Educational media for early-stage idea development

What Was the Project About?
The project focused on the development and implementation of Reel Learning Videos (portrait format) to iteratively improve teaching in coaching sessions and the Makerspace. Through interviews and surveys, we identified the students› preferences for specific social media video formats. Based on these insights, five portrait-format video prototypes were created for Makerspace, Ideaspace, and Digital Makerspace. The positive response to these videos enabled us to develop a concept based on direct student-to-student communication. In the videos, students speak directly to the camera, and through editing and subtitles, the focus is kept on the essential content. This approach aims to actively foster peer-to-peer learning and encourage students to share their experiences with each other.

What Was the Motivation for This Project?
The motivation for the project was to develop a contemporary and engaging teaching method that aligns with the digital viewing habits of students. The goal was to create a scalable teaching format by combining personal coaching with multimedia content that could be used by our coaches and Makerspace managers to directly integrate peer-to-peer learning elements. Additionally, we aimed to reach a broad number of students and provide them with knowledge nuggets that would be useful when starting a project in the Makerspace or initial coaching sessions. On an emotional level, the project sought to show students how easy it is to be creative and start their own projects, giving them the confidence that this is achievable for them as well, true to our «You can do it» mindset.

The Concept and Implementation of Reel Learning Videos
The concept of Reel Learning Videos and their implementation into our teaching was carried out iteratively. The project integrated the development and piloting of multimedia educational content into the teaching process. Initially, 20 students were interviewed and the community was asked which of our social media video formats they preferred. Based on these insights, five simple portrait-format video prototypes were created for Makerspace, Ideaspace, and Digital Makerspace.

The first Makerspace video prototype went viral on TikTok with 298,000 views. This prototype, along with the other 14 prototypes, was discussed with students at the Student Project House. Due to the positive response to the popular Makerspace video prototypes, it was decided that Makerspace videos were the most suitable for testing the final format. Therefore, three more «Make» videos were created and shared through a campaign with the D-MAVT in the joint communities. Feedback in the form of likes, comments, and direct interactions with students in the space showed us that we had found our format.

Simultaneously, a topic plan for videos from the areas of Makerspace, Ideaspace, and Digital Makerspace was created. Together with the Innovation Catalysts and the Makerspace team at the Student Project House, over 25 video topics were identified, conceptualized, and approved for production. The 20 videos published so far are being used in our communication. In Ideaspace, they are used to bring students to a higher level of knowledge before their first coaching session. The content of the videos consists of short knowledge nuggets with titles like «Start with your passion,» «Iterative Cycle (The Project’s Heartbeat),» and «The Sweet Spot of Innovation.» These contents, which are usually conveyed in the first coaching sessions, are now directly accessible to students. The videos show students reflecting on their projects and sharing knowledge and experiences directly with their peers. Starting in HS24, coaches will use the complete Ideaspace video collection (approximately 22 videos) to provide direct examples to projects in specific cases. Thus, the videos will be integrated into existing coaching sessions and additionally spread to students who have not yet decided on a project via the Student Project House’s social media channels.

The Makerspace and Digital Makerspace videos aim to quickly show existing and potential users how easy it is to be creative and start a project. The videos not only convey the idea of how something can be made but also the feeling that it is easy and can be tried by anyone. The latest generation of videos («Make an Easter Bunny» and upcoming videos) will be offered to students in the space as well as online, along with building instructions.

So far, the result of their shoot has been a positive surprise for all students in front of the camera. It has been shown that they are more comfortable sharing their learnings when editing removes stutters, «uhs,» and similar delays. This editing process not only enhances the clarity and conciseness of the videos but also boosts the students› confidence in sharing their experiences and insights authentically and openly. The professional preparation of the videos thus significantly contributes to creating a pleasant and productive learning atmosphere where students can present their thoughts clearly and confidently.

In the coming days and weeks, additional videos will be published, bringing the total number of videos to 40 according to current plans. In the future, some videos will be replaced to keep the content up to date. Without the initial support from Innovedum, this process would never have started.

To What Extent Were the Project Goals Achieved?
The project goals were largely achieved. The following milestones were implemented as part of the project:

Objective 1: Development of a Student-Centered Production Plan

Key Result 1.1: Interview with 20 Students

Achievement: Interviews were conducted with 20 students to determine their preferences for video formats, topics, and channels. An important learning from these interviews was the need to choose diverse protagonists, not just SPH staff members.
Key Result 1.2: Transformation of Interview Results into a Multimedia Production Plan

Achievement: Based on the interview results, portrait-format video prototypes were developed, and a comprehensive topic plan was created. This process took more time than initially planned due to extensive contributions from coaches and teams from the Makerspace and Digital Makerspace. A session with a coach significantly influenced the video structure, with the ideal format including a «hook,» student reflections on their projects, and the generalization of learnings.
Objective 2: Production of Multimedia Content for Early Ideas with Far-Reaching Impact

Key Result 2.1: Creation of a First Multimedia Format and Learning from It

Achievement: 20 videos have been posted online, and the series is continuously expanded and improved. The project enabled us to overcome the initial effort for interviews, testing, and concept development and sustainably integrate the format into our processes.
Key Result 2.2: Production of 20 Multimedia Formats with a Minimum Total of 1,000 Views

Achievement: 20 videos were published, each averaging over 2,000 views in our community on Instagram.
Objective 3: Creating a Learning Opportunity for Other Lecturers

Key Result 3.1: Creation of a Report for Other Lecturers
In Progress: Concrete feedback on the latest videos is being collected once these are fully integrated into the coaching sessions and students have worked with them in HS24. The report will be created in both written and multimedia format and will include the students› insights.
Deviations and Unexpected Benefits:

Deviations: The conception phase took longer than originally planned. Getting protagonists to reflect and generalize their processes on camera proved to be challenging.
Unexpected Benefits: The viral success of the first Makerspace video prototype on TikTok with 298,000 views exceeded our expectations and confirmed the potential of the format. Additionally, editing out stutters and «uhs» made it easier for students to share their learnings, improving the quality and clarity of the videos and boosting the confidence of female protagonists in particular.
What Impact Did the Project Have on Student Learning and How Was This Investigated?

The feedback from students on the videos has been extremely positive. The videos were well received and promoted peer-to-peer learning. Students reported that the clearly structured and professionally edited videos made it easier for them to learn and initiate their own projects. These insights come from qualitative feedback sessions and interactions at the Student Project House.

How Can the Lessons Learned Be Transferred to Other Contexts and Larger Student Populations?

The insights gained can be transferred to other contexts and larger student populations by applying similar student-centered and multimedia teaching approaches. The structure of the videos – a strong start, reflection, and generalization of learnings – can serve as a model for other educational content. The positive feedback indicates that the peer-to-peer learning approach is effective and can be further expanded to reach and motivate even more students.

• Access the Reel Learning Database
• Video Making: Create and Publish Great Content