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liveSciences³ Explanatory Videos
Diversifying learning and develop digital learning material and formats was part of the liveSciences³ agenda.
"For every type of information, I believe that videos are the way we communicate right now" Shama, former student of the University of Göttingen.
Videos are powerful: diversity-sensitive, high-quality and low-barrier audiovisual materials facilitate learning and support teaching.
The enrichment of the curricula with digital and transnational learning opportunities was the one of three liveSciences³ project objectives. Digital and digitally-supported learning opportunities allowed to establish new learning and teaching formats and close collaboration with international partner universities.
Explanatory videos can be structured into a variety of different subtypes ranging from screencasts of slides or software to fully edited documentary-style videos. They are often used as a link to practice to show knowledge in its application. The audiovisual format has the potential to put the viewers into a specific situation, enabling them to perceive it with their own eyes. Edited videos feature an appealing way of presentation, speaking to the viewer on different perception channels (seeing, listening, feeling). Thus, the information can be designed in a way to be processed easily and effectively.
Within liveSciences³ explanatory videos were developed to offer more diverse and flexible learning opportunities. The videos were used to implement inverted classroom scenarios and allow students to better prepare for practical courses and shift periods of active engagement, interaction and exchange to the lecture hall, laboratory and excursion site. Furthermore, many videos were developed in close collaboration with international partner universities, thus enriching the curricula with life science content across disciplines and continents as well international perspectives.
The Joint production of learning material such as videos was an valuable activity to build and expand the Life Science network – strengthening academic collaboration among lecturers and teaching staff. This was important to allow close insights in the curricula and study programmes across the partner universities. It allowed to make use of specializations within the network, supplement content together with international colleagues and built trust for recognition.
Evolutionary Ecology (M.Biodiv.441)
Practical instructions for sampling soil animals, extracting them from soil, and preparing them for further examination.
- Sampling instructions
- How do we separate soil animals from organic matter? − The Kempson extraction
- How to store soil animal samples long-term
This video is used within an inverted classroom teaching concept.
This video by María Alejandra Maglianesi of the Costa Rican Institute of Technology (TEC) is titled The Circular Flow of Life.
The aim of the video is to generate teaching material on biodiversity for courses of the Forestry Engineering Program with an emphasis on Conservation and Restoration of Forest Ecosystems. As well as to inform the non-academic audience, students and society in general, about the motivation and importance of preserving ecosystems and the need to rethink our relationship with nature.
Explanatory video by Sead Vojnikovic (University of Sarajevo)
This short extract from a just developing explanatory video is by Sead Vojnikovic of the University of Sarajevo, Bosnia Herzegovina (UNSA), filmed by the video team of the SUB, University of Göttingen. It is about one of the last virgin forests in Europe, “Ravna vala”, not far from the capital of Sarajevo. Students can get an insight into the ecological characteristics of the appropriate forest. It can be used in different courses to get an impression of an unmanaged, virgin forest.
- Good way of illustration;
- Variety to the other teaching formats;
- Consideration of different learning types;
- Time- and location-independent, self-determined learning.
- Time-consuming during production (especially for content that can be used beyond a specific course);
- Usage should be considered directly from the beginning of the conception phase;
- Integration into overall concept of a course;
- Always linked to a task or question.
Prof. Dr. Hiltraud Casper-Hehne
Head of project
Dr. Anne Sennhenn
Telefon: +49 (0)551 39 21294