Interactive Classroom Explorer

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Interactive Classroom Explorer Stranmillis March
2006 Colin Harrison Daniel Pead Mary Bailey
colin.harrison_at_nottingham.ac.uk
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Introduction representation, teacher learning
and video

• Almost all forms of learning involve information
  that is represented in different forms
• (van Someren et al, 1998).

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Digital video for teachers what problems can
it solve?
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Digital video for teachers what problems can
it solve?

• Teachers Network.com
• a shortage of teachers nationwide,
• educators are entering school this fall with
  little or no hands-on classroom experience.
• Overcrowded classes,
• pressure to teach to tests,
• a more diversified student population
• added stress on this new crop of teachers.

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Digital video for teachers what problems can
it solve?

• Teachers Network.com
• Guidance in the form of professional
  development, via the Internet, is now available,
• an archive of wisdom and best practices
• from some of the greatest teachers on the front
  lines
• a series of interactive streaming videos, which
  offers practical instruction for the novice
  teacher, and serves as a form of digital
  mentoring.

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Digital video for teachers what problems can
it solve?

• Teachers Network.com
• But
• good resources good professional
  development

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Traditional video for CPD
Vertical authority structure
CD /VCR paper
outcomes
Improved teaching Higher standards
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Interactive Classroom Explorer (ICE)
Discussion Forum
Discussion Forum
Content Provider
ICE users
Discussion Forum
Tutors
CD or Internet
Comments
ITT Students
Video selections
In-service Teachers
Assignment/Introduction
New content
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Interactive Classroom Explorer (ICE)- paint 2003
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Interactive Classroom Explorer (ICE)- screenshot
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Interactive Classroom Explorer (ICE) provides
these.
Video with control buttons
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Interactive Classroom Explorer (ICE) provides
these.
Video with control buttons
Scrolling transcript
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Interactive Classroom Explorer (ICE) provides
these.
Video with control buttons
Scrolling transcript
Search window
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Interactive Classroom Explorer (ICE) provides
these.
Video with control buttons
Scrolling transcript
Search window
ICE can hold and distribute pdf, video, Word
files here
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Interactive Classroom Explorer (ICE) provides
these.
Video with control buttons
Online/ Offline Bulletin Board
Scrolling transcript
Search window
ICE can hold and distribute pdf, video, Word
files here
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Interactive Classroom Explorer (ICE) provides
these.
Video with control buttons
Online/ Offline Bulletin Board
Teacher response
Scrolling transcript
Search window
ICE can hold and distribute pdf, video, Word
files here
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Interactive Classroom Explorer (ICE) provides
these.
Video with control buttons
Online/ Offline Bulletin Board
Buttons for creating video quotations
Teacher response
Scrolling transcript
Search window
ICE can hold and distribute pdf, video, Word
files here
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Interactive Classroom Explorer (ICE) provides
these.
Video with control buttons
Online/ Offline Bulletin Board
Buttons for creating video quotations
Teacher response
Scrolling transcript
Teacher reply, including video quotation
Search window
ICE can hold and distribute pdf, video, Word
files here
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Interactive Classroom Explorer (ICE)

• The ICE user is encouraged not only to consider
  the merits of the exemplar video (video
  proposition P)
• But also to actively consider its opposite, ie to
  challenge the authority status of the exemplar
  video (video proposition not-P)
• And the capability of uploading new material, to
  be considered alongside that produced by those in
  authority, adds a whole new dimension (video
  proposition or possibly Q)

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Interactive Classroom Explorer (ICE)
Our current hypothesis learning as association
- A tentative propositional calculus based on a
set of six relational links between
representations Boolean P Q, P ? Q, P
Q P plus Q Identity P Q, P ? Q P is the
same as Q Existential P P is real this
is how it is Modal ? P, ? Q P is
necessary, Q isnt Causality P Q If P
then Q Truth value (P or ltP r Qgt) true or false
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So what did ICE deliver?

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Using ICE over the Internet

• ICE did prompt critical reflection on video,
  though not all teachers were able to upload video
  quotations
• It was possible to identify P, not-P and perhaps
  Q statements in the postings
• Teachers found it easier to post their own
  responses than to comment on those of others
• Its incredibly difficult to explain how ICE
  works and what it does via the software only.

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Looking ahead.

• Key issues for the future
• Work on scaling up for wider populations
• Gain deeper insights into teachers
  internalised representations
• Explore teachers discourse
• Work with a wider range of research partners
• Make the software available as freeware

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Thanks to - Gatsby for funding ICE - Daniel
Pead and Mary Sheard - And the team at
Labyrinth Software Contact colin.harrison_at_notti
ngham.ac.uk