.), E-Learning 2009 – Lernen im digitalen Zeitalter (S. 256–
267). Münster: Waxmann.
Reinmann, G. (2016). Designing academic teaching: Semantic distinctions and theo-retical impetus for problem-based and
research-based learning. ZFHE 11, 5, 225-244.
Reinmann, G., Vohle, F., Brase, A. K., Groß, N. & Jänsch, V. (2020). „Forschendes Sehen“. – Ein Konzept und seine Möglichkeiten.
Impact Free Journal für freie Bildungswissenschaftler 26, 1–6.
Vohle, F. (2016). Social Video Learning. Eine didaktische Zäsur. In A.-W. Scheer & C. Wahter (Hrsg.), Digitale Bildungslandschaften
(S. 175-185). Saarbrücken: IMC.