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Video Cases Online: Cognitive Studies of PreService Teacher Learning

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Title: Video Cases Online: Cognitive Studies of PreService Teacher Learning


1
Video Cases OnlineCognitive Studies of
Pre-Service Teacher Learning
Sharon J. Derry University of Wisconsin-Madison
Cindy Hmelo-Silver Rutgers University
Funding Provided by The National Science
Foundation
2
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3
Unsolved Problem Spontaneous Transfer to
Practice
  • Can conceptual systems we market in university
    professional programs be truly useful in
    students future professional lives?
  • A search for practical instructional approaches
    that can be implemented on a large scale.

4
Context of Work
  • Learning Sciences Courses for Preservice Teachers
    at Rutgers UW-Madison
  • Goal Help teachers acquire useful knowledge of
    learning science concepts.

5
Knowledge in Action
Ideas are powerful things, requiring not a
studious contemplation but an action, even if it
is only an inner action. Midge Decter,
American writer
6
Needed for Transfer Meshed Cognitive
Representations
  • Produce representations that mesh
  • Perceptual visions of (teaching) practice
  • Conceptual understanding learning science
  • Plans for (teaching) practice
  • Mindsets for reflective practice
  • Courses that systematically intertwine
  • Video case study
  • Conceptual processing (e.g. readings)
  • Lesson design activities

7
STELLAR (Socio-technical Environment for Learning
Learning Activity Research)
  • System for Building High-Mesh Online Courses
  • Configurable Tools
  • Learning Activity Constructor
  • Interactive Group Whiteboard
  • Individual Student Notebooks
  • Asynchronous and Synchronous Discussions
  • Research Library
  • Multimedia Hypertext
  • Upload video and digital resources
  • Integrate with course text
  • Interface for Viewing Video

8
An Example STELLAR Activity A Lesson Design
Problem for Math Educators
Designer Constructs Steps in Activity
Designer Configures Tools for Learning
Designer Creates Instructions Activities for
Each Step This is Problem at Step 1
9
Group Whiteboard Tool
Voting Utility
Configurable Spaces and Prompts
Feedback
10
Video Case Interface
Links to Hypertext (differs for each mini-case)
Active Mini-case
11
A Hypertext Page on Transfer
CFT-Based Navigation Tool
Access to mini-cases on Transfer
12
Ratings of STELLAR Activity Fall 2002 (5 high)
13
Ratings of Online Tools and Features (5 high)
14
Types of Data
  • Group instructional plans developed on line
  • Online discourse related to group work
  • Individual reflections analyses of group work
  • Pre and post-course analyses of teaching/learning
    video cases
  • Self reports of beliefs and attitudes related to
    teaching learning
  • Evaluative ratings of system activities and tools

15
Psychometrically Validated Assessments Examples
  • Concepts-in-Use Rubrics
  • Used to score pre- and post video analyses and
    other student products to determine the level of
    sophistication in students use of target
    concepts.
  • Example target concepts understanding, transfer,
    metacognition,
  • Bridging Instruction Rubric
  • A complex rubric used to evaluate instructional
    designs and design discourse

16
About Rubrics
  • Features to guide coding
  • Calibrated to the STEP scoring scale
  • Can be used across multiple types of student
    products and documents
  • Are psychometrically sound (validity and
    reliability studies)

17
Features Coders Consider in Judging Student
Ability to Use the Concept Understanding to
Inform Teaching
18
Results from Fall 2002(0 no knowledge 3
expert)
19
STELLAR vs. Traditional Course Understanding
Score Spring 2004 (Rutgers)
ANCOVA F(1, 67) 69.62, p
20
Delayed Performance () Under Different Activity
Designs
21
What Predicted Understanding Score?
  • Pretest
  • Site (Rutgers vs. UW)
  • Success with collaborative tool (whiteboard)
  • Success with video-text links
  • Website hits
  • R Square .38

22
What Predicted Perceptions of Learning?
  • Success with individual work activity steps
  • Success with Knowledge Web exploration
  • R Square .42
  • Comment
  • Course components promoting individual study and
    exploration in accordance with personal interests
    enhanced perceptions of learning but did not
    improve performance on targeted learning goal.

23
Regression Analysis For MSLQ Variables Predicting
Academic Success in a STEP Course
24
Conclusions
  • STELLAR designs produce significant increases in
    teacher-learners abilities to teach for
    understanding and are more effective than
    traditional approaches.
  • STELLAR collaborative tools are effective.
  • There are order effects in contrasting cases
    instructional activities that inform design and
    support a schema-elaboration view of learning
    over several other theories.
  • Targeted course outcomes are strongly related to
    effort, perceived task value, and successful use
    of tools that scaffold collaboration and site
    exploration.

25
A Former Student, A Reflective Practitioner
26
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27
The Concepts of Professional Vision
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