How to Prepare and Conduct Online Video-based Discussions By Liliana Garcia April 2009 Winston-Salem State University GOAL Course

By

Liliana Garcia

April 2009

Winston-Salem State University

GOAL Course

Introduction The World Wide Web has provided new forums for collaborative work, study and community that practically eliminate barriers of time and space. In other words, it is now possible to have an online meeting/conference/class attended by people in different time-zones and countries.

The World Wide Web has provided new forums for collaborative work, study and community that practically eliminate barriers of time and space.

In other words, it is now possible to have an online meeting/conference/class attended by people in different time-zones and countries.

Online Professional Development Forums For these forums web-based, case-based learning environments have been developed. Videos are particularly useful for these purposes.

For these forums web-based, case-based learning environments have been developed.

Videos are particularly useful for these purposes.

Videos in online, case-based learning can help participants: Develop and refine their abilities to recognize, analyze and address problems in their fields of study. Promote collaborations and group problem solving. Model the use of particular technologies. Develop technical skills. (1)

Develop and refine their abilities to recognize, analyze and address problems in their fields of study.

Promote collaborations and group problem solving.

Model the use of particular technologies.

Develop technical skills. (1)

Videos in online, case-based learning (continue) In order to achieve the goals that videos in online, case-based learning environments can provide, grounded interactions among the participants need to be fostered by the facilitator of the online course.

In order to achieve the goals that videos in online, case-based learning environments can provide, grounded interactions among the participants need to be fostered by the facilitator of the online course.

The facilitator of the video-based, case-based online course needs to: Foster and stimulate discussions of the videos. Research has shown that grounded discussions do not happened spontaneously. (2) Focus on a specific issue or criterion and solicites that the participants respond specifically to it.

Foster and stimulate discussions of the videos. Research has shown that grounded discussions do not happened spontaneously. (2)

Focus on a specific issue or criterion and solicites that the participants respond specifically to it.

The facilitator of the video-based, case-based online course needs to (continue): Ask for particular similarities and differences between episodes in the video and the participants own experiences. (2)

Ask for particular similarities and differences between episodes in the video and the participants own experiences. (2)

Conclusion The use of videos can greatly enhance and facilitate learning in online, case-based forums. However, the facilitators of these types of forums need to continue engaging the participants and stir them in the direction of obtaining specific responses in order to foster grounded interactions and maximize collaborative learning.

The use of videos can greatly enhance and facilitate learning in online, case-based forums. However, the facilitators of these types of forums need to continue engaging the participants and stir them in the direction of obtaining specific responses in order to foster grounded interactions and maximize collaborative learning.

References 1. Bronack, S. C., Kilbane, C. R., Herbert, J. M. & McNergney, R. F. (1999) In-service and Pre-Service Teachers’ Perceptions of a Web-based, Case-based Learning Environment, Journal of Information Technology for Teacher Education, 8 (3), 305. 2. Nemirovsky, R. & Galvis, A. (2004) Facilitating Grounded Online Interactions in Video-Case-Based Teacher Professional Development, Journal of Science Education and Technology, 13 (1) 67.

1. Bronack, S. C., Kilbane, C. R., Herbert, J. M. & McNergney, R. F. (1999) In-service and Pre-Service Teachers’ Perceptions of a Web-based, Case-based Learning Environment, Journal of Information Technology for Teacher Education, 8 (3), 305.

2. Nemirovsky, R. & Galvis, A. (2004) Facilitating Grounded Online Interactions in Video-Case-Based Teacher Professional Development, Journal of Science Education and Technology, 13 (1) 67.