Five research-based heuristics for using video in pre-service teacher education

Blomberg, Geraldine; Renkl, Alexander; Sherin, Miriam Gamoran; Borko, Hilda; Seidel, Tina

doi:10.25656/01:8021

Cited by 28 publications

(23 citation statements)

References 75 publications

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“…Our findings also confirmed that the video task imposed less extraneous cognitive load than VR. As stated by Sherin (2007), videos are windows that student teachers can use to safely observe a classroom situation without experiencing the extra pressure to respond instantly (Blomberg et al, 2013).…”

Section: Potential Risk Of Vr and Its Remediesmentioning

confidence: 99%

Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management: Results of a pre‐registered experiment

Huang

Richter

Kleickmann

et al. 2022

Brit J Educational Tech

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Video is a widely used medium in teacher training for situating student teachers in classroom scenarios.Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest-posttest experimental design to examine the influence of a video-versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes.

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Section: Potential Risk Of Vr and Its Remediesmentioning

confidence: 99%

Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management: Results of a pre‐registered experiment

Huang

Richter

Kleickmann

et al. 2022

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…The elaboration of the study material and video analysis tasks were beyond the scope of the current study, but can be found in further publications on individual studies from the project (Farrell et al, 2022;Martin et al, 2022). Videos themselves as learning material are not necessarily effective for instruction, but rather their efficacy also depends on how they are used as a learning tool embedded in the instructional context toward specific instructional goals (Blomberg et al, 2013;Derry et al, 2014). Thus, we argue that evaluating videos within the instructional context they are intended for is a more accurate evaluation of the relevance, engagement and challenge to the user that these videos in context elicit.…”

Section: Discussionmentioning

confidence: 98%

“…Thereto, it is highly important to have a joint integration of products available across teacher education programs in the form of open educational resources (Holodynski et al, 2022). However, in order to fully take advantage of these products, instructional information regarding learning goals and alignment with course methods and assessments is required (Blomberg et al, 2013). Moreover, the development of joint standards in teacher education and the definition of core teaching practices provide a basis for relating different video cases and digital tools for teacher education purposes (Seidel et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Developing scripted video cases for teacher education: Creating evidence-based practice representations using mock ups

Seidel

Farrell²,

Martin³

et al. 2022

Front. Educ.

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Video cases are commonly used in teacher education to support evidence-based professional knowledge acquisition. Novice teachers, however, often struggle when learning with video, since they lack professional knowledge schemata that facilitate noticing and reasoning about relevant events. Scripted video case development provides an approach to make relevant events more salient and visible. In alignment with previously reported approaches, we applied relevant design steps and quality criteria within the presented project to promote use in further research. Thereby, we introduce the novel approach of using mock-up settings as a way to identify naturalistic behavior as a basis for script development. User experience (UX) evaluations based on defined quality criteria of realistic experiences (i.e., authenticity), personal relevance (i.e., utility value), engagement (i.e., situational interest), and challenge (i.e., cognitive load) were carried out in a set of four studies including N = 423 teacher students. Findings support the conclusion that our design approach resulted in the development of high-quality scripted video cases for further use in initial teacher education.

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“…Additionally, they are not effective in themselves. Rather, they need to be embedded in an instructional context (Blomberg et al, 2013;Seidel et al, 2013).…”

Section: Cognitive Loadmentioning

confidence: 99%

“…Therefore, it is important to let pre-service teachers practice their professional vision in real classroom situations. In this regard, learning from authentic video material has become an important part of teacher education (Ball, 2000;Santagata et al, 2005;Spiro et al, 2007;Ball and Forzani, 2009;Blomberg et al, 2013). Video examples give insight into actual classroom situations, thereby enabling pre-service teachers to integrate theoretical knowledge with real-life teaching problems.…”

Section: Introductionmentioning

confidence: 99%

How can signaling in authentic classroom videos support reasoning on how to induce learning strategies?

et al. 2023

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Classroom videos are a viable means to implement evidence-informed reasoning in teacher education in order to establish an evidence-informed teaching practice. Although learning with videos relieves pre-service teachers from acting in parallel and might reduce complexity, the material still poses higher cognitive load than written text vignettes or other traditionally used static material. In particular, the information they deliver is transient and can, therefore, easily be missed. Signaling can guide learners’ attention to central aspects of a video, thereby reducing cognitive load and enhancing learning outcomes. In the current project, pre-service teachers acquired scientific knowledge about learning strategies and their promotion in a computer-based learning environment. We explored the effect of different arrangements of signaling in classroom video-examples on conceptual knowledge and the reasoning-component of professional vision. Therefore, we conducted a set of two studies with 100 student teachers including two signal arrangements in order to investigate how signaling can help learning to reason about classroom videos. In addition, we varied if participants received information on the use of signals in advance (informed) or not (uninformed). We measured conceptual knowledge by asking participants what they knew about self-regulation strategies. Additionally, we assessed reasoning by asking participants to notice sequences in a video where teachers induced learning strategies, and to reason in what respect the observed behavior was useful to induce the strategy. Uninformed signaling did not affect the acquisition of conceptual knowledge and reasoning. Informed signaling led to significantly better conceptual knowledge than uninformed signaling. It is argued that the signal-induced extraneous load exceeded the load reduction due to the signal’s selection advantage in the uninformed conditions. In a third, exploratory study, nine participants were interviewed on the perception of different signals and indicated that spotlight and zoom-in signals foster processing of classroom videos.

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Five research-based heuristics for using video in pre-service teacher education

Cited by 28 publications

References 75 publications

Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management: Results of a pre‐registered experiment

Comparing video and virtual reality as tools for fostering interest and self‐efficacy in classroom management: Results of a pre‐registered experiment

Developing scripted video cases for teacher education: Creating evidence-based practice representations using mock ups

How can signaling in authentic classroom videos support reasoning on how to induce learning strategies?

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