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tating it in real time) and that attending it will have
benefits in terms of acoustic and visual quality (as
compared to the low-fidelity video), the less an atti-
tude of 'I can attend it later/at home' will arise.
4 SUMMARY & CONCLUSIONS
In this position paper, we outlined a simple way to
offer video recording of lectures with low technical
quality to students and enable them to use this as
supplementary learning material. Unlike most avail-
able systems, the approach aims at utilizing existing
platforms and interaction paradigms as much as
possible, namely the possibility to watch videos
online via e.g. YouTube, add comments, and rate
those comments. Instead of editing the videos exten-
sively prior to uploading, the idea is that the main
focus should be on content-related annotating, which
can to a large extend be achieved by the students. To
facilitate this, they should be enabled to already start
with annotating while attending the lecture.
Shortcomings due to limited annotation func-
tionalities or arguably low technical quality of the
video footage are acknowledged and accounted for
by explicitly stating that the videos are just an addi-
tional teaching supplement without the intention to
replace other material or even lecture attendance.
This proposal is based on our experience that the
attempt to compete with platforms that offer profes-
sionally produced video lectures might fail without
providing substantial additional resources regarding
technical as well as legal expertise. At the same
time, the imbalance in resources has been dealt with
for a long time in other areas of teaching at public
universities both by students and lecturers alike, who
usually compensate for it by individually providing
material with low technical quality and increased
participation of the student body. We tried to show
how the same principle might be applied to video
lectures. The intention is to encourage all involved
parties, lecturers and students as well as experts on
e-learning to further develop this idea.
ACKNOWLEDGEMENTS
We would like to thank the Zentraleinrichtung Wis-
senschaftliche Weiterbildung und Kooperation
(ZEWK) TU Berlin, whose courses and support
motivated this manuscript.
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