Video-supported learning is becoming an increasingly important part of contemporary education. Many universities and digital libraries have incorporated video into their instructional materials and Massive Open Online Courses (MOOCs) are becoming increasingly important. Mirroring the widespread adoption of video-based learning systems, in the last decade there has been an increase in research on the topic and many empirical studies have been conducted. In this one-hour webinar we will explore the topic with Niels Brouwer (Radboud University Nijmegen, The Netherlands) and Blair Stevenson (Oulu University of Applied Sciences, Finland) who will describe some of their recent research activities on this topic. Should researchers focus on users’ viewing behaviour and satisfaction levels in relation to streaming educational video? Does current research indicate the most effective ways to present students with media-based learning content and if this is the case what are which are they?

1. Presentation at M&L webinar
Recent findings from research on video & pedagogy
7 May 2015, 3pm EST
Niels Brouwer
Radboud University Nijmegen, the Netherlands
User control in online teacher video
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2. Microteaching: Teach – reteach cycle

3. Digital video: a promising medium
Key to encouraging transfer between practice
and theory in professional education
Unique features:
 focus on interaction between learners,
content of learning and teacher
 concreteness entails subject / domain
specificity
 moving images invoke vicarious experience
and emotional response
 repeated analysis from different
perspectives possible without the need for
immediate action
 potential for connecting “thinking fast and
slow” (Kahneman, 2011)

4. Visual Teacher Learning Model
CHANGE ENVIRONMENT
TEACHERS’ LEARNING ACTIVITIES
Entry
charact
eristics
Biogra-
phy
Goals
Ongoing
develop
ment of
teaching
compe-
tence &
profes-
sional
motivat-
ion
Interpretation
- Examining
- Valueing
Feedback
- Peer
- Self
- Learner
- Facilitator
Perception
- Framing
- Self-viewing
- Other-viewing Reflection
Enactment
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5. Changes in teacher behaviour
after Visual Teacher Learning
 More initiative and activating role in the classroom:
- acquiring / developing / sustaining basic teaching skills
- talking less oneself <> eliciting learners to engage with and talk
about lesson content resulting in more on-task learner behaviour
- more open and probing questioning
- stimulating higher-order thinking
 Giving more and more focused feedback
 (Re)acting more adaptively
 Targeting and trying out effective teaching behaviours

6. Portable video tool kit >
task for student teachers
 Study research findings about
effective behaviours for teaching
reading comprehension
 Select personal goal(s) for student
teaching from structured viewing
guide
 Film each others’ lessons during
student teaching
 Examine your video recordings,
discuss selected fragments with
each other and/or mentor
 Edit fragments from personally
relevant viewing point(s) from
SVG as and insert them as
caption(s)
 Discuss clips during peer
consultation

7. Comparison between three pilot studies
Comparing proportions of criterion variables changing
significantly and non-significantly over time shows
interesting trends:
 Experimental groups consistently achieved larger gains.
 Control groups tended to stay on initial levels or even
fall behind.

8. Online video platforms for teachers
“Teacher video” is booming,
offline as well as online
 But what is there to be seen?
 What are valid representations of
teaching and learning?
 And which practical benefits do
teachers actually draw from these
platforms?
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9. Some findings from user research
 www.Leraar24.nl is an online platform seen by
teachers as a medium with potential for professional
development.
 However, a gap is apparent between the promise
teachers see in Leraar24 and the practical benefit they
draw from it.
 Prevailing school conditions do not offer many
opportunities for collaborative video analysis.
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Teachers’ pracTical concerns:
Can I do the same?? Do i want to??
Do i get information useful for lesson
planning??

10. Teacher video viewing, a theoretical framework:
guidelines for producing video of teaching and learning
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I. Genres and clip features
> Show the interaction between learner(s),
subject-matter content and teacher
> Show different perspectives of different
actors
II. Framing
> Provide context information such as lesson
plans, teaching materials and interviews with
learners
> Pay attention to teachers’ practical
concerns: how to translate thought into action
III. What is portrayed as good teaching
Refer to theory and/or empirical evidence
about effective teaching
IV. Viewing situations and facilitation
> Support teacher collaboration in blended
learning settings
> Provide viewing guides

11. Issues of video technology
Affordances
 Mobile video applications
 Annotation systems
 Interface design
Tool use
 Teacher production and editing of lesson clips
 Using video in blended learning settings
Privacy
 Offline or online?
 Teachers’ and learners’ personal rights

12. Thank you for your attention
Dr. C.N. Brouwer
Graduate School of Education
Radboud University Nijmegen
P.O. Box 9103
6500 HD Nijmegen
The Netherlands
Web:
http://scholar.google.nl/citations?user=3ilwW8gAAAAJ
https://www.researchgate.net/profile/Niels_Brouwer
http://radboud.academia.edu/NielsBrouwer
http://onderzoek.kennisnet.nl/onderzoeken-totaal/equippingteachersvisually
Email:
n.brouwer@docentenacademie.ru.nl
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