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’.

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“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”.

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“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)

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Video Pedagogy

1. Sources

Teacher-Generated

Student-Generated

External

2. Key processes

‘Fast’ production

Reflection

Assessment

Design of Pedagogical Script

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Forms

Lecture Capture

Trigger Videos

Demonstration Videos

Stimulated Recall Videos

Project Videos

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Lecture captureSynchronous and asynchronous viewing of

existing teaching activities (passive viewing)

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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).

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Project Videos

Video productions as part and / or replacement of project

work and reflective journaling

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Videos for Stimulated Recall

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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”.

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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”.

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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.”

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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”.

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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”.

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A challenge…

You are the product, not the customer.

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Contact Information

Blair Stevenson, PhD

Oulu University of Applied Sciences, Finland

blair.stevenson@oamk.fi

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