DiViDU Learning from Professional Practice through Online Video

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DiViDULearning from Professional Practice
through Online Video

• Judith Janssen Alessandra Corda
• Graduate School of Teaching Learning
• University of Amsterdam
• The Netherlands

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The cast of the presentation in Montreal..
Judith Janssen
Els Scheringa
Riet Kulk
Anne-Martine Gielis
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and virtual..
Caspar Geraedts
Simeon Bilija
Gee van Duin
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This is what I would like to talk about .

• Introduction
• Some theoretical background
• Illustration of the Video Reflection assigment
• student selecting relevant critical situations
• reflection on ones own behavior
• peer feedback
• Demonstration of Jo Anns Reflection assignment
• In what way is my designed learning project
  effective?
• How can I see whether learners learn what they
  learn?
• What would I like to change anything and why?

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The DiViDU learning environment is aninternet
application containing

• Growing collection of video-clips filmed by
  trainees or learners
• Task-based online assignments
• Educational resources (word docs, powerpoints,
  links to websites, pdf)
• Stored in
• Repositories for video-clips, resources, tasks
• A section for carrying out learning tasks
• A section for creating learning tasks

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DiViDU added value

• Key-learning activities are focused on
• Video registration of authentic situations
• visualizes complex behavior in an objective way
• tacit knowledge can be made explicit
• Systematic attention to
• Reflection
• Linking theoretical concepts to practice
• Peer-learning
• Coaching while at the job (or training location)

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Reflection Model (Korthagen et al. 2002
Fortkamp 2002)
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Caspar selecting video clips
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2. Looking back
4. Developing alternatives
5.(1)Trying out
3. Feedback
Task
Comment of Caspar
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Advantages for students

• Looking in someone elses kitchen (virtual
  visit)
• Giving feedback to others
• Supporting a fellow-student
• Analyzing feedback received from peers
• Comparing interpretations received from peers
• Peers take over an important part
• of the role of the tutor.

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Phase 3 Looking back, reflect asking for
feedback
Caspar asked a question in order to get feedback
of peers and tutors
Uploaded videoclips
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Phase 1 Student selecting segments to use for
DiViDU
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Gees feedback theoretical concept
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Development of three didactical modelsfor
learning from professional practice

• Analysis
• To learn to analyze regular or good
  professional practice
• Reflection
• To learn to reflect on ones own professional
  behavior
• Assessment
• To learn to assess ones own professional
  competencies

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Premises during development of DiViDU

• Developing of 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
• Social constructivist concepts of learning
• Cyclic learning processes
• Competency-based education
• Blended learning
• Learning from critical friends
• Simplifying the development and re-use of
  learning tasks

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Phase 2 Teaching (learning) about the menstrual
cycle
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Phase 4 Getting feedback from the
educatorTeacher Educator Gee observes Caspars
lesson
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Dentistry student with a patient
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Summarising the case

• The task oriented learning environment
  facilitates collaboration between students
• Through linking video with ideas of various
  parties (discursive dimension of Laurillards
  framework) students and trainers learn
• Type of feedback
• Peers react with concerns
• Trainer adds theoretical concepts

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What might happen next?

• Caspar might
• ask for more feedback from other peers or experts
• give feedback to others
• use some typical video clips in an assessment
  module to demonstrate his teaching competencies
• Gee might
• use some of the video clips to create an analysis
  learning task module to illustrate typical
  theoretical elements of collaborative work
• re-use or improve assignments for other purposes

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Thank you for being with us!

• For more information and questions on DiViDU,
  please contact us
• dividu_at_ilo.uva.nl
• Website
• http//dividu.digiuni.nl ltenglish section under
  construction, available from July 8th gt
• Literature
• Brown S, Cruickshank, I, Pedagogical
  re-engineering Using Laurillards taxonomy of
  educational media to guide curriculum design,
  ALT-C 2003 Research Proceedings, UK.
• Korthagen, F.A.J. Kessels, J.P.A.M. (1999).
  Linking theory and practice changing the
  pedagogy of teacher education. Educational
  researcher, 28 (4), 4-17