Atee2006

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Atee2006

  1. 1. Online video in digital education for teacher educatoin Jan Folkert Deinum, Mike Quickfall & Dolors Masats This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
  2. 2. Acknowledgement <ul><li>This project is granted by the European Union, Socrates – Minerva project </li></ul>
  3. 3. Objectives of Ovide <ul><li>To help teacher educators using online video, to show what the possibilities are and how that can be done. </li></ul>
  4. 4. Who we are <ul><li>University of Groningen, Netherlands (coordinator) </li></ul><ul><li>University of Leuven, Belgium </li></ul><ul><li>University of Edinburgh, UK </li></ul><ul><li>University of Turku, Finland </li></ul><ul><li>University of Joensuu, Finland </li></ul><ul><li>Institut Universitaire de formation des maitres Midi-Pyrenees, Toulouse, France </li></ul><ul><li>Middle East Technical University, Ankara, Turkey </li></ul><ul><li>Open University The Netherlands </li></ul><ul><li>Charles University, Prague, Czech Republic </li></ul><ul><li>Universitat Autònoma de Barcelona, Spain </li></ul>
  5. 5. Why online video? <ul><li>Cheap and easy distribution </li></ul><ul><li>Viewable from different places and 24h/day </li></ul><ul><li>Students can decide when they want to watch the video </li></ul><ul><li>New material can be added fast and easy </li></ul><ul><li>The video can be used in a students’ report </li></ul>
  6. 6. What we want to do with online video <ul><li>Literature study </li></ul><ul><li>Case studies and experiments </li></ul><ul><li>Finding generic principles </li></ul><ul><li>Discuss ethical/legal issues </li></ul><ul><li>Discuss technical issues </li></ul><ul><li>Present this on a website </li></ul><ul><li>So: Teacher Educators know what to do and what not to do with online video </li></ul>
  7. 7. Literature study <ul><li>Objectives </li></ul><ul><li>To find how student teachers learn from video </li></ul><ul><li>To find pedagogical use of video in teacher education </li></ul><ul><li>Result: bibliography with summaries on website </li></ul>
  8. 8. Case studies <ul><li>Objectives: </li></ul><ul><li>Experiment with the use of online video in teacher education </li></ul><ul><li>Find out pedagogical possibilities </li></ul><ul><li>Find out technical, legal and ethical issues </li></ul><ul><li>Find out generic principles for use of video in teacher education </li></ul><ul><li>Result: at least 30 case studies presented on the website, with a link to the cases itself. </li></ul>
  9. 9. Pedagogical use of video in teacher education <ul><li>Demonstration of teaching behaviour </li></ul><ul><li>Demonstration of characteristic professional situations </li></ul><ul><li>Demonstration of ‘own’ teaching behaviour of teacher trainees </li></ul><ul><li>Demonstration of professional situations for assessing competencies </li></ul><ul><li>Demonstration of subject matter to the teacher trainees </li></ul><ul><li>Demonstration of subject matter to the teacher educators </li></ul>
  10. 10. Discuss ethical and legal issues <ul><li>Objective: </li></ul><ul><li>To make teacher educators aware of the ethical and legal issues </li></ul><ul><li>Result: describing cases about legal and ethical issues on the website with comments of lawyers and teacher educators. </li></ul>
  11. 11. Ethical case: teacher trainee performance <ul><li>You have a group of teacher trainees that you teach. You asked them to make video recording(s) of their own lesson(s) and to put those video’s on a streaming video server. This is done for two purposes. First is to discuss fragments of “good” and “bad” performance of everyone in your class. Second reason is to take fragments of those video’s and to use these in introduction settings to show new and future students (and sometimes their parents) how teaching practice and training takes place. </li></ul><ul><li>Beforehand, you asked all your students permission to use their video’s for these two purposes. They all agreed. </li></ul><ul><li>Now, the video’s that you want to use for the introduction show some fragments of very bad performing teacher trainees. </li></ul><ul><li>What do you do with the recording? </li></ul>
  12. 12. Legal case: literature / music lesson <ul><li>Thomas is one of your teacher trainees. He teaches native languages. </li></ul><ul><li>Thomas was asked to make a video of one of his lessons, to discuss this in your class. Thomas choose to record a lesson in poetry. </li></ul><ul><li>In this lesson he used a poem called “LOVE”. Thomas handed out copies of the poem that he made from a book. Besides he used an audio CD that played the same poem in a musical version. </li></ul><ul><li>The video that Thomas recorded contains the read out version of the poem and the musical version from the audio CD. </li></ul><ul><li>What do you do with the recording? </li></ul><ul><li>Can you show it to your teacher trainee groups? </li></ul><ul><li>Can you put it on a website as demonstration material? </li></ul>
  13. 13. Discuss technical issues <ul><li>Objectives: </li></ul><ul><li>To describe how to solve typical issues in classroom videos, like sound and light </li></ul><ul><li>To link to relevant websites where you can find more about how to make video </li></ul><ul><li>Result: for general issues there will be links to relevant websites, for specific classroom issues there will be instructions. </li></ul>
  14. 14. IPod in education <ul><li>Teacher trainees made IPod clips for their pupils </li></ul><ul><li>jan_ willem _ tjooitink.asx </li></ul>
  15. 15. Contact <ul><li>Jan Folkert Deinum </li></ul><ul><li>University of Groningen </li></ul><ul><li>[email_address] </li></ul>
  16. 16. A lesson <ul><li>Teaching English </li></ul><ul><li>jitske _a_ les.wmv </li></ul>

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