The classical lecture is still widely used in schools. Since knowledge transfer in the form of "one person speaks, the others listen (more or less)" has serious disadvantages, the question of how this teaching/learning setting could be given a contemporary "upgrade" in view of digitization and the current generation of students' high affinity for media does not only arise in "corona times".
In the course "Decision Making, Behavioral Finance & Risk Management" for the second semester of the Master's program in "Business Psychology" (WPM2), students no longer present selected aspects of these topics in a classic presentation, but produce video tutorials on the different contents independently in small groups of about four people.
As previous experience has shown, students experience this approach as a welcome change from conventional teaching methods, take up the tasks with a high degree of commitment and great enthusiasm for experimentation and are motivated to independently and creatively deal with the teaching content.
The fact that concrete requirements with regard to the creative implementation of the video tutorials are deliberately dispensed with has proved to be motivating - the only "hard" requirement is to limit the maximum length of the finished educational film to eight minutes. Due to this room for manoeuvre, students can give free rein to their creativity and integrate a wide variety of approaches (real film, animated film, PowerPoint presentations, prezis, ...). For the technical implementation of the video tutorials, the video editing program camtasia is usually used.
A positive effect is that the students only deal with the chosen problem in terms of content, but "incidentally" also acquire or expand their knowledge, skills and competences in numerous other areas (such as media use, project management, self-organisation, didactics or presentation techniques). Another aspect that should not be neglected is that the video tutorials created during the event can also be used in other scenarios: For example, it is conceivable to make selected educational films available to other students for the preparation or follow-up of thematically related courses or to use them in an "Inverted Classroom" approach for the targeted preparation for a corresponding classroom unit.
