Video%20Interactions%20for%20Teaching%20and%20Learning%20(VITAL)

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Video Interactions for Teaching and Learning
(VITAL)

• A System for Higher Education

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A collaborative activity

• At Teachers College Herbert Ginsburg, Michael
  Preston, Susan Jang, Yu-Ling Hsu
• Many staff at the Columbia Center for New Media
  Teaching and Learning (CCNMTL), a group that
  develops new learning technologies for the
  university

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Overview of talk

• Background course method and components
• VITAL online environment
• What we learned
• SEGUE, an example of a similar online resource
  for medical education
• Discussion

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Background

• Course on childrens development of mathematical
  thinking
• Diverse students from curriculum and teaching,
  special education, psychology, instructional
  technology
• Goals are to
• Give students knowledge of relevant psychological
  and educational literature
• Enable them to interview and observe children, to
  diagnose individuals mathematical thinking,
  and to develop appropriate ways to teach math

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Course components

• Traditional syllabus, readings
• Carefully designed videos on key topics
• Online assignments and guided lessons in which
• Students analyze, review, examine videos
• Students relate readings to videos
• Lectures that include discussions of videos
• Weekly student reflections on lectures
• Final projects incorporating student videos

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Demonstration of VITAL
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What did we learn?

• How does VITAL affect student learning?
• Students seem better prepared each week
• Students seem to have more grounded understanding
• How does VITAL affect teaching?
• The model for student/instructor interaction
  (Assignment ? Lecture ? Reflection )
• I get to know the students better by examining
  their assignments and reflections
• I accommodate lectures to the assignments and
  reflections

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A medical example Project SEGUE

• SEGUE Set the stage, Elicit information, Give
  information, Understand the patients
  perspective, End the encounter
• Uses streaming video and asynchronous discussion
  boards to teach the cognitive foundation of
  medical interviewing
• Used by the Department of Family Medicine at
  Boston University and at Brown University

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Case Study Results

• 10 students from 2 medical schools reported
• improvements in self-awareness
• increased understanding of interviewing concepts
• high levels of satisfaction with online learning
  and with achievement of course objectives
• (J Med Internet Research 2003)

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So ...

• Is any of this useful for you?

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Thank you!

• Our information
• Herbert Ginsburg hpg4_at_columbia.edu
• Michael Preston mdp2010_at_columbia.edu
• Yu-Ling Hsu yh2042_at_columbia.edu
• Center for New Media Teaching and Learning
• http//ccnmtl.columbia.edu