Presentation at 14th International Conference on Cognition and Exploratory Learning in Digital Age 2017, Portugal, Algavre

1. 19th October 2017 Markus Ebner
14th International Conference on
Cognition and Exploratory Learning in Digital Age
CELDA 2017
Vilamoura, Algarve, Portugal
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360 DEGREE VIDEOS WITHIN A CLIMBING MOOC (F086)
Gänsluckner M., Ebner M., Kamrat I. – Graz University of Technology

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Structure of the presentation
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Digital Media in Sports
The idea
Research Questions
Course Design
Didactical approach & Course Development
Research Design, Evaluation and Results

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Digital Media in Sports (1)
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opportunities?
pictures and videos are used to visualize or track movements
focus on learning videos
technology enhanced learning (TEL)
different projects exist
very few studies for computer based or blended learning courses in sports
discovered very early

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Digital Media in Sports (2)
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learning management systems
platform “sports-edu“ is used to support physical education
videos & content
manage user profiles
In combination with practical courses
following the concept of blended learning

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Idea
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exploring projects in mind: trends in TEL
create a field study
MOOC face-to-face teaching
360 degree videos support beginners in climbing
background

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Research Questions
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What are the advantages and
limitations of this learning scenario?
Is the use of 360 degree videos in sports
appropriate for the target group?
Is the concept of blended learning
using a MOOC suitable for sports?

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What is ?
Graz University of Technology University of Graz
MOOC platform
free online courses
published under Creative Commons (CC) licence

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Screenshot www.imoox.at (16 October 2017)

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Course Design
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Traditional climbing
indoor climbing halls practical basics
theoretical basicstime consuming
Climbing MOOC
use time more efficient
online course
teach beforehand
learn basics independently

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Climbing MOOC – Overall Course Design
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Blended Learning
combines online digital media with traditional classroom methods
MOOC
weekly topics
theoretical background
video of each participant
in the first lesson in the last lesson
practical lesson
apply learned techniques
apply learned procedures

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Course Design
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weekly course plan
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Week 1 Week 2 Week 3 Week 4 Week 5
Video 1:
Introduction
Video 4
materials science
360°
Video 7
Knots 360°
Video 8:
safety mechanisms
360°
Video 10:
Special climbing
technique
Video 12
lead climbing 360°
Video 2:
climbing techniques
360°
Video 3:
climbing techniques
360°
Video 5:
rope climbing
Video 6:
Partner safety
360°
Video 9:
safety rules
360°
Video 11:
Special climbing
techniques 360°
self-assessment self-assessment self-assessment self-assessment feedback

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Didactical approach
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360 degree video technology
capture engaging and immersive videos
self-assessment
practical lessions
everything is captured
interactively control everything more attention to the content
check own learning progress learn the content more precisely
multiple choice quizzes engage on a deeper level
theory in the MOOC ask course content during lessons

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Course Development
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Course Development
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Research Design
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sign-in suvery
give a reason analyze intentions
questions via the iMooX system
multiple-choice questions experiences made
360 degree videos computer-bases & blended learning
course and concept evaluation
explore the limits think about possibilities

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Evaluation
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survey
similar to MOOC evaluation Subjective impressions
practical lessons analyze recorded videos
interviews
experiences
usage (online content, video)
self-assessment
analyze practical lessons
Determine advantages/disadvantages
blended learning scenario
comparisons blended learning VS traditional

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Field Study
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social media promotion
March 2017
5 week MOOC
103 participants (overall)
8 participants (blended learning)

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Results – MOOC (1)
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Results – MOOC (2)
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Results – Blended Learning (1)
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“The videos and contents allowed me to acquire a basic knowledge for climbing and climbing
techniques. In the practical lessons we used those techniques in fun exercises, which helped me
to learn everything better and to improve my skills.“

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Results – Blended Learning (2)
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self-assessments
analyze their progress discuss experiences
evaluation of the recorded videos
interviews
evaluated positively very beneficial
learn content more precisely more motivation
discuss problems and advantages that encountered

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Results – Blended Learning (3)
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Blended learning scenario
very useful for climbing
reasonable concept
easier to follow practical lessons
motivates to watch videos more often
allows individual preparation

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Summary (1)
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well-suited concept for climbing
Technology enhanced learning
learn individually preferred learning speed
Save time in practical lessons
outsourcing theoretical basics

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Summary (2)
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“I am glad that we could learn the theoretical contents regarding security and
belaying more detailed at home. The course next to us covered the content
in very short time, I definitely would not fell very save in that course“
learn basics individually
capture everything with 360° videos
Blended Learning
new learning experiences
well prepared content needed

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http://www.imoox.at/
Educational Technology
https://elearningblog.tugraz.at/

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Literature
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Gänsluckner, M., Ebner, M., & Kamrat, I. (2017). 14th International Conference on
Cognition and Exploratory Learning in Digital Age (CELDA 2017) (pp. 43-50) (D. G.
Sampson, J. Spector, D. Ifenthaler, & P. Isaías, Eds.). IADIS Press. ISBN: 978-989-
8533-68-5
Gänsluckner, M. (Mai 2017). Ein MOOC zu Klettern mit Hilfe von 360 Grad
Videos. Diplomarbeit. Eingereicht an der Technische Universität Graz.