M&L Webinar: Recent findings from research on video & pedagogy
20
Video Pedagogy: Forms and Functions Blair Stevenson, PhD Oulu University of Applied Sciences, Finland
-
Upload
media-learning-conference -
Category
Education
-
view
263 -
download
1
Transcript of M&L Webinar: Recent findings from research on video & pedagogy
Video Pedagogy:Forms and Functions
Blair Stevenson, PhD
Oulu University of Applied Sciences, Finland
Video Pedagogy in Higher Education
What do we mean by video pedagogy?
- the production, consumption and integration
of videos by teachers and students in formal
education practices.
- need for a ‘pedagogical script’.
2
3
“I believe that the motion picture is
destined to revolutionize our educational
system…The education of the future will
be conducted through the medium of the
motion picture, a visualized education”.
4
“I believe that the motion picture is
destined to revolutionize our educational
system…The education of the future will
be conducted through the medium of the
motion picture, a visualized education”.
Thomas Edison, 1922 (translation by Eef Masson - Watch and Learn, 2012)
5
Video Pedagogy
1. Sources
Teacher-Generated
Student-Generated
External
2. Key processes
‘Fast’ production
Reflection
Assessment
Design of Pedagogical Script
6
Forms
Lecture Capture
Trigger Videos
Demonstration Videos
Stimulated Recall Videos
Project Videos
7
Lecture captureSynchronous and asynchronous viewing of
existing teaching activities (passive viewing)
8
Trigger Videos
Videos / Films produced with a pedagogical agenda (Sloper, 1984).
(Schwartz and Hartman, 2007) describe these types of videos as a
‘designed video’. 9
Demonstration Videos
• Modeling of practice (“how to”…video).
• Demonstrations superior in eliciting competent instructional implementation (Anderson, Frager, & Boling, 1982; Blomberg, Renkl, Sherin, Borko & Seidel, 2013).
10
Project Videos
Video productions as part and / or replacement of project
work and reflective journaling
11
Videos for Stimulated Recall
12
Edited videos of student practice with reflection for viewing by
teacher and / or peers.
Lyle, 2003 - Stimulated Recall: a Report on its Use in Naturalistic
Research
About video analysis…
Using video to analyze one’s own teaching
Tripp and Rich, 2012, 683
“the opportunity to discuss reflections with others is
an essential aspect of the reflection process”.
13
Concept example: video clubs
The influence of video clubs on teachers’
thinking and practice
van Es and Sherin, 2009, 3
“The video-club environment seems particularly well
suited to helping teachers learn to notice”.
14
Concept example: critical incidents
Using Critical Incidents to Promote and Assess
Reflective Thinking
Griffin, 2003, 210
“intent of the tool was to focus on the meaning of the
incidents rather than on the experience of them.”
15
However…
From the field of Computer Supported Collaborative Learning…
Stroebe, Diehl, & Abakoumkin, 1992
“Group members’ perceptions of their own performance and of group performance in computer-supported collaborative learning (CSCL) environments are generally unrealistically positive, resulting in an illusion of group productivity”.
16
And…
Kreijns, Kirschner, & Jochems, 2003
“Most CSCL still use text-based computer mediated
communication (email, chat and/or discussion
boards) which cannot easily convey visual nonverbal
cues”.
17
A challenge…
You are the product, not the customer.
18
Contact Information
Blair Stevenson, PhD
Oulu University of Applied Sciences, Finland
19
20
