blair stevenson, oulu university of applied sciences, finland - video pedagogy:an overview
TRANSCRIPT
Video Pedagogy:An overview
Blair Stevenson PhD
with Janne Länsitie and Juha PousiSchool of Vocational Teacher Education
Oulu University of Applied Sciences, Finland
Overview
Video pedagogy
Definition
Categories
Pedagogical Scripts
Low Production
High production
Video Pedagogy
Past interpretations of the concept…
Specific to certain fields or focusing on the reflective aspect of the uses of videos.
Video Pedagogy
“theoretical framework for the use of video in the second-language classroom”. (Altman, 1990)
Video Pedagogy
“method of interaction and feedback…framework for shared reflection”. (Tochon, 2001, 15)
Video Pedagogy
“video teaching typology for teaching sociology”. Conjuncture, Testimony, Infographic, Pop Fiction, Propaganda, Detournement
(Andrist et al. 2014)
How we define it…
the practice of education through video.
Video use…other typologies
Affordances and video production stylestalking head, demonstration, green screen, etc.(Hansch et al, 2015)
Cognitive, Experiential, Affective and Skills (Koumi 2014)
Video Pedagogy in HE
How do we categorize videos in video pedagogy?
Typology for describing the pedagogical use of videos created and viewed by teachers and students in formal education practices.
Five categories of Video in HE
Teacher-Generated / Student-Generated Videos
Lecture Capture Demonstration Trigger Project Recall
Lecture captureSynchronous viewing
Lecture captureAsynchronous viewing of existing teaching activities (passive viewing) (e.g. use in xMOOCs)
Demonstration Videos• Modeling of practice (“how to”…video) / ‘instructional’.
• Demonstrations superior in eliciting competent instructional implementation (Anderson, Frager, & Boling, 1982; Blomberg, Renkl, Sherin, Borko & Seidel, 2013).
Trigger VideosVideos / Films produced with a pedagogical agenda (Sloper, 1984).
Schwartz and Hartman (2007) describe these types of videos as a ‘designed video’.
Project Videos
Video productions as part and / or replacement of project work and reflective journaling
Recall Videos 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
Videos in teacher education
“the opportunity to discuss reflections with others is an essential aspect of the reflection process”.
Using video to analyze one’s own teaching
Tripp and Rich, 2012, 683
Video clubs
“The video-club environment seems particularly well suited to helping teachers learn to notice”.
The influence of video clubs on teachers’ thinking and practice
van Es and Sherin, 2009, 3
Scripts
Past interpretations of the concept…
• as screenplays
• as programming
• for computer-supported collaborative learning (CSCL).
Scripts
“design of scripts is the crossroad of the educational sciences, psychology, and computer sciences”. (Hämäläinen 2008, 14)
Scripts
Within macro scripts, the main focus is not the task output, but the process. e.g. what happens during the interaction. (Tchounikine, 2008)
Scripts
What do we mean by pedagogical scripts?
Framework for describing how videos connect with expected learning outcomes.
Pedagogical Scripts for Educational Videos
• When are the videos to be used?(format)
• By whom? (target audience)
• Why? (intended learning outcomes)
Script: Lecture captureasynchronous viewing on an LMS by teacher education students
Script: Demonstrationviewing by teacher education students to show a teaching competence
Script: Project viewing by instructor to show competence
Script: Stimulated Recallviewed by practitioner and peer to reflect on practice
What can we do with pedagogicalscripts for educational videos?
As teaching structureTo support the production and use of videos
As research frameworkTo assess and contrast the expected and unintended uses of a video
Use them to test effectiveness of videos
Visualizations
Contact Information
School of Vocational Teacher Education
Oulu University of Applied Sciences
https://www.youtube.com/watch?v=aP-EF5jfr4o
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