Draft of Conference Proposal on Video-based Learning for Instructional Improvement

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Conference Session Proposal Draft

Title: Enhancing Teacher Preparation Online through Video-based Modeling and Feedback

Abstract:

Although video of teaching practice has long been a part of the national discussion concerning teacher observation and evaluation (i.e., TIMSS 1999 Video Study), online video-based pedagogical practice has only recently been acknowledged in the research literature as a cornerstone for effective online and face-to-face teacher preparation and continued professional development (i.e., Archer, Cantrell, Holtzman, Joe, Tocci, & Wood, 2016; Borko, Koellner, Jacobs, & Seago, 2011; Derry, Sherin, & Sherin, 2015; Gaudin & Chaliès, 2015).

The University of Florida College of Education faculty and staff have unique expertise in planning and implementing innovative online video-based pedagogy for the purpose of improving teacher and leader preparation and professional development. Motivation of online students played a key factor in the initial decisions to redesign coursework to include professional video in addition to synchronous observation video software (i.e., Guo, Kim, & Rubin, 2014). Some examples of our efforts include the implementation of synchronous and asynchronous video solutions (with annotation) for teacher observation and pre-service mentoring, embedded video of UF graduates modeling teaching best practices within our online courses, expert and practitioner interviews and case studies woven through online discussions, and targeted video demonstrations of instructional strategies for teaching students with dyslexia.

In this session, the demonstration and effectiveness of these design changes will be discussed, including the sharing of student feedback regarding how these changes have impacted their instruction in the field.

References

Archer, J., Cantrell, S., Holtzman, S. L., Joe, J. N., Tocci, C. M., & Wood, J. (2016). Better feedback for better learning: A practical guide to improving classroom observations. Jossey-Bass: San Francisco, CA.

Borko, H., Koellner, K., Jacobs, J., & Seago, N. (2011). Using video representations of teaching in practice-based professional development programs. ZDM Mathematics Education, 43, 175-187.

Derry , S., Sherin , M., & Sherin , B. (2014). Multimedia learning with video. In R. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 785–812). New York: Cambridge University Press.

Gaudin, C. & Chaliès, S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, (41-67)

Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Paper presented at Learning @ Scale 2014 Annual Conference, Atlanta, GA.

 More at- https://www.academia.edu/25847583/Enhancing_Teacher_Preparation_Online_through_Video-based_Modeling_and_Feedback

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Always Asking Questions & Always Learning

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Working on the University of Florida’s College of Education Online M.Ed. in Educational Leadership has provided me a golden opportunity to learn more about Florida’s educational leaders. The last few years of my career have led me into very divergent, but exceptional, learning opportunities. From leading the development of curriculum for online courses to setting up methods for large-scale registration and submissions for district-based inquiry, I have not been able to rest much on what I have learned previously in my career. I am constantly in challenging (but insanely exciting) situations.

With the Online M.Ed., I have been given the chance to search out and interview principals at all levels of career experience to be included in the courses. I believe this “real-world” perspective from leaders in widely varying school contexts provides the students with an extraordinary unique advantage. It has provided me something extraordinary as well. Next to finishing my dissertation and teaching my elementary and high school students, learning from these wonderful leaders has been the best part of my career in education.

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The leaders pictured include (L-R): Hudson Thomas of Pompano Beach High School (Broward County), Roxana Herrera of Palm Springs Elementary School in Hialeah (Miami-Dade County), Dr. Joseph Joyner- Superintendent of St. Johns County Public Schools, Lynette Shott of Flagler-Palm Coast High School (Flagler County), Scott Schneider of Terry Parker High School (Duval County), and Lawson Brown of Charles Duval Elementary School (Alachua County). These are only a few of the leaders we have interviewed.

The cover stars of the flier below are two exceptional leaders: Christy Gabbard and Stella Arduser of P. K. Yonge Developmental Research School at the University of Florida. They are also featured on our website now (https://education.ufl.edu/edleadership-med/).

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Links Related to Poverty & Opportunity in Education- My Notes

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Random links related to my thoughts on poverty and access to opportunity in education. This is completely random, and I collected studies along the way. I will attempt to produce a cogent thought at some other point. For now, here are some notes.

Do you believe that every human being deserves an opportunity to learn, to become an informed citizen of the world?

Do we treat the symptoms of the issue or the issues at the root of the problem?

“To critics of the reliance on standardized testing, the problem is a matter of emphasizing the wrong metrics. Equal access to high quality education, they argue, is the key to improving student learning.’We’ve been focused on test-based accountability, but testing does not equal accountability,’ Linda Darling Hammond, a professor of education at Stanford University, said at an event on the results in Washington on Tuesday. ‘Accountability is when you have a system that works for each and every child.'”

– Maya Rhodan (Read the article at this Link) on PISA results in Time, December 2013.

Teachers College Article

October 2013 Washington Post Article on SAT scores and socio-economic status

2009 NY Times Article on SAT and socio-economic status

In her dissertation Linda Ruth Williams Sorhaindo (2003) examined a sample of 9,000 4th and 8th grade student achievement scores in the Miami-Dade Public School system. She compared student scores and tested to see if there was a relationship between degree of poverty and academic achievement test scores. Read more here.

Check out Jeremy Allan Moore’s (2011) dissertation correlating poverty and student achievement scores in Florida here. Hint from his abstract-

“This study was successful in quantifying correlations between poverty and student achievement in Florida by utilizing FRPL as a proxy for poverty and FCAT as an indicator of student achievement. Correlation results ranging from -0.761 to -0.855 demonstrated strong associations between these variables. Over the span of years observed, as poverty levels increased in Florida schools, 76 percent to 86 percent of the corresponding student achievement scores decreased. These connections provided measured relationships between poverty and student achievement.”

Moore (2011)

Creativity and Dr. Dorothea Lasky – Links and Appreciation

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Dorothea Lasky is a force for creativity.

Her poems burst with color and neccessity. Her short lines are full of fire. Earth, water, and wind are present in her most recent book, but there is much fire.

Not only a respected and established poet (her books- Awe, Black Life, and Thunderbird- can all be purchased at Wave Poetry), Dr. Lasky examines the role of creativity in learning. Her dissertation, her articles for academic journals, and her class syllabi all reflect this deep passion for the creative act. She creates spaces in her writing and her teaching that allow others to experience the power of the imagination and the possibility of experiencing something transcendent.

But, you can read for yourself.

Here is a small list of some of her articles, interviews, and her book on poetry in education:

Could Poetry Start an Educational Revolution?

2012 article in The Atlantic

Open the Door: How to Excite Young People About Poetry

Making Space for the Act of Making: Creativity in the Engineering Design Classroom

Examining small “c” creativity in the science classroom: Multiple case studies of five high school teachers

Interview w/ Phantom Limb

Interview w/ The Conversant

Thoughts about teaching and learning: Multi-tier System of Supports for Learning

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Thoughts about teaching and learning:

Multi-tier System of Supports for Learning

After teaching in the elementary and high school environments, teaching and creating learning activities online, and spending time teaching adults and pre-K students to read, I have come to reflect on some things regarding instruction and learning. I will start to keep some posts geared toward these ideas. This reflection, which may be insane and unfounded, has to do with  differentiation.

The only “solutions” to the Two-Sigma Problem addressed in Bloom’s research and subsequent articles (listed below) include:

1. Effective teaching/facilitation of learning- There are no magic bullets here. A teacher who knows their students (whether online or face-to-face) and can motivate them, stimulate curiosity, and build their students’ self-efficacy will have a better chance of creating lifelong learners. The differentiation of instruction and the providing of supports for all learners can be called many things. It is referred to as RTI, MTSS, and many more names/acronyms. However, it doesn’t matter what it’s called…one-to-one tutoring is a conversation wherein a student is constantly engaged in a learning discussion. In small groups, targeted to need, the students are reinforcing one another’s learning through the social action that’s taking place. In the whole class/group, teachers must be aware of various indicators of learning from individual learners. The class must be held as a learning community, not unlike Socratic seminars or problem-based learning activities. In these situations, learners are engaged, motivated, and supported by the teacher and other students.

http://www.florida-rti.org/

http://www.ncld.org/disability-advocacy/where-we-stand-policies/multi-tier-system-supports-response-intervention

http://www.rtinetwork.org/learn/what/whatisrti

2. Online education with adaptive software only fulfills part of the need of most learners. Most learners need more than a Storyline-based online course wherein they are constantly “moved” back or forward in an online environment based on responses to questions/formative assessments. There needs to be opportunity to discuss, to reflect on learning…to bounce ideas off other learners. Facilitation does this, some online social networking does this, and even forums do this. But, online instruction that is not facilitated can only work with adult learners who are engaged with a learning activity due to a requirement (traffic school) or a personal need (getting a certification for work or to open up opportunities outside of a person’s current situation). This is not stated as clearly as I’d like to state it…but, curiosity and community can’t be forced. There has to be a relationship to the learning.

3. Finally- adults only learn what they find value in learning. Perception of value is the key…more on that later.

Bloom’s Two-Sigma Problem (1984) links:

http://www.comp.dit.ie/dgordon/Courses/ILT/ILT0004/TheTwoSigmaProblem.pdf

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198405_bloom.pdf

Sontag-like notes taken regarding course design in 2010

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These notes make little sense out of context. However, I save almost everything that I write or think about in writing. These wqere some notes (with lots of attached digital studies to back up my thoughts) in 2010-2011. I originally kept track of all of this, because I was trying to figure out the best way to explain solid course design from the perspective of UI/UX commonly associated with social media and gaming. That was pretty much a failure, but I was able to plant the germ of thought around these concepts with several individuals who had never thought about the motivational or social constructivism that should be a part of learning online (the same way these play such a vital role in face-to-face instruction). When I write things down, I tend to really remember them, even if I don’t return to the notes. Each of the studies or books contained in the notes have been read and considered prior to adding them to my thought process.

“Learning guides” and personal touch in online learning experiences:

Research behind “Learning Guides” showing up to talk to the learner at least five times during a lesson (Big Ideas, etc.)

Important to remember-

Wang, N., Johnson, W.L., Mayer, R.E., Rizzo, P., Shaw, E., & Collins, H. (2008). The politeness effect: Pedagogical agents and learning outcomes. International Journal of Human Computer Studies, 66, 98–112.

Mayer, R.E. (2005). Principles based on social cues: Personalization, voice, and image principles. In R.E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 201–212). New York: Cambridge University Press.

Moreno, R., Mayer, R.E., Spires, H., & Lester, J. (2001). The case for social agency in computer-based teaching: Do students learn more deeply when they interact with animated pedagogical agents? Cognition and Instruction, 19, 177–214.

Component 1: Multimedia Approach (illustrations over text, spken text or narration over printed text only)-

1. Seminal 2007 Study Link- http://www.scribd.com/doc/33972230/Richard-E-Mayer-Applying-the-Science-of-…

2. Novice-level users of technology and multimedia – attached below

3. Last text and cover attachments include a short couple of pages from e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning [Ruth C. Clark, Richard E. Mayer]- Breaking all sorts of copyright rules here…(and this is not a part of our coursework here in ID…but, this is an important book synthesizing these ideas and used at other state universities, like USF and UCF).

Responsive Design and User Interfaces

1. Examples and clear definitions of adaptive/responsive web development templates:

a. A List Apart (One of my favorite web blogs for design- definition of this component…Link)- http://www.alistapart.com/articles/responsive-web-design/

b. Examples using Goldilocks (attached below)

c. These things can be templates for further work-

http://designshack.net/articles/css/5-really-useful-responsive-web-design-p…

d. Defined through image (attached below)

e. Excellent example of a website (other than Boston Globe, which is brilliant) that “knows” what you are viewing it on- www.thinkvitamin.com

f. What I am using for UI wireframing and basic design- Keynote Kung-Fu and hotglue.me

2. Examples of Cascading Style Sheets (CSS)…specifically for CSS3:

a. Really cool (examples of how content can live in a variety of amazing style sheets using CSS3)- www.csszengarden.com

b. http://demo.marcofolio.net/3d_animation_css3/

c. http://filamentgroup.com/lab/responsive_images_experimenting_with_context_a…

d. When can I use specific things????- http://caniuse.com/

3. Jason’s favorite UX/UI designer:

http://jamesadame.com/50769/453451/gallery/dunkin-donuts

More information-

Why it’s important and what it looks like-

http://uxmag.com/articles/designing-for-context-the-multiscreen-ecosystem#.…

The Designer’s Rise to Upper Echelons of Business Community-

http://www.huffingtonpost.co.uk/mark-c-curtis/the-designers-rise-into-t_b_1…

Really great, innovative design takes lots of work. Simplicity is so complex. These guys rock at it.

http://www.fjordnet.com/

And, when you just want to get “cool”-

http://mrdoob.com/137/Voxels_liquid

Badging:

Social networking can be leveraged as a tool to promote deep communication and learning between learners and as a way to validate accomplishments of those learners. Badging and the curating of shared knowledge within this network (participants’ shared knowledge may be examples of lesson plans, videos, blogs, photos from the field, etc.) is a powerful way to building a structure that allows for meaningful learning in an online environment. This shared responsibility for curating the uploaded artifacts helps to motivate the learner and can be used to help assess the contributions and the outcomes of applied learning for every participant.

I have attached Baker’s 2007 AERA published paper as the “touchstone” document from which a great deal of research has been based.

 

Ease of Use:

IMPORTANT STUDY (as important as Roger’s book, Diffusion of Innovations, IMO):

  • Davis, F. D. 1989. Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly 13( 3): 319– 340. (attached)

  • Rogers, Everett M. 1962. Diffusion of Innovations. Glencoe: Free Press. Most recently revised 2003 (5th edition).

and, just because I like these books, and I’ve found them to contain a lot of truth:

Malcolm Gladwell’s Tipping Point (1st chapter attached)

http://www.gladwell.com/tippingpoint/

Norman’s The Design of Everyday Things

http://en.wikipedia.org/wiki/The_Design_of_Everyday_Things

Learning activities:

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My art teacher in high school, Dale Newman, once asked the class to paint pieces of the ceiling. What I loved about this act was that it allowed me and the rest of my classmates to define part of the room, part of the space we inhabited every single day. We were designing our environment in a small way. This had a deep impact on my own teaching…years later. I asked the students if they’d like to paint the ceiling like it was part of the sky. The building was old, and the rooms could feel small and stifling. We decided to paint the ceiling, grow a garden, etc. It had very little to do with a specific lesson and more to do with life. Sometimes, we all need to just change the setting to make our lives a little more like our dreams.