The Design of Video Enhanced Rubrics to Foster Complex Skills · goal selection. • You are...

TheDesignofVideoEnhancedRubricstoFosterComplexSkillsKevinAckermans,EllenRusman,SaskiaBrand-Gruwel,MarcusSpechtOpenUniversityoftheNetherlands,WeltenInstitute

IV4VETworkshop,Lugano,Switzerland15December2016

Assignment• Youarethemultimediaexpertforaschoolforsecondary

education.• Theschoolisdevelopingamultimediaapplicationtofostera

complexskillforkidsaged12to14,forthisexamplewewillusetheskillofpresentation

• Specifically,thefeedbackquality,mentalmodelaccuracyandperformanceofpresentation.

• Theapplicationcollectspeerandteacher-feedback,whichispresentedtothelearnertofosterthelearnersself-directedgoalselection.

• Youarespecificallyhiredtodevelopthescreensinwhichvideoandrubricarecombined

• Thescreensyouareaskedtodevelophavetosupporttheformativeassessmentprocess ,givingthelearnerinsightinhisowndevelopmentovertime.

Assignment

Considerations Decisions Design

A3 sizeA4 size

Assignment• Youarethemultimediaexpertforaschoolforsecondary

education.• Theschoolisdevelopingamultimediaapplicationtofoster

acomplexskillforkidsaged12to14,forthisexamplewewillusetheskillofpresentation

• Specifically,thefeedbackquality,mentalmodelaccuracyandperformanceofpresentation.

• Theapplicationcollectspeerandteacher-feedback,whichispresentedtothelearnertofosterthelearnersself-directedgoalselection.

• Youarespecificallyhiredtodevelopthescreensinwhichvideoandrubricarecombined

• Thescreensyouareaskedtodevelophavetosupporttheformativeassessmentprocess ,givingthelearnerinsightinhisowndevelopmentovertime.

perform or assess a complex skill

Digitaltool

VER Pre-Assessment

VER Post-Assessment

Receive feedback & assessment

Self Assessment Expert Assessment Peer Assessment

TheDilemma’sSituational Interest may have a greater effect then

redundancy and modality (Dousay 2016)

modality principle(Mayer 2009)

Purpose vs Multimedia

redundancy principle(Mayer 2009)

Learner segmentation gives learners control over paceMerrienboer 2009)

Implementing second-order scaffolding to develop SDL(Merrienboer 2009)

minimise gaze shifts = higher working memory load and beter memorisation

segmentation principle_pre-segmentation lowers cognitive load(Mayer 2009)

learner control may cause extraneous load(Mayer 2009)

Maximise gaze shifts & minimise working load (spatial split-attention principle)(Mayer 2009)

Autonomy is crucial for intrinsic motivation(inauguratie martens_paragrapf 2.4)

Multimedia theory has limited stability over time (Schweppe 2015)

4CID specifically designed for durable acquisition of complex skills(Merrienboer 2009)

ARCS model: attention, relevance, confidence, satisfaction build-up of multimedia video

Emotion, motivation and affect may regulate cognitive load(Moreno 2006)

redundancy principle_only present material essential for learning(Mayer 2009)

Supportive information must synchronously present itself with the task(Merrienboer 2009)

Adult model gives a better perception of mastery(Hoogerheide & van Gog 2013) personalisation principle_learning from peers

(Mayer 2009)Perception of competence is essential for intrinsic motivation(inauguratie Martens page 51)

Hoogerheide

Whatisoursolution?

perform or assess a complex skill

Digitaltool

VER Pre-Assessment

VER Post-Assessment

Receive feedback & assessment

Self Assessment Expert Assessment Peer Assessment

Instructional

Motivational

Feed-forward

Pre-assessment

Post-assessment

a) Position in the formative

assessment process

b) Purpose in the formative

assessment process

c) Theoryto meet the purpose

However, when applied to their own respective purpose, (motivation and cognitive load), video

can be fragmented into purposeful phases which we may expect to be foster learning

MotivationARCS Instruction Instruction Instruction Instruction

Time: approximately 10/12 minutesVi

You have seen cluster 1, illustrating how to:*Pick a topic

*Organise your presentation*Find and use materials*Use audiovisual aids

*Present the introduction

Instructional

Motivational

Feed-forward

Pre-assessment

Post-assessment

assessment process

Mock-upPre-Assessment

Mock-up

Instructional

Motivational

Feed-forward

Pre-assessment

Post-assessment

assessment process

Modelling example: Feed Up

TimeVi

SDGSTool Tip

(Feed-forwardfrom teacher)

DescriptiveScoringcriteria

Feedback

Mock-upPost-Assessment

Mock-up

DiscussionSituational Interest may have a greater effect then