YouTube Annotations: Reflecting Interactive, Web based Hypervideos in Teacher Education

The aim of this paper is to discuss the pertinence of experience of hypertext structures regarding the development of perceptual patterns when using contemporary time based interactive media. Therefore we discuss first the idea of time based hypermedia and related works in arts and education. Then we describe the design and implementation of the pilot project WeHype , where hypervideos were created at school using YouTube Annotations. Then we focus on the transfer of the experiences at school into teacher education. Results of a comparative evaluation verify that, due to the fact that youngsters communicate and interact more in social nets, they are more familiar with hypermedia spaces than their teachers. Furthermore the evaluation shows, that teachers as well as students think that the easy-to-use tool YouTube Annotations is suitable for understanding hyper-structures and leads to sustainable learning. This leads us to reflect about the importance of artistic approaches for understanding non-linear narrative structures using video. Finally we discuss why teaching with interactive time based hypermedia should be transferred into teacher education.