YouTube Annotations: Reflecting Interactive, Web based Hypervideos in Teacher Education PROCEEDINGS
Thomas Winkler, IMIS / University of Luebeck, Germany ; Martina Ide, Institute for Quality Development of Schools in Schleswig-Holstein, Germany ; Michael Herczeg, IMIS / University of Luebeck, Germany
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The aim of this paper is to discuss the pertinence of experience of hypertext structures regarding the development of perceptual patterns when using contemporary time based interactive media. Therefore we discuss first the idea of time based hypermedia and related works in arts and education. Then we describe the design and implementation of the pilot project WeHype, where hypervideos were created at school using YouTube Annotations. Then we focus on the transfer of the experiences at school into teacher education. Results of a comparative evaluation verify that they are more familiar with hypermedia spaces than their teachers. Furthermore the evaluation shows, that teachers as well as students think that the easy-to-use tool YouTube Annotations is suitable for understanding hyper-structures and leads to sustainable learning. This leads us to reflect about the importance of artistic approaches for understanding non-linear narrative structures using video. Finally we discuss why teaching with interactive time based hypermedia should be transferred into teacher education.
Winkler, T., Ide, M. & Herczeg, M. (2011). YouTube Annotations: Reflecting Interactive, Web based Hypervideos in Teacher Education. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 3517-3524). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 23, 2017 from https://www.learntechlib.org/p/36868/.
© 2011 AACE
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