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Florian Meyer, Université de Sherbrooke, Québec, Canada
Cases of teacher trainers using examples of teaching practices on video in a distance learning context SY 4 : Video-Enhanced Environments for Teacher Learning
SIG 11 – EARLI 2014
Florian Meyer, Université de Sherbrooke, Québec, Canada
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Plan
1. Problem and goals
2. Theoretical framework
3. Methodological aspects
4. Results
5. Discussion and opening
Florian Meyer, Université de Sherbrooke, Québec, Canada
Problem and goals
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Observing videos• Modeling practices seems to have a positive effect on the development of
professional competencies allowing emotional, social, and cognitive learning (Yung, Yip, Lai, et Lo, 2010).
• Modeling (Schunk, 2001) from examples of good practice on video goes beyond a simple exemplification of practice and engages students in a complex and reflexive analysis process (Santagata et Guarino, 2011).
• Interactions between teachers participating in training "video clubs" evolve (van Es et Sherin, 2008; van Es, 2012)
• Vicarious effect (Bandura, 1997) produced by watching videos of experienced peers within an autonomous online training contributes to the positive effect on the feeling of self-efficacy, intentions to change practice and knowledge of teachers in training (Meyer, 2010)
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Online training for learning• The online trainer’s role to support collaboration and interaction
between teachers (students) is complex (Santiago, Leh and Nakayama, 2011) : it requires supporting various types of interactions (Dumont, 2007)
• Learning occurs through various cognitive processes that are influenced by the environment and the social context in which a person is, the practice of reference, the observations she can do, the models that are proposed, the mediation offered by a trainer or a peer, conceptions or expectations (Cross, 1981; Bruner, 1996; Wang et Kang, 2007).
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Problem
How do trainers know how to combine these aspects and support student teachers to analyze videos of practice online in order to learn better ?
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Goals1. To understand the evolution of the capabilities of the students to
analyze videos, according to peer interventions and interventions of the trainer, or contextual characteristics of the training.
2. To understand to what extent the observations and analysis carried out by teachers and supported by trainers contribute to some of these cognitive processes and to what extent they contribute to learning.
– One of the major aspects is the pedagogical model implemented by trainers.
3. To support trainers who need some advice for a better practice.
Florian Meyer, Université de Sherbrooke, Québec, Canada
Theoretical framework
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
• Four types of teaching knowledge: – disciplinary knowledge, – curriculum knowledge,– pedagogical knowledge – experiential knowledge (Malo,
2000)
• If the relationship between these knowledge can be facilitated during learning situations, then the links between theory and practice will be stronger (Legendre, 1998)
Teacher learning
(Shulman & Shulman, 2004, p. 260)
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Online learning• During online learning : socio-cognitive conflict,
collaboration, interactions (Henri et Basque, 2003)
• Four types of support can be offered by the trainer (role that can sometimes be played by peer students): – psychological and psychosocial support– methodological and organizational support– educational support– technical support (Dumont, 2007)
Florian Meyer, Université de Sherbrooke, Québec, Canada11
Florian Meyer, Université de Sherbrooke, Québec, Canada
(Wang & Kang, 2006, p. 226 )
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Instructional design• MISA (Paquette, 2004) in four axes
1. DC: Design of Content (Knowledge and Skill Representation);
2. DP: Design of Pedagogical Specifications (Application of Teaching Methods and Approaches);
3. DM: Design of Materials (Specification of Learning Materials);
4. DD: Design of Delivery (Delivery Planning)
• Charlier, De Schryver et Peraya (2006)
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Based on Charlier, de Schryver et Peraya, 2006
Conception
Perception
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
(Bloomberg, Renkl, Sherin, Borko & Seidel, 2013, p. 105)
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Janík, Janíková, Knecht, Kubiatko, Najvar, Najvarová & Šebestová (2009, p. 208)
Types of videos
Florian Meyer, Université de Sherbrooke, Québec, Canada
Methodological aspects
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
• 5 teacher trainers• First step of a 2 years
process• 9 courses of 3 credits
(Fall 11 to Fall 13)• 180 Master degree
students (same program)
• Datas– Interviews– Interactions in forums
Qualitative action research
Florian Meyer, Université de Sherbrooke, Québec, Canada
Some preliminary results
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
MauriceTITLE « Socioconstructivisme et app. pédago. contemporaines »
Design of Content « l’objectif de mon cours c’était de les amener à comprendre que le socioconstructivisme c’est un défi, ça donne des résultats » ; C3-4-11
Design of Pedagogical Specifications
Socioconstructivism and sociocognitivism 1 of 5 modules uses videos
Design of Materials Forums : mandatory and evaluatedEmails – Videos – Readings - CMaps
Design of Delivery Moodle – 100% online – credited and mandatory
Types of video 20 (among 50) good examples of practice from http://zoom.animare.org (he made these videos) – One topic : integration project
Video use Application of theoretical concepts (5 approaches) to video segments + identification of spectific elements and illustration of own understanding
Types of support Rarely present, only when it is strategic : (psychological support) ; educational support
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
CaroleTITLE « Socioconstructivisme et app. pédago. contemporaines »
Design of Content « de connaitre et de comparer les principales approches pédagogiques contemporaines. Pis d’analyser et mettre à l’essai des principes et démarches de planifications et d’interventions » C3-4-11
Design of Pedagogical Specifications
Socioconstructivism and cognitivism 1 of 5 modules uses videos
Design of Materials Forums : mandatory and evaluatedEmails – Videos – Readings - CMaps
Design of Delivery Moodle – 100% online – credited and mandatory
Types of video 20 (among 50) good examples of practice from http://zoom.animare.org (total of 180 min of videos) – One topic : integration project
Video use Application of theoretical concepts (5 approaches) to video segments + identification of specific elements and illustration of own understanding
Types of support Very present and supportive : psychological support ; organizational support ; technical support, educational support
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
LiseTITLE « Les savoirs didactiques en sciences et technologies »
Design of Content « la finalité c'est de ne pas confondre le savoir scolaire, le contenu du programme et le contenu scientifique » ; C1-3-8
Design of Pedagogical Specifications
Conceptual change
Design of Materials Forums : mandatory and evaluatedEmails – Videos – Readings - CMaps
Design of Delivery Moodle – 100% online – credited and mandatory
Types of video 1 good example of practice + 1 non exemplary practice from private bank of videos
Video use Observation and analysis of teaching situations (teacher) learning (student) + description and anticipation
Types of support Extremely present, questions a lot and interacts a lot : psychological support ; (organizational support) ; educational support (error is fundamental and seen as an opportunity)
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
FabienTITLE « Introduction aux prog de formation continue en ens. »
Design of Content Competence 11 and 8 (C11-8)
Design of Pedagogical Specifications
Socioconstructivism – CognitivismObservation to develop teacher thinking (Janík et al., 2009)
Design of Materials Forums : non mandatory Emails – Videos – Readings - CMaps
Design of Delivery Moodle – 100% online – credited and mandatory
Types of video 9 Good examples of practice from http://zoom.animare.org (he made some of these videos). Various topics
Video use 3 steps observation. Progression in observing videos (take notes → analyze → reflect) + connexion to personal practice and understanding
Types of support Quite present : psychological support ; organizational support ; educational support ; (technical support)
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Next steps• Analyzing interactions in every course to see how they build
up and what are their impact in terms of learning. • Gunawardena, Lowe & Anderson (1997) : 5 levels of
interaction : 1. Sharing/comparing of information;
2. Discovery and exploration of dissonance or inconsistency among ideas, concepts or statement;
3. Negotiation of meaning/coconstruction of knowledge
4. Testing and modification of proposed synthesis or co-construction;
5. Agreement statement(s)/applications of newly-constructed meaning.
Florian Meyer, Université de Sherbrooke, Québec, Canada
Discussion and opening
Florian Meyer, Université de Sherbrooke, Québec, Canada
(Bloomberg, Renkl, Sherin, Borko et Seidel, 2013, p. 105)
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Different models
• Videos can enhance an online course in different ways ;
• Teacher trainers’ role is crucial ;• Videos play a very different role ;
• How do interactions evolve ?• What do students learn ? • What do the teachers need to improve ? And why ?
Florian Meyer, Université de Sherbrooke, Québec, Canada
Thank you very much !
http://pedtice.org
Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
Bibliography• Baecher, L. et Kung, S.-C. (2011). Jumpstarting Novice Teachers’ Ability to Analyze Classroom Video: Affordances of an Online Workshop.
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• Bandura, A. (1997). Self-Efficacy The Exercise of Control. New York: W.H. Freeman and Company.
• Bloomberg, G., Renkl, A., Sherin, M., Borko, H., et Seidel, T. (2013). Five research-based heuristics for using video in pre-service teacher education. Journal For Educational Research Online / Journal FüR Bildungsforschung Online, 5(1), 90-114. Récupéré de http://www.j-e-r-o.com/index.php/jero/article/view/340Bruner, J. (1996). L’éducation, entrée dans la culture : les problèmes de l’école à la lumière de la psychologie culturelle. Paris: Retz.
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Florian Meyer, Université de Sherbrooke, Québec, CanadaFlorian Meyer, Université de Sherbrooke, Québec, Canada
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