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  • This slide shows what the analysis found of different ways that students addressed their unseen K12 audience. At the beginning the students effectively forget the K12 audience and addressed most of the comments to their colleagues. By the second micrteaching they remembered to address the right audience. Still the students had a difficult time with creating the challenging, engaging environment that would raise K12 student curiosity; they tended to show students what to do and see.
  • For example, the instructor was able to get a very good perspective on the technology and science-lesson skills of the student.

You tube-cit-2010-v2-web You tube-cit-2010-v2-web Presentation Transcript

  • Using YouTube to Develop & Assess Pre-service Teachers’ Expertise in Instruction & to Help Develop Peer Networks – within an Online Course
    Empire State College
    Master of Arts in Teaching Program
    Eileen O’Connor, Ph.D.
  • Agenda
    Background on the course & the needs of the course ; research questions
    Findings from the YouTube pilot
    Conclusions, improvements, and next steps – within teacher education
    Some general findings for all instructors
  • Course Particulars
    Pre-service teachers who are learning to become science teachers; career changing adults
    An associated course is face-to-face and allows these teachers to practice but
    content-pedagogy experts are not always available
    Purpose of YouTube pilot—to have students:
    develop a microteaching that they share with peers & the instructor that can aid in their development as K12 teachers, that can serve as a course assessment , and that can encourage peer networks
  • Course particulars: the nature of the course interactions
    The online course itself is highly interactive and tech-enabled online course:
    Second Life for meetings and discussions
    Talk-aloud discussion boards for planning
    Networking students in an expressed instructional objective
  • Demographics: Career-changing adults
  • Research questions
    Can the use of readily-available video-recording and sharing applications, such as YouTube, provide more opportunities for pre-service teachers working in a largely online environment to practice teaching before they enter the classroom? How can having more opportunities for content-expert faculty review help these students grow as research-based science teachers? Can students in online courses develop more collegial relationships through YouTube sharing?
    What areas appear as problematic when students self-created and posted these videos – from a technical perspective and from a presentation perspective?
    How did the YouTube serve as an assessment tool within the course? How has the use of student-developed videos improved the course effectiveness?
    What can be gathered from this study that could inform online courses in general? How self-videotaping and posting be used to improve future courses with pre-service teachers?
  • You & your online students get to know each other
  • Findings: students get to know each other
    More personal interactions were apparent:
    Peer help with creating and posting the YouTubes
    Students discuss their presentation style
    Do I look shifty eyes?
    Students comment about themselves personally
    Not happy with the beard  it was shaved
    Personalities become apparent
    From show-off-y to competent to quiet
  • Findings: learning the technology
    Some technology struggles in the beginning; but quickly overcome – issues at the beginning:
    Uploading problems – timing out / too long
    Embedding the right links
    No Helpdesk – students helped each other
    Initial handout from the instructor with some “basics”
    The icebreaker to test the process was very helpful - and students enjoyed their presentations
  • Ways students worked
    Sophisticated video-editing was clearly stated as NOT being required; this was not per se a technology course
  • View students’ actual work
  • Findings: now you can analyze performance characteristics
    Such as the style of teaching that was evident:
  • Students were creative in displaying data & its use
  • A “performance based” assessment
    Brings in a vital aspect of instruction and review:
    The process of creating the microteaching is instructive in-and-of itself
    As evident in the scientific quality within the productions even without specific coaching on how & what to present
    Kindly but pointed review
    Mastery of many areas but still not student centered or interesting
    More similar to actual classroom observations
    The content-pedagogy instructor can now observe technique, technology integration, & aspects of comfort in front of an audience
    Difficult qualities to assess in online environment
  • Findings
    Good science & tech . . . however:
    Too much to an adult audience – their colleagues
    Despite criteria, notes, rubrics, and comments
    But improvement by the second microteaching
    Too much “this is what you show know about science” and not enough engendering of the questions that science addresses
    Too little evidence of why K12 students would be interested or engaged in the science
  • Benefits
    Good way for online instructors to get to know students – in an asynchronous manner
    Easy to use:
    The learning curve for the technology is small
    Network students for peer support
    Important communication skills that teachers need:
    Good modeling for their own classroom; K12 students work well in this environment
  • Value to the students
    Practice with the technology and with the teaching; learning how to assemble materials needed, how to address the standards
    Getting to know their peers better
    Using 21st century skills
  • Value in teacher prep
    Practicing with assembly of all the materials and ideas needed when teaching:
    Requires the integration of many areas: the science; the lessons; the technology; and the videotaping  goes beyond what is evident in a lesson plan
    Provides practice in speaking and later critiquing
    The natural concern about speaking with colleagues as evident in comments to the audience and introductions
    Also, these students may soon have to do a demo lesson on a job interview
  • Value to using YouTube, in general
  • Lessons learned for teacher ed: more research & development needed
    Very valuable techniques – show the good and the bad of teaching
    As we were taught – but movement towards best practice
    VERY difficult to change practice – we teach how we were taught
    Requirements for improvement – in the outcomes and the instruction (the technology itself was mostly supportive)
    A more realistic conception of pre-classroom teaching needs and how they are assessed must be developed
    More YouTube models of best practice – they should be analyzed and discussed by students before they create their microteachings; more scaffolding and assignments on the student-centeredness aspects
    Criteria & rubrics should better alignment with desired outcomes within the video format – need to highlight the new expectations
    Address ways to bring in the unseen audience
    Consider creating more specific peer review – anonymous, perhaps
  • Pilot outcome
    Very worthy – providing a whole new face for pre-service teacher education
    Closer to the classroom – than written lesson plans; much better assessment of preparation for teaching
    However, lack of “real” students may have skewed this towards a performance for other scientist
    Performance-based assessment – heralds our adult students: good concrete experience
    Need to bring the course itself into better alignment with this performance approach  areas in need of improvement were highlighted
  • Notes to prospective implementers
    Valuable way to assess performance but we need to improve the evaluation of live performances and not simply “papers”
    Particularly useful in clinical programs and/or where performances are required
    Model the techniques you want
    Easier said then done
    In teacher education, you need a new mental model of teaching; the YouTube gives evidence to the deeper thinking of students
    The instructor will have students continue to use these videos in the fall semester’s course