Title: Video Cases Online: Cognitive Studies of PreService Teacher Learning
1Video 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(No Transcript)
3Unsolved 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.
4Context of Work
- Learning Sciences Courses for Preservice Teachers
at Rutgers UW-Madison - Goal Help teachers acquire useful knowledge of
learning science concepts.
5Knowledge 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
6Needed 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
7STELLAR (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
8An 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
9Group Whiteboard Tool
Voting Utility
Configurable Spaces and Prompts
Feedback
10Video Case Interface
Links to Hypertext (differs for each mini-case)
Active Mini-case
11A Hypertext Page on Transfer
CFT-Based Navigation Tool
Access to mini-cases on Transfer
12Ratings of STELLAR Activity Fall 2002 (5 high)
13Ratings of Online Tools and Features (5 high)
14Types 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
15Psychometrically 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
16About 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)
17Features Coders Consider in Judging Student
Ability to Use the Concept Understanding to
Inform Teaching
18Results from Fall 2002(0 no knowledge 3
expert)
19STELLAR vs. Traditional Course Understanding
Score Spring 2004 (Rutgers)
ANCOVA F(1, 67) 69.62, p
20Delayed Performance () Under Different Activity
Designs
21What Predicted Understanding Score?
- Pretest
- Site (Rutgers vs. UW)
- Success with collaborative tool (whiteboard)
- Success with video-text links
- Website hits
- R Square .38
22What 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.
23Regression Analysis For MSLQ Variables Predicting
Academic Success in a STEP Course
24Conclusions
- 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.
25A Former Student, A Reflective Practitioner
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27The Concepts of Professional Vision