The Use of Hypervideo in Teacher Education Thomas Winkler 1 , Martina Ide 2 , Michael Herczeg 1 Institute for Multimedia and Interactive Systems, University of Luebeck, Germany 1 Institute for Quality Development of Schools in Schleswig-Holstein, Germany 2 winkler@imis.uni-luebeck.de 1 , martinaelisa.ide@gmail.com 2 , herczeg@imis.uni-luebeck.de 1 Abstract: This contribution describes the development and use of hypervid as part of five teacher training workshops for secondary (middle and high) school programs in Germany. The workshops provide a foundation for theoretical discussion and practical experiences to demonstrate how hypervideo systems like hypervid can become a new medium of complex knowledge construction: not lexically linear, but multi- and hypermedial. The workshops have been designed to teach pre- and in-service teachers to aid young people in constructing knowledge that is self-determined, socially interactive and rich in connotative implications. This use of new media is guided by systemic-constructivist pedagogy and curriculum development. The results of the study establish the feasibility of using hypervid in the classroom and the potential for participating teachers to extend learning culture with the use of contemporary media. Introduction In our rapidly changing society, changes in the culture of communication are significant. This is mainly due to progress in media and technology accompanied by changes in perception and behavior as a result of new communication and interaction processes. These have effects on an individual's socialization in general social- cultural structures. The novel aspect of these communication and interaction processes is characterized by the value of hypermedia structures in the representation of information, as well as of the construction of knowledge in web- based multimedia. Today, hypermedia structures are based not only on linking - information can also be searched according to semantic references (e.g. DBpedia 1 ). These semantic structures, which are also reflected in the search patterns of juvenile users, put the primacy of scripture and hierarchical order into question. Aesthetic processes emerge, which involve the differentiation of sensory perception and cultural behavior, because lexical thinking can no longer exclusively represent mental models of the world. Another major change is that hypermedia structures are characterized not only by searching and following links, but can also be created by users themselves by cross- linking content. This advent of productive participation takes place in an ongoing dialogue with others (Ide, 2012). The contemporary pedagogical theories on which the curricula in Germany are based, postulate that the target of educational work is the support of competence building by students themselves. Systemic-constructivist pedagogy (Kösel, 2003-2007; Arnold, 2011) calls this self-directed, assisted or situated learning. The purpose of the teacher is to create a learning space for students that motivates them to learn. Reciting information or providing facts should not be the focus of a teacher's work, but the establishment and manipulation of new environments in which teaching and learning can take place. These learning environments should pertain to the real world of the learner and initiate collaborative learning processes that lead to the internalization of individual problem-solving strategies. Therefore it is necessary that learning be a multidisciplinary process, connecting to the physical world of the young. The learner must be seen as part of a complex cyber-communication network. As such he is part of the Social Web and naturally takes part in the cross-linking of contexts. The knowledge of the participatory potential of Web 2.0 applications and new possibilities to create digitally enriched learning environments have newly shaped teachers' roles and this, in turn, newly defines requirements for teacher training. Learning processes should not only include the plurality of the senses of the learner and the pure use of interactive multimedia, but also socially productive activities like the uploading of multimedia and its imbedding into hyperstructures. In social platforms this activity among teenagers has reached remarkable heights in 1 DBpedia is a project aiming to extract structured content from the information created as part of the Wikipedia project. It allows users to query semantic relationships and properties associated with Wikipedia resources, including links to other relate datasets.