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Presentation at M&L webinar
Recent findings from research on video & pedagogy
7 May 2015, 3pm EST
Niels Brouwer
Radboud University Nijmegen, the Netherlands
User control in online teacher video
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Microteaching: Teach – reteach cycle
Digital video: a promising medium
Key to encouraging transfer between practice and theory in professional education
Unique features:
focus on interaction between learners, content of learning and teacher
concreteness entails subject / domain specificity
moving images invoke vicarious experienceand emotional response
repeated analysis from different perspectives possible without the need for immediate action
potential for connecting “thinking fast andslow” (Kahneman, 2011)
Visual Teacher Learning Model
CHANGE ENVIRONMENT
TEACHERS’ LEARNING ACTIVITIES
Entry
charact
eristics
Biogra-
phy
Goals
Ongoing
develop
ment of
teaching
compe-
tence &
profes-
sional
motivat-
ion
Interpretation - Examining
- Valueing
Feedback - Peer
- Self
- Learner
- Facilitator
Perception - Framing
- Self-viewing
- Other-viewing
Reflection
Enactment
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Changes in teacher behaviour
after Visual Teacher Learning
More initiative and activating role in the classroom:- acquiring / developing / sustaining basic teaching skills- talking less oneself <> eliciting learners to engage with and talk about lesson content resulting in more on-task learner behaviour- more open and probing questioning- stimulating higher-order thinking
Giving more and more focused feedback
(Re)acting more adaptively
Targeting and trying out effective teaching behaviours
Portable video tool kit >
task for student teachers
Study research findings about effective behaviours for teaching reading comprehension
Select personal goal(s) for student teaching from structured viewing guide
Film each others’ lessons during student teaching
Examine your video recordings, discuss selected fragments with each other and/or mentor
Edit fragments from personally relevant viewing point(s) from SVG as and insert them as caption(s)
Discuss clips during peerconsultation
Comparison between three pilot studies
Comparing proportions of criterion variables changing significantly and non-significantly over time shows interesting trends:
Experimental groups consistently achieved larger gains.
Control groups tended to stay on initial levels or even fall behind.
Online video platforms for teachers
“Teacher video” is booming,
offline as well as online
But what is there to be seen?
What are valid representations of teaching and learning?
And which practical benefits do teachers actually draw from these platforms?
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Some findings from user research
www.Leraar24.nl is an online platform seen by teachers as a medium with potential for professional development.
However, a gap is apparent between the promiseteachers see in Leraar24 and the practical benefit they draw from it.
Prevailing school conditions do not offer many opportunities for collaborative video analysis.
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Teachers’ pracTical concerns:
Can I do the same?? Do i want to??
Do i get information useful for lesson
planning??
Teacher video viewing, a theoretical framework:
guidelines for producing video of teaching and learning
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I. Genres and clip features> Show the interaction between learner(s), subject-matter content and teacher> Show different perspectives of different actors
II. Framing> Provide context information such as lesson plans, teaching materials and interviews with learners> Pay attention to teachers’ practical concerns: how to translate thought into action
III. What is portrayed as good teachingRefer to theory and/or empirical evidence about effective teaching
IV. Viewing situations and facilitation> Support teacher collaboration in blended learning settings> Provide viewing guides
Issues of video technology
Affordances
Mobile video applications
Annotation systems
Interface design
Tool use
Teacher production and editing of lesson clips
Using video in blended learning settings
Privacy
Offline or online?
Teachers’ and learners’ personal rights
Thank you for your attention
Dr. C.N. BrouwerGraduate School of Education
Radboud University Nijmegen
P.O. Box 9103
6500 HD Nijmegen
The Netherlands
Web:
http://scholar.google.nl/citations?user=3ilwW8gAAAAJ
https://www.researchgate.net/profile/Niels_Brouwer
http://radboud.academia.edu/NielsBrouwer
http://onderzoek.kennisnet.nl/onderzoeken-totaal/equippingteachersvisually
Email:
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