Systematization of Digital Video-Tutorials and the Process of their Adoption

Author(s):

Katrin Valentin(presenting / submitting)

Conference:

ECER 2016

Network:

06. Open Learning: Media, Environments and Cultures

Format:

Paper

Session Information

06 SES 12, Creation of Videos and their Adoption

Paper Session

Time:

2016-08-26

09:00-10:30

Room:

NM-Theatre M

Chair:

Stefan Iske

Contribution

Contemporary education has a need to explore new educational models (Erstad 2013). Digital video tutorials are a promising new development, which already occupy a large space in the social networks. A critical appreciation of this phenomenon under a social science perspective is pending.

The research of digital video tutorials is just in its beginnings (Rummler/Wolf 2011, Bitkom 2015, Wolf 2015a and b, Valentin 2015 and 2016). While in English-speaking countries rather the DIY culture is more prominent,(Murphy/ Phillips/ Pollock 2014, Kryjevskaja/ Bourdreaux/ Heins 2014) in Germany the action field is more likely to be viewed from the perspective of appropriation of actors. In this lecture, two aspects will be illuminated: A theoretical approach and an empirical.

Concerning the theoretical approach, the question “How can one describe the phenomenon digital video tutorials systematically?” will be pursued and answered by following phenomenological forms of description. Even more illuminating is a newly developed systematization along the aesthetic dimension of the tutorials. The constitutive feature of the compression can be used as a distinguishing factor in analogy to lyric forms (Knörrich 1999).

Moreover, in a qualitative research project, the process of adoption (Deinet 2014, Geimer 2011) of video tutorials has been explored empirically. The guiding question was here: “What makes the recipient of digital video tutorials?” The meta-theory of the dynamic-transactional approach provides a good basis to successfully research such processes empirically. It is assumed that not one single factor (e.g. tutorial) acts and another one (e.g. the learning subject) is affected, but that a process of simultaneous influences on both (or more) sides are to be regarded as the result (Früh 2008 S. 182). However, it is argued that the dynamic transactional approach comes from the communication theory and media studies’ perspective. If one wants to explore the potentials of the phenomenon video tutorials from a media-pedagogical perspective, it is necessary to reflect the role of the recipient.

The results can be used as basic research for application research, which ist considered in US contexts for example.

Method

The results to be presented rely on two studies: On the one hand, an empirical exploration of 1004 German video tutorials has been made. All data have been reviewed and analyzed down to observable characteristics, of which the following have been considered: author, the nature and content of the videos, technical- and production characteristics as well as the embedding in a web page. On the other hand 14, exploratory semi-structured interviews were conducted with people aged 15 to 64 years. In preparing the theoretical sampling, the following characteristics were taken into account: frequency of use of digital video tutorials, age, place of residence and the level of education. Both studies were conducted in 2015 at the University of Erlangen-Nürnberg.

Expected Outcomes

The systematization of tutorials produces valuable distinctions: There are digital video tutorials in the form of personal matter tutorials, subject matter tutorials, trickfilm tutorials and screencast tutorials. The different species spawn both different forms of production and reception conversations. Along the characteristic compression, they can also be distinguished in ballads, glosses, epigrams and other forms. The recipients’ point of view shows what they make of this phenomenon: they use tutorials as operating instructions for life, build them in interaction with commercial actors to a marketplace, expand it to their social network and make it their amusement. Furthermore, strategies could be identified that are helping the user to deal with the low control of the field of action. To obtain orientation for subjective assessment of the seriousness of tutorials, they relate on the one hand to the platforms (likes, views and comments). Secondly, they make judgments about the authenticity, which they attribute to the authors of the tutorials.

References

Bitkom (2015): Presseinformation: Mehr als jeder Dritte schaut Video-Anleitungen im Internet. Quelle: http://www.bitkom.org/files/documents/BITKOM-Presseinfo_Video_Tutorials_16_06_2015.pdf (zuletzt aufgerufen am 25.6.2015). Deinet, Ulrich (2014): Vom Aneignungskonzept zur Activity Theory. Transfer des tätigkeitsorientierten Aneignungskonzepts der kulturhistorischen Schule auf heutige Lebenswelten von Kindern und Jugendlichen. Socialnet Verlag. Erstad, Ola (2013): Digital learning lives. Trajectories, literalies, and schooling. New York: Lang. Früh, Werner (2008): Dynamisch-transaktionaler Ansatz. In: Sander, Uwe/ von Gross, Friedericke/ Hugger, Kai-Uwe: Handbuch Medienpädagogik. Wiesbaden: VS Verlag für Sozialwissenschaften, S. 179-184. Geimer, Alexander (2011): Das Konzept der Aneignung in der qualitativen Rezeptionsforschung. Eine wissenssoziologische Präzisierung im Anschluss an die und in Abgrenzung von den Cultural Studies. Zeitschrift für Soziologie, JG. 40, Heft 4, August 2011, S. 191-207. Knörrich, Otto (1992): Lexikon lyrischer Formen. Stuttgart: Alfred Kröner Verlag. Kryjevskaja, Mila; Bourdreaux, Andrew; Heins, Dustin (2014): Assessing the flexibility of research-based instructional strategies: Implementing of tutorials in introductory physics in the lecture environment. In: American Journal of Physics, 82, S. 238. Murphy, Michael/ Phillips David, J./ Pollock, Karin (2014): Doing It in the Cloud: Google, Apple, and the Shaping of DIY Culture. In: Ratto, Matt/ Boler, Megan: DIY Citizenship. Cambridge, Massachusetts, The MIT Press, S. 249-257. Rummler, Klaus/ Wolf, Karsten D. (2011): Mobile Learning with Videos in Online Communities: The example of draufhaber.tv. In: Medienpädagogik. Zeitschrift für Theorie und Praxis der Medienbildung. Themenheft Nr. 19: Mobile Learning in Widening Contexts: Concepts and Cases. Valentin, Katrin (Hrsg.) (2015): Empirische Exploration nichtkommerzieller Video-Tutorials im Internet. Dokumentation eines Studentischen Forschungsprojektes. Nürnberg, Download unter: http://katrin-valentin.de/wp-content/uploads/2015/04/Doku-Tutorials.pdf (zuletzt aufgerufen am 8.5.2015). Valentin, Katrin (2016): Digitale Video-Tutorials. Eine erziehungswissenschaftliche Annäherung an ihre Phänomenologie und Rezeption. (bisher unveröffentlichtes Manuskript) Wolf, Karsten D. (2015a): Bildungspotenziale von Erklärvideos und Tutorials auf YouTube: Audio-Visuelle Enzyklopädie, adressatengerechtes Bildungsfernsehen, Lehr-Lern-Strategie oder partizipative Peer Education? In: merz 1 (59), S. 30-36. Wolf, Karsten D. (2015b): Video-Tutorials und Erklärvideos als Gegenstand, Methode und Ziel der Medien- und Filmbildung. In: Hartung, Anja/ Ballhausen, Thomas/ Trültzsch-Wijnen, Christine/ Barberi, Alessandro/ Kaiser-Müller, Katharina (Hrsg.): Filmbildung im Wandel. Wien: New Academic Press (Mediale Impulse 2), bisher unveröffentlichtes Manuskript.

Author Information

Katrin Valentin (presenting / submitting)

University of Erlangen-Nuernberg

Education

Fürth

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