La metodologia del cas aplicada a ls del vdeo: un exemple de blendedlearning en la formaci inicial d

1
La metodologia del cas aplicada a lús del vídeo
un exemple de blended-learning en la formació
inicial del professorat

• Dolors Masats i Melinda Ann Dooly
• Facultat de Ciències de lEducació, UAB

2
Framework

• OVIDE Online Video in Digital Environments for
  Teacher Education
• 223249-CP-1-2005-NL- Minerva-M
• The project aims at providing
• an overview of current practices
• a collection of case studies to identify the
  benefits and pedagogical approaches to the use of
  digital video in teacher education
• Some generic principles of operation which should
  relate to learning theories

3
Framework

• Learning to teach is difficult when students
  often have little time to observe effective
  teaching in a variety of situations, to practice
  their own teaching, and to reflect on this
  experience with others (Wasserman, 1994)
• Using videotape helps learners observe, analyse
  and improve their own teaching methods while
  their learn that by teaching others they enhance
  their own learning abilities and styles in any
  subject (Govaars et al. 2002)

4
Framework

• Only those students teachers who learn to use
  technology during their pre-service studies are
  likely to incorporate technology in their future
  classes (McKinney, 1998 Goldsby and Fazal,
  2000).

5
Framework

• Combining video with the case study method
  creates a highly tool for teacher professional
  development Video conveys experiences too
  complex to fully describe in text alone. A case
  study can present problems and issues that evoke
  intense discussions, greatly enriching the
  learning experience. Short video segments
  documenting experienced teacher working with
  students (aiming at fostering a reflective
  attitude among in-service teachers, one that will
  inspire them to think deeply about their
  teaching. Experience is enhanced by case
  discussion, either on-line or face-to-face.
  (Galvis, 2002)
• ).

6
Target students

• Facultat de Ciències de lEducació
• Titulació de Mestre Especialitat en Llengua
  Estrangera.
• Assignatura Didàctica de la Llengua Anglesa I.
• Master de Formació Inicial del Professorat de
  Secundària Anglès.
• Assignatura Didàctica Específica.

7
Target students of the case on Planning

• Titulació de Mestre Especialitat en Llengua
  Estrangera.
• Assignatura Didàctica de la Llengua Anglesa I.
• Platform MICaLL (Moderating Intercultural
  Communication and Language Learning)
• (Project 118762-CP-1-2004-1-NL-Comenius-C2.1)

8
The case Planning a project
9
The case Planning a project
10
The case Planning a project
11
Planing a project
12
Discussion forum
13
Discussion forum
14
evaluation
15
evaluation
16
Challenges

• Technological
• UAB server does not host streaming video
• Our Virtual Campus is not a dynamic interface
  (Need to explore alternative interfaces).
• Technical problems empoverish the case fromat and
  implementation.
• Methodological
• Students are not used to being exposed to a
  methodology based on blended-learning.
• Teachers need to come to the grips regarding the
  adoption of a blended-learning methodology.
• Ethic
• What kind of videos can we show?

17
Concluding remarks

• Although the content of these online video cases
  is important, even more important perhaps are
  some ways that these cases are actually used in
  preservice instruction. (Talley, 2000)
• The learning outcomes depend largely on the way
  videos are used as part of the overall learning
  environment, e.g. how viewing or producing videos
  is integrated into other learning resources and
  tasks. (Karppinen, 2005)

18
Concluding remarks

• What people learn from video case studies is
  influenced both by what they bring to the
  experience and by how they are engaged while
  viewing the case. (Ball 1994)
• The video is not enough. Students must learn to
  reflect upon their own practice and the practice
  of others. The video is a tool to promote
  Reflection-in-action but it must be accompanied
  by face-to-face or online chat discussions. The
  ideal Triad (a) class lecture, video case study,
  online communication with students. (Cannings
  Talley 2000).