Articles:Video Research in Classroom and Teacher Learning (Standardize That!)
From unthinkMedia
This article speak about the use of video analysis in the learning sciences, and how it is a social and collaborative process.
The issues that are raised surround the common question regarding the development of "standards" to help with collaboration and sharing. By developing standards video producers could create more meaningful and useful artifact that could be shared with others.
"Standards are, essentially, boundary objects that allow and promote sharing and development of knowledge across and within communities (Star, 2005). They include not only protocols, but also codes and categories for organizing, describing and accessing data. They include criteria by which data are accepted or rejected from archives."
Contents |
Why Standards
Standard facilitate:
- collaborative research
- effective use of resources, time and funding.
- improve the research experience for junior scholars.
Adhering to standards may increase that expense, however their is a positive return on investment.
Miller's Framework
This framework focuses on the importance of creating and using video cases that are “representative” and relate to both how video data is collected and how that data is used.
According to Miller it is important to collect and store video data in a comprehensive and systematic way.
the learning science research community include:
- students who learn from video
- those who use video in their teaching (professors)
- researchers who conduct analysis of video
- clip and edit from large video data sets to focus on certain data, or carry particular messages.
Schwartz and Hartman Framework
This framework focuses on setting standards for assisting teachers and researchers in producing “designed video” for instruction.
Assumptions:
- video is always embedded in a larger multimedia learning environment
- designed video and the designed multimedia context interact to help learners achieve particular learning goals
Schwartz and Hartman's Four basic categories of learning outcomes include: Seeing, Engagement, Doing and Saying.
Alibali and Nathan
Alibali and Nathan, which is grounded in the literature on embodied cognition, is an investigation of how a teacher uses gesture to ground her instructional speech.
what gestures teachers make while teaching and what functions gestures serve in the instructional process
As the case of video research illustrated in the Nathan and Alibali chapter indicates, today’s video technology permits researchers to easily collect usable classroom video footage from which clips can be selected and “produced” to serve varied (although not all) research and teaching interests.
Limitations:
- not clear what the available footage in such data sets represent
- not clear what the clips that are “cherry picked” by various researchers might sample
Questions:
- Does the footage altogether represent a case of this teacher’s normal teaching?
- Of middle school teaching in general? Is it a typical or exemplary case of a particularly pedagogical technique?
- Are the clips themselves a representative sample of what the video footage as a whole is supposed to represent?
Roth
Point of View: teacher, video producer, and researcher
This method sets standards for conducting research through reflective self-analysis.
- By video taping his teaching practice, he is able to take retrospective approach to self observation and detach any cognitive and emotional involvement, which could turn into bias at the time he is actually teaching. "...video enables him to view the teacher as an object of study that seems separate from 'the self.'"
- Taking an objective approach, Roth is able to allow other researches to engage in a process of socially constructing the analysis of his teaching and other classroom interactions.
Sherin
Assists teachers in videotaping their instruction practices. These videos are could be used for sharing and discussing with other teachers in “video club” meetings.
video club
during “video club” meeting teachers are able to reflectively analyze their teaching, treating themselves (and each other) as objects of study.
my 2 cents
This part reminded me of Bill Gates TED talk where he talks about this very same issue. The link bellow take you to the place on the talk that he brings up the lack of classroom instruction data.
http://www.youtube.com/watch?v=tsgvhP07BC8&feature=player_detailpage#t=934s
Mace, Hatch, and Iiyoshi
These ethnographers take the approach of technologists and producers.
"They have developed a set of online tools representing what teachers need in order to conveniently create case studies that are enriched by video of personal reflections and classroom footage, as well as by assessments, student work, curriculum materials, and other creative products derived from their classroom teaching."
Petrosino and Koehler
These researches focus on helping teachers to acquire technological literacy and instructional competencies in the process of learning to produce “anchor videos.”
This work "dispels the myth that teachers are too busy or unskilled or uninterested to produce at least some of their own instructional video."
issues
"Technology advances so rapidly that tools and skills acquired in training become quickly outdated."
Personal Note: Is this really still the case with iMovie? Feel like with a couple days of experimenting with a flipcam, laptop and iMovie you should be able to do a lot.
My Two Cents
I went to TEDxNYED last year, and this reminded me of this teacher.
Interesting Quotes
Standard categories, terms, formats, and classification systems are ubiquitous in all scientific fields, providing guidance for new researchers as well as promoting data sharing and collaboration within and across disciplines (Star, 2005)
Learning scientists … Are unpredictable creative cats Wear many different video hats Participate in diverse chats Work in myriad tools and formats. (Standardize that!) (pg. 309)
Reference
Derry, C. (2007). Video Research in Classroom and Teacher Learning.
