VIDEOPAPERSINPROFESSIONALASSESSMENTAND

1、VIDEOPAPERS IN PROFESSIONAL ASSESSMENT AND LEARNING IN INITIAL TEACHER EDUCATIONElisabeth Lazarus and Federica OliveroGraduate School of EducationUniversity of Bristolelisabeth.fede.19/01/07THE PLAN:13.30 13.45Introduction. Videopapers and the project13.45 14.10Reading a videopaper14.10 14.45Discuss

2、ion and Findings14.50 15.15Creating a videopaper15.15 15.30Question time19/01/07WHY “VIDEOPAPERS” WHAT IS DIFFERENT AND WHAT IS NEW?The following approaches are already well established: Use of video in teacher education (e.g. Sherin 2003) Linking observations of more or less experienced teachers or

3、 trainees (real or virtual), with personal practice and experiences Drawing on practitioner-orientated and research-based literature to underpin personal practice19/01/07TEACHER EDUCATION AND CONTINUING PROFESSIONAL DEVELOPMENT:TWO TRADITIONS To provide scholarly and theoretical foundations for effe

4、ctive pedagogy To support practitioners to value their classroom experiences and use those experiences as a “text to study and analyse in order to better understand their craftsTeaching practiceAcademic research19/01/07Specialised terminologyPropositions and prescriptionsStream of wordsPractitioners

5、 DiscourseAcademic DiscourseLanguage of the classroomSights, sounds and interactive features of the classroomVisual, oral and physical cuesLacks the vitality and engagement of the classroom May provide little opportunity to explore broad themes that inspire intellectual growth ?19/01/07digital video

6、 embedded within a videopaper, in contrast, captures, preserves, and represents events in ways that connect with the world of the practitioner, a world where different forms of knowledge are continually being juxtaposed.videopapers offer opportunities for integrating educational theory and academic

7、research with the excitement of classroom practicevideopapers contain the intrinsic features that belong to teachers discourse The dominant technology used to gain access to research is predominantly 19/01/07to disseminate researchNemirovsky et al. 2001Olivero et al. 2004 Use of videopapersto share

8、practice with othersBeardsley et al. (in press)Nemirovsky et al. 2005 as a tool for self-reflection and assessment Lazarus and Olivero Smith and Krumsvik ongoing19/01/07WHAT IS A VIDEOPAPER?Developed as part of the Bridging Research and Practice project at TERC (Boston, MA) to create an ()The projec

9、t conjectured that teachers, researchers and other communities interested in education could use videopapers to make their in actual events, more insightful, and more resistant to oversimplifications.Videopapers are multimedia documents that , such as text, video and images, in one single non linear

10、 cohesive document.19/01/07Slides synchronised with the videoVideo synchronised with the textPlay buttons synchronising text to videoHyperlinks to other pages in the videopaper or to external sourcesNavigation menu/toolsTextClosed captions19/01/07THE PROJECT- AIMS, PARTICIPANTS AND METHODOLOGIES To

11、pilot the use of videopapers as a reflective learning tool for PGCE students and its advantages/disadvantages over more conventional use of videos, observation tasks and assignments. 14 volunteer MFL PGCE students with varied background in terms of qualifications (BA, MA, PhD); experience of teachin

12、g; experience of use of technology; native and non-native speakers of the language(s) they were teaching (German, French & Spanish). Videopaper used as an alternative assignment Workshops, observations, interviews, completed videopapers.19/01/07READING A VIDEOPAPER What are your first impression

13、s about this videopaper regarding structure, appearance and content? What do you like about it? What do you not like? Compare with other videos you have seen. How did you go about reading the videopaper? (Where did you start? Did you read the text? Did you watch the video? In what order did you read

14、 the videopaper?) Compare with the reading of traditional papers. What would you say are the main potentialities of videopapers? Which contexts you would see the use of videopapers?19/01/07SOME FINDINGS The process of reading a videopaperCreating an a videopaper The relationship between video and te

15、xtThe relationship between creating a videopaper and writing an essay Students perception of videopapers as a tool to support self reflectionPractical issues19/01/071. Reading a videopaper “youre not going to get the most out of it unless youre using an optimum sequence but weve had to work out what

16、 the sequence actually is.” Catrin “it would have been helpful to have had a transcript or some subtitleswhen you come to this from the start youve got to orientate yourself visually and orally.” Brid “I was very interested and I thought oh yes, I want to have a look at this and see what its all abo

17、ut. I wasnt as intimidated as I would be if Id approached a huge thick tome” Liz “simple and approachable but sometimes a bit confusing” Patricia “ the idea of having choice is wonderful. But then it can also confuse. And we were trying to pick our way through. And yeah there are different ways of r

18、eading, but youve got to navigate yourself and it took us a while to actually work out what might be the optimum route.” Laura19/01/071. What about the reader? “actually approaching this make me think about how conditioned we are as a reader to start from a certain place. Although we did concede tha

19、t you often flick forwards to the conclusion after youve looked at the introduction (in a conventional paper)” Liz “if you think of websites and stuff you dont really do that (read in a linear fashion). And thats the same idea, like lots of information. And you dont go A to Z on a website, you look

20、through the things that youre interested in.” Catherine “you could have a preferred reading which is what you would like the reader to do, but then you leave freedom to the reader as well to follow another path.” Aurelien Does the reader becomes a participant who can control what and how the text/vi

21、deo is read/watched?19/01/072. Creating a video paper Selecting clips “I had a plan in my head already. I saw the video and I had the plan for my videopaper in my head. The lesson, the issueswell the mistakes I madeand the issues I wanted to focus on. So it was very easy and it was kid of almost chr

22、onological.” Catherine “I almost did a kind of little lesson. My video is almost a sum up of the lesson. There was the objectives, the main activities, then the plenary.” Aurelien “But I thought I was quite hardcos we couldnt have that much video in(one activity) caused chaos and I did not want to p

23、ut that in, not because I didnt want to show that Id made mistakes but because it was just so messy it would have taken up lots of time in the footage” Laura19/01/073. Relationship between text and video “I think thats (limiting the focus) maybe a better waybecause then you can go deeper into the is

24、sues and we can pinpointyou can show bits of video that go towards that and not show random bits like” Brid “but the video ought to supplement the text really. Is the text the most important? Can we make a value judgements?” Liz “using the text to analyse whats going on, rather than describing exact

25、ly what youre going to see in the video anyway. Otherwise its a bit pointless having it there.” Liz “(the text is) an other dimension of (the video clip) in a sense.” Christine “Some clips are too short to really get a sense of the class sort of feels like its just for the sake of it, seeing a class

26、room with students in it, and they dont really get that continuation feeling.” Catherine19/01/073. Relationship between video and text “The thing I really love about videopaper is that you dont have to explain with words what was going on its all on the video.” Aurelien “Yeah and you wont get the co

27、mments of the people who assess it and saying no youre telling the story. Cos you always get that dont tell the story, you know, analyse it.” Patricia” “But then I suppose you might see something different to someone else, because you were teaching and somebody else who wasnt teaching might pick up

28、something else I dont know - Catherine19/01/074. Videopaper vs essay - Language and genre “I dont see why you should make it less academic because its a videopaper. When you read academic like people take it seriouslyI do think that there are a lot of people who willor would take it less seriously.

29、And I think it takes away some of what youve put in if youre dumbing down all the language just because it is a videopaper.“ Catherine - “Not the kind of language but the amount of language.” Liz “So you were more discursive? Yeah, just because you know that maybe a few people are gonna read it and

30、it will be read again so you dont want it to be all just theory, you want them to see well, I did this and you know there are gonna be other teachers and they are like: Oh that was a good idea.” Brid19/01/074. Videopaper vs essay - “seeing” and realism “You could actually see what you were talking a

31、bout whereas if you were writing an essay, its quite hard, you know, you have to try and visualise the lessonsand it was great to take a break from typing and just have a look at the clip and you would watch it and think about this is what Im gonna say.” Brid “In a videopaper you have much more free

32、dom which can be very positive or negative if the reader feels like, um, not getting enough out of it because he doesnt think on his own.” Christine “If you compare it to a normal essay it gives you a realistic dimension because it is not abstract any more; youre not talking about behaviour manageme

33、nt, big theories, here you have the reality, practice, its not just writing but connecting theories to the practice and the other way.” Liz19/01/07FindingsIterative learning possibilities “I think that if you maybe do two, three or four of them and then you would compare them you could see maybe if

34、youve improved or if things changed, if maybe because youre in a different environment, in a different school, at a different time with a different class maybe you see oh my God I managed so well with this group and if you look back at one example of a lesson we did and then you see that you actuall

35、y lost some of the strategies and you found like; oh Im not doing this anymore or maybe you say I left this behind because now Ive seen thats its not that useful or anything. So you would maybe go back and see how you changed so.” Christine5. Reflective practice - Iterative process?19/01/076. Practi

36、cal issues Workshops, mutual and individual support seen as essential by all participants Federicas expertise was invaluableGroup 1 used VideoPaper Builder 2; Group 2 used VideoPaper Builder 3 - free software, easy to install some of the students installed it at home as well; clips edited with iMovi

37、e or windows movie makerVpB3 is much easier to use 2nd group experienced fewer problems and time was used more effectivelyWho makes the video recording? Experience? (camera position, use of locking devices etc) - influenced the final qualityIn one case school made analogue recording of student and c

38、ontingency measures were needed 19/01/07Some general comments Less experienced ICT users spent longer on film editing and building their videopaper very proud of their achievement but in comparison produced text of a much more superficial nature. Video dominates.Wanted to enlarge slide section and s

39、ize of videoQuality of sound recordings variableTranscriptions and subtitles could have been helpful19/01/07SUMMARY OF FINDINGSWhat to say and what not to say Can the video speak by itself? Can the text be read on its own?What do you see in a video? Role of evidenceBeing able to see as opposed to ha

40、ving to visualiseFreedom in writing a videopaper What genreVideopapers allow for multiple perspectives19/01/07CREATING A VIDEOPAPERWhat is the focus of your videopaper?How do you want the pieces (video, text, slides) to interact? Do you wish certain pieces to carry more weight than others? Do you wa

41、nt your readers/viewers to read in a particular order? What do you want to have your readers/viewers attention drawn to?Who is the intended audience?19/01/07OVERALL PROCESS FOR CREATING A VIDEOPAPERCreating/editing the videopaper (VPB3)VideoclipTextSlidesPlay/Page Link buttonsVideopaper (any browser

42、)VideoPaper Builder 3.0 ()Filming DV tapeEditing (Windows Movie Maker) videoclip .wmv & preparing additional material images, screenshots .jpgPublishing the VPConverting into .mov or .mpg19/01/07 Filming Transfer video to the computer Edit clips (+ captions) max 5-8 minutes Choose size (320 x240, 480 x360) Save as .wmv movie Convert to Quicktime movie Mpeg Insert clip in VPB3 Creating text divided into sections HTML files or type directly in VPB References Hyperlinks to external sources or to other pages19/01/07 Collect add