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as an E-Learning Pattern
Blessing & Ulrich Kortenkamp,
Pädagogische Hochschule Schwäbisch Gmünd
– in short: VCQs – are a teaching-learning-approach focussed
on the learner’s self-activity while information is collected
by searching the Internet, similar (but far from identical) to the well-established
concept of WebQuests.
Basically, a VCQ
consists of a video clip embedded into a web page and one or more tasks
that are related to the video. The central idea is to avoid the fundamental
terms of the subject dealt with. In other words, the task must be verbalised
in such a way that it cannot be completely understood without watching
the video – an approach that we call “mask the task”
in good fun. In order to perform the task, the learner has to watch
the video and look for a first cue as a starting point. Only with this
cue is it possible to completely understand the task and to go after
From a psychological
point of view, a VCQ confronts the learner with an insolvable task that
she wants to transfer into a solvable one. In such a situation, motivation
can evolve easily, which is one of the main driving forces of learning.
From a teacher’s
perspective, the main advantages of VCQs are that they allow great latitude
concerning the subject and the topic as well as the assessment; they
can be created very easily; they work with a multitude of learning platforms.
As first evaluation results show, learners rate VCQs as being highly
motivating. Thus, VCQs can be one effective element to sensibly integrate
the possibilities and advantages of the virtual world into teaching.
to program schedule