Universiteit van AmsterdamGraduate School of Teaching
and Learning
DiViDU:Learning from Professional
Practice through Online Video
Anne-Martine Gielis
Universiteit van Amsterdam, The Netherlands
Copyright Anne-Martine Gielis 2007. This work is the intellectual property of the author. Permission is granted for this material to be
shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the
author. To disseminate otherwise or to republish requires written permission from the author.
Universiteit van AmsterdamGraduate School of Teaching
and Learning
ContentsContents
• Introduction of the online learning environment DiViDU
• Demonstration of learning tasks involving professional practice
• Screenshots from our videoportfolio
Universiteit van AmsterdamGraduate School of Teaching
and Learning
DiViDU; added valueDiViDU; added value
Key-learning activities are:
• Video registration – visualizes complex behavior – ‘tacit knowledge’ can be made explicit
• Systematic attention to – theoretical concepts of professionals– peer-learning – coaching in the working place
Universiteit van AmsterdamGraduate School of Teaching
and Learning
DiViDU learning environmentDiViDU learning environment• an internet application• contains
– (short) video-clips– task-based online assignments – combined with web-based resources like literature
• consists of– repository (video and metadata)– student’s section (carrying out learning tasks)– tutor’s section (creating learning tasks / coaching
and assessing students)
Universiteit van AmsterdamGraduate School of Teaching
and Learning
Premises during development -1Premises during development -1
• Developing video clips – showing day-to-day practice– to be submitted to the repository in a
simple manner– to be re-used by students and tutors
• A flexible choice of learning tasks• “Blended learning”
Universiteit van AmsterdamGraduate School of Teaching
and Learning
Premises during development -2Premises during development -2
• Social constructivist concepts of learning
• Cyclic learning processes• Competency-based education• Learning from “critical friends” • Simplifying the development and re-
use of learning tasks
Universiteit van AmsterdamGraduate School of Teaching
and Learning
Didactical modulesDidactical modules
• AnalysisLearning to analyze regular classroom situations
• ReflectionLearning to reflect on one’s own teaching behavior
in the classroom
• AssessmentLearning to assess one’s own teaching
competencies
Universiteit van AmsterdamGraduate School of Teaching
and Learning
Simulation: class acting out the Simulation: class acting out the menstrual cyclemenstrual cycle
Universiteit van AmsterdamGraduate School of Teaching
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Reflection Model (Korthagen et Reflection Model (Korthagen et al. 2002; Fortkamp 2002)al. 2002; Fortkamp 2002)
Universiteit van AmsterdamGraduate School of Teaching
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Reflection model in a DiViDU Reflection model in a DiViDU tasktask
Reflecting Developing alternatives Trying out
Universiteit van AmsterdamGraduate School of Teaching
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Reflection: viewing backReflection: viewing back
Motivation of the trainee
Questions about the uploaded video fragment
Universiteit van AmsterdamGraduate School of Teaching
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DiViDU reflection module (Feedback)DiViDU reflection module (Feedback)
Uploaded videoclips Trainee formulated a question for feedback
Universiteit van AmsterdamGraduate School of Teaching
and Learning
PossiblePossible actioactions by studentsns by students
• Virtual visit to a peer• Give feedback to peers• Support a fellow-student• Analyze feedback received from peers• Compare interpretations received from
peersPeers can take over an important part
of the role of the tutor.
Universiteit van AmsterdamGraduate School of Teaching
and Learning
Possibilities with student’s workPossibilities with student’s workThe student might • ask for more feedback (peers / experts)• use video clips (from personal online video
catalogue) in the assessment module to demonstrate his teaching competencies
The teacher might• use the students’ video clips to create a
module to demonstrate typical practical situations (only with permission)
• re-use or improve the assignments (online modules)
Universiteit van AmsterdamGraduate School of Teaching
and Learning
Screenshots from videoportfolioScreenshots from videoportfolio
• The previous slides contained information on reflection with video. On the following slides you can see some screenshots of a videoportfolio of a teacher trainee
1. The introduction page2. Example of a storyline on the pedagogical and
interpersonal teacher competency3. Looking back on the completed reflection
module: what have you learned from it.
Universiteit van AmsterdamGraduate School of Teaching
and Learning
Videoportfolio screenshot Videoportfolio screenshot introductionintroduction
Universiteit van AmsterdamGraduate School of Teaching
and Learning
Videoportfolio screenshot Videoportfolio screenshot storylinestoryline
Universiteit van AmsterdamGraduate School of Teaching
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Videoportfolio screenshot Videoportfolio screenshot Looking back on the Looking back on the reflection modulereflection module
Universiteit van AmsterdamGraduate School of Teaching
and Learning
ContactinformationContactinformation
• Information on poster, please contact presenter:Anne-Martine Gielis ([email protected])
• Information on access to the online learning environment, please contact Noterik Multimedia: – Rutger Bückmann ([email protected]) – www.noterik.nl V-learning V-class