2. Quality Visions and Focused Imagination

Bliss, Traci; Reynolds, Anne

doi:10.1016/s1479-3687(03)10002-8

Cited by 9 publications

(8 citation statements)

References 9 publications

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“…By "illustrating the theories and different perspectives," on the other hand, the DVs also promoted the abstract (Lehtinen, 1997;Ruokamo et al, 2002) and multiple perspectives oriented aspects (Soini, 1999;Flynn & Soini, 2000) of learning. The DVs enhanced the students' emotional involvement (Soini, 1999;Flynn & Soini, 2000; see also Bliss & Reynolds, 2004) by "creating an inspiring effect" and "variety" to the studying process. Worth emphasising is also that according to the respondents, one of the roles of the DVs was "to lower the threshold of getting started with studying".…”

Section: The Roles Of the Digital Videos In The Students' Meaningful mentioning

confidence: 99%

“…In depth research into the educational use and especially production of DV in higher education is scarce (Jonassen et al, 2003;Kearney & Schuck, 2004. The existing research has nevertheless suggested that the use of DVs can stimulate students' emotions and enhance the authenticity of learning (Bliss & Reynolds, 2004) and that the production of DVs can enhance university students' motivation, supporting especially the creative and active aspects of learning (Hung, Keppell & Jong, 2004).…”

Section: Introductionmentioning

confidence: 99%

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Towards meaningful learning through digital video supported, case based teaching

Hakkarainen

Saarelainen

Ruokamo

2007

AJET

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This paper reports an action research case study in which a traditional lecture based, face to face Network Management course at the University of Lapland's Faculty of Social Sciences was developed into two different course versions resorting to case based teaching: a face to face version and an online version. In the face to face version, the teacher designed and produced three digital video supported case studies with the students to be used as learning material for the online version. The research focuses on finding out the student perspective on the following questions: (1) Can designing and producing digital video supported cases constitute a meaningful learning process for the students? (2) Can solving digital video supported cases in an online course support meaningful learning for the students? and (3) What roles do the digital videos play in the online students' meaningful learning process? The research indicates that both designing and producing, as well as solving the digital video supported cases, promoted especially the active and contextual aspects of the students' meaningful learning as well as the students' positive emotional involvement in the learning process. Several implications for further development of the Network Management course and for the development of university teaching across disciplines can be drawn from the results.

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Section: The Roles Of the Digital Videos In The Students' Meaningful mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Towards meaningful learning through digital video supported, case based teaching

Hakkarainen

Saarelainen

Ruokamo

2007

AJET

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“…At the same time its use has spread to the areas of teacher education (Goldman et al, 2007;Masats & Dooly, 2011), and in-service training (Borko, Jacobs, Eiteljorg, & Pittmann, 2008;Brophy, 2004), allowing teachers to observe their own classrooms (Borko et al,2008;Sherin & van Es, 2009), their colleagues' lessons (Bliss & Reynolds, 2004;Krajcik et al, 1996;Rosaen, Schram, & Herbel-Eisenmann, 2002;Seago, 2004) or practices in countries different from their own (Hiebert et al, 2003) 2 .…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Using video-stimulated recall to understand teachers' perceptions of teaching and learning in the classroom setting

Radišić¹,

Baucal²

2016

Psihol istra

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This paper has emerged from a research project based on exploring the interplay between teachers' beliefs about teaching and learning and their registered practices in language and math classes at an upper secondary level. The text describes one aspect of the research project which involved developing a more in-depth understanding of teachers' beliefs about the teaching and the learning process in the classroom settings. The topic was explored through interviews with 13 teachers involved in this stage of the project. The interviews applied video stimulated recall with selected clips from the teachers' classrooms, and were analysed as part of the research. Data from the video stimulated interviews with the teachers were one of the essential components of the project allowing for the teachers' perspective to be heard and thus acknowledging them as important partners in the research. The paper reports findings from the interviews on how teachers interact with the videos and how their inputs have framed consequent stages of the analysis, in return shaping the researchers' understanding of particular classroom practices.

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“…Many others have found the distinguishing features of video to be helpful in their teaching. Bliss & Reynolds (2004) found that working with written case studies in teacher preparation classes had limitations because they have "limited capacity to simultaneously show teacher actions and students response" (p. 31). Thus, they began using docucases.…”

Section: Use Of Videomentioning

confidence: 99%

“…In addition, the collected clips prompted even deeper and more focused discussions, and could provide the preservice teachers with more information regarding the students. Bliss and Reynolds (2004) found that preservice teachers preferred viewing a video to reading a written case. They highlighted three main reasons why: video enables viewers to gain a richer understanding of the case by engaging their senses and emotions; video keeps a viewer from imagining what is not warranted; and video allows a viewer to see subtle communication and body language between teacher and student (Bliss & Reynolds, p.41, 2004).…”

Section: Use Of Videomentioning

confidence: 99%

Utilizing video-clips and written work to help preservice teachers understand student thinking

Land

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The National Council of Teacher of Mathematics has put forth a vision for how mathematics should be taught that is quite different from the traditional model that most preservice teachers have experienced throughout their education. Cognitively Guided Instruction (CGI) is an example of a program that exemplifies that vision, but challenges exist for teacher education programs to prepare preservice teachers for an approach of this type. Presenting video clips and written work are two methods that have been used by teacher educators to help prepare preservice teachers. This project reiterates the literature surrounding this topic in that video clips and written work are successful in prompting discussions among preservice teachers pertaining to student thinking and offers preliminary evidence as to what contributes to a meaningful context. However, even more can be learned as to which factors contribute specifically to a meaningful context for preservice teachers.

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2. Quality Visions and Focused Imagination

Cited by 9 publications

References 9 publications

Towards meaningful learning through digital video supported, case based teaching

Towards meaningful learning through digital video supported, case based teaching

Using video-stimulated recall to understand teachers' perceptions of teaching and learning in the classroom setting

Utilizing video-clips and written work to help preservice teachers understand student thinking

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