Video Interactions for Teaching and Learning (VITAL) A System for Higher Education.
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Transcript of Video Interactions for Teaching and Learning (VITAL) A System for Higher Education.
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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 children’s 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 patient’s 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 [email protected] Preston [email protected] Hsu [email protected]
Center for New Media Teaching and Learning:http://
ccnmtl.columbia.edu