DiViDU: Learning from Professional Practice through Online Video

DiViDU: Learning from Professional Practice through Online Video

DiViDU: Learning from Professional Practice through Online Video Anne-Martine Gielis Universiteit van Amsterdam, The Netherlands Copyright Anne-Martine Gielis 2007. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. Universiteit van Amsterdam Graduate School of Teaching and Learning

Contents Introduction of the online learning environment DiViDU Demonstration of learning tasks involving professional practice Screenshots from our videoportfolio Universiteit van Amsterdam Graduate School of Teaching

and Learning DiViDU; added value Key-learning activities are: Video registration visualizes complex behavior tacit knowledge can be made explicit Systematic attention to theoretical concepts of professionals peer-learning

coaching in the working place Universiteit van Amsterdam Graduate School of Teaching and Learning DiViDU learning environment an internet application contains (short) video-clips task-based online assignments combined with web-based resources like literature

consists of repository (video and metadata) students section (carrying out learning tasks) tutors section (creating learning tasks / coaching and assessing students) Universiteit van Amsterdam Graduate School of Teaching and Learning Premises during development -1

Developing video clips showing day-to-day practice to be submitted to the repository in a simple manner to be re-used by students and tutors A flexible choice of learning tasks Blended learning Universiteit van Amsterdam

Graduate School of Teaching and Learning Premises during development -2 Social constructivist concepts of learning Cyclic learning processes Competency-based education

Learning from critical friends Simplifying the development and reuse of learning tasks Universiteit van Amsterdam Graduate School of Teaching and Learning Didactical modules Analysis Learning to analyze regular classroom situations Reflection

Learning to reflect on ones own teaching behavior in the classroom Assessment Learning to assess ones own teaching competencies Universiteit van Amsterdam Graduate School of Teaching and Learning Simulation: class acting out the menstrual cycle

Universiteit van Amsterdam Graduate School of Teaching and Learning Reflection Model (Korthagen et al. 2002; Fortkamp 2002) Universiteit van Amsterdam Graduate School of Teaching and Learning Reflecting Developing alternatives

Trying out Reflection model in a DiViDU task Universiteit van Amsterdam Graduate School of Teaching and Learning Reflection: viewing back Questions about the uploaded video fragment Universiteit van Amsterdam Graduate School of Teaching

Motivation and Learning of the trainee DiViDU reflection module (Feedback) Uploaded videoclips Trainee formulated a question for feedback Universiteit van Amsterdam Graduate School of Teaching and Learning Possible actions by students

Virtual visit to a peer Give feedback to peers Support a fellow-student Analyze feedback received from peers Compare interpretations received from peers Peers can take over an important part of the role of the tutor. Universiteit van Amsterdam

Graduate School of Teaching and Learning Possibilities with students work The student might ask for more feedback (peers / experts) use video clips (from personal online video catalogue) in the assessment module to demonstrate his teaching competencies The teacher might use the students video clips to create a module to demonstrate typical practical situations (only with permission) re-use or improve the assignments (online modules)

Universiteit van Amsterdam Graduate School of Teaching and Learning Screenshots from videoportfolio The previous slides contained information on reflection with video. On the following slides you can see some screenshots of a videoportfolio of a teacher trainee 1. The introduction page 2. Example of a storyline on the pedagogical and interpersonal teacher competency

3. Looking back on the completed reflection module: what have you learned from it. Universiteit van Amsterdam Graduate School of Teaching and Learning Videoportfolio screenshot introduction Universiteit van Amsterdam Graduate School of Teaching and Learning Videoportfolio screenshot storyline

Universiteit van Amsterdam Graduate School of Teaching and Learning Videoportfolio screenshot Looking back on the reflection module Universiteit van Amsterdam Graduate School of Teaching and Learning Contactinformation

Information on poster, please contact presenter:Anne-Martine Gielis ( [email protected]) Information on access to the online learning environment, please contact Noterik Multimedia: Rutger Bckmann ([email protected]) www.noterik.nl V-learning V-class Universiteit van Amsterdam Graduate School of Teaching and Learning

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