VIDEOPAPERS IN PROFESSIONAL ASSESSMENT AND LEARNING IN INITIAL TEACHER EDUCATION

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VIDEOPAPERS IN PROFESSIONAL ASSESSMENT AND LEARNING IN INITIAL TEACHER EDUCATION. Elisabeth Lazarus and Federica Olivero Graduate School of Education University of Bristol elisabeth.lazarus@bristol.ac.uk fede.olivero@bristol.ac.uk. THE PLAN:. - PowerPoint PPT Presentation

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<ul><li><p>VIDEOPAPERS IN PROFESSIONAL ASSESSMENT AND LEARNING IN INITIAL TEACHER EDUCATIONElisabeth Lazarus and Federica OliveroGraduate School of EducationUniversity of Bristol</p><p>elisabeth.lazarus@bristol.ac.ukfede.olivero@bristol.ac.uk</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>THE PLAN:13.30 13.45Introduction. Videopapers and the project13.45 14.10Reading a videopaper</p><p>14.10 14.45Discussion and Findings</p><p>14.50 15.15Creating a videopaper</p><p>15.15 15.30Question time</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>WHY 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)</p><p>Linking observations of more or less experienced teachers or trainees (real or virtual), with personal practice and experiences</p><p>Drawing on practitioner-orientated and research-based literature to underpin personal practice</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>TEACHER EDUCATION AND CONTINUING PROFESSIONAL DEVELOPMENT:TWO TRADITIONSTo provide scholarly and theoretical foundations for effective pedagogyTo support practitioners to value their classroom experiencesand use those experiences as a text" to study and analyse in order to better understand their craftsTeaching practiceAcademic researchDifferent DiscoursesBartels, 2003 Gee, 1996</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>Specialised terminologyPropositions and prescriptionsStream of wordsLanguage of the classroomSights, sounds and interactive features of the classroomVisual, oral and physical cuesPractitioners DiscourseAcademic DiscourseLacks the vitality and engagement of the classroom May provide little opportunity to explore broad themes that inspire intellectual growth ?</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>digital video 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 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 print publications.</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>to disseminate research</p><p>Nemirovsky et al. 2001Olivero et al. 2004</p><p> Use of videopapersto share practice with others</p><p>Beardsley et al. (in press)Nemirovsky et al. 2005 as a tool for self-reflection and assessment Lazarus and Olivero Smith and Krumsvik ongoing</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>WHAT IS A VIDEOPAPER?Developed as part of the Bridging Research and Practice project at TERC (Boston, MA) to create an alternative genre for the production, use, and dissemination of educational research. (http://vpb.concord.org)</p><p>The project conjectured that teachers, researchers and other communities interested in education could use videopapers to make their conversations more grounded in actual events, more insightful, and more resistant to oversimplifications.</p><p>Videopapers are multimedia documents that integrate and synchronise different forms of representation, such as text, video and images, in one single non linear cohesive document.</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>Slides 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 captions</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>THE PROJECT- AIMS, PARTICIPANTS AND METHODOLOGIES To 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.</p><p> 14 volunteer MFL PGCE students with varied background in terms of qualifications (BA, MA, PhD); experience of teaching; experience of use of technology; native and non-native speakers of the language(s) they were teaching (German, French &amp; Spanish).</p><p> Videopaper used as an alternative assignment</p><p> Workshops, observations, interviews, completed videopapers.</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>READING A VIDEOPAPERWhat are your first impressions 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 the videopaper?)Compare with the reading of traditional papers.</p><p>What would you say are the main potentialities of videopapers?Which contexts you would see the use of videopapers?</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>SOME FINDINGS </p><p>The process of reading a videopaperCreating an a videopaper The relationship between video and textThe relationship between creating a videopaper and writing an essay Students perception of videopapers as a tool to support self reflectionPractical issues</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>1. 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 the sequence actually is. Catrin</p><p> 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</p><p> I was very interested and I thought oh yes, I want to have a look at this and see what its all about. I wasnt as intimidated as I would be if Id approached a huge thick tome Liz</p><p> simple and approachable but sometimes a bit confusing Patricia</p><p> 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 reading, but youve got to navigate yourself and it took us a while to actually work out what might be the optimum route. Laura</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>1. 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 that you often flick forwards to the conclusion after youve looked at the introduction (in a conventional paper) Liz</p><p> 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 through the things that youre interested in. Catherine</p><p> 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</p><p> Does the reader becomes a participant who can control what and how the text/video is read/watched?</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>2. 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 chronological. Catherine</p><p> 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</p><p> But I thought I was quite hardcos we couldnt have that much video in(one activity) caused chaos and I did not want to put 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 Laura</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>3. Relationship between text and video</p><p> I think thats (limiting the focus) maybe a better waybecause then you can go deeper into the issues and we can pinpointyou can show bits of video that go towards that and not show random bits like Brid</p><p> but the video ought to supplement the text really. Is the text the most important? Can we make a value judgements? Liz</p><p> using the text to analyse whats going on, rather than describing exactly what youre going to see in the video anyway. Otherwise its a bit pointless having it there. Liz</p><p> (the text is) an other dimension of (the video clip) in a sense. Christine</p><p> 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 classroom with students in it, and they dont really get that continuation feeling. Catherine</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>3. 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</p><p> Yeah and you wont get the comments 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</p><p> 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 something else I dont know - Catherine</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>4. 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. 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</p><p> So you were more discursive? Yeah, just because you know that maybe a few people are gonna read it and 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. Brid</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>4. Videopaper vs essay - seeing and realism You could actually see what you were talking about 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</p><p> In a videopaper you have much more freedom 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</p><p> 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 management, big theories, here you have the reality, practice, its not just writing but connecting theories to the practice and the other way. Liz</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>FindingsIterative 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 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 actually 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?</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>6. Practical issues Workshops, mutual and individual support seen as essential by all participants Federicas expertise was invaluable</p><p>Group 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 iMovie or windows movie maker</p><p>VpB3 is much easier to use 2nd group experienced fewer problems and time was used more effectively</p><p>Who makes the video recording? Experience? (camera position, use of locking devices etc) - influenced the final quality</p><p>In one case school made analogue recording of student and contingency measures were needed </p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>Some 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.</p><p>Wanted to enlarge slide section and size of video</p><p>Quality of sound recordings variable</p><p>Transcriptions and subtitles could have been helpful</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>SUMMARY OF FINDINGSWhat to say and what not to sayCan the video speak by itself?Can the text be read on its own?</p><p>What do you see in a video? Role of evidence</p><p>Being able to see as opposed to having to visualise</p><p>Freedom in writing a videopaper What genre</p><p>Videopapers allow for multiple perspectives</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>CREATING A VIDEOPAPERWhat is the focus of your videopaper?</p><p>How do you want the pieces (video, text, slides) to interact? </p><p>Do you wish certain pieces to carry more weight than others? </p><p>Do you want your readers/viewers to 'read' in a particular order? </p><p>What do you want to have your readers/viewers attention drawn to?</p><p>Who is the intended audience?</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>OVERALL PROCESS FOR CREATING A VIDEOPAPERCreating/editing the videopaper (VPB3)VideoclipTextSlidesPlay/Page Link buttonsVideopaper (any browser)VideoPaper Builder 3.0 (vpb.concord.org)Filming DV tapeEditing (Windows Movie Maker) videoclip .wmv &amp; preparing additional material images, screenshots .jpgPublishing the VPConverting into .mov or .mpg</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>Video</p><p>Text</p><p>FilmingTransfer video to the computerEdit clips (+ captions) max 5-8 minutesChoose size (320x240, 480x360)Save as .wmv movieConvert to Quicktime movie file or MpegInsert clip in VPB3 </p><p>Creating text divided into sectionsHTML files or type directly in VPBReferencesHyperlinks to external sources or to other pages</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>Slides</p><p>LinksCollect additional materialScreen snapshots, power point slidesstudents worksheetsLesson plansJava applatsScan material into .JPG file where neededInsert slides in VPB3 timelineThey appear at pre-defined times while the movie is playing</p><p>From text to video (Play button)From video to text (Page Link)From text to slides (Slide button)To references</p><p>Elisabeth Lazarus &amp; Federica Olivero</p></li><li><p>The work continuesWatching video affords the opportunity to develop a different kind of knowledge for teaching knowledge not of what to do next, but rather, knowledge of how to interpret and reflect on classroom practices. (Sherin, 2003, p.17)</p><p>The intellectual work the videopaper demands arises from the fact that video, text, and slides must be connected in order for the narrative to emerge. This interconnectedness pushes the author to closely examine the relationship between the images and their text, to think carefull...</p></li></ul>

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