Video Cases Online: Cognitive Studies of PreService Teacher Learning

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Video Cases OnlineCognitive Studies of
Pre-Service Teacher Learning
Sharon J. Derry University of Wisconsin-Madison
Cindy Hmelo-Silver Rutgers University
Funding Provided by The National Science
Foundation
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(No Transcript)
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Unsolved Problem Spontaneous Transfer to
Practice

• Can conceptual systems we market in university
  professional programs be truly useful in
  students future professional lives?
• A search for practical instructional approaches
  that can be implemented on a large scale.

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Context of Work

• Learning Sciences Courses for Preservice Teachers
  at Rutgers UW-Madison
• Goal Help teachers acquire useful knowledge of
  learning science concepts.

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Knowledge in Action
Ideas are powerful things, requiring not a
studious contemplation but an action, even if it
is only an inner action. Midge Decter,
American writer
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Needed for Transfer Meshed Cognitive
Representations

• Produce representations that mesh
• Perceptual visions of (teaching) practice
• Conceptual understanding learning science
• Plans for (teaching) practice
• Mindsets for reflective practice
• Courses that systematically intertwine
• Video case study
• Conceptual processing (e.g. readings)
• Lesson design activities

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STELLAR (Socio-technical Environment for Learning
Learning Activity Research)

• System for Building High-Mesh Online Courses
• Configurable Tools
• Learning Activity Constructor
• Interactive Group Whiteboard
• Individual Student Notebooks
• Asynchronous and Synchronous Discussions
• Research Library
• Multimedia Hypertext
• Upload video and digital resources
• Integrate with course text
• Interface for Viewing Video

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An Example STELLAR Activity A Lesson Design
Problem for Math Educators
Designer Constructs Steps in Activity
Designer Configures Tools for Learning
Designer Creates Instructions Activities for
Each Step This is Problem at Step 1
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Group Whiteboard Tool
Voting Utility
Configurable Spaces and Prompts
Feedback
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Video Case Interface
Links to Hypertext (differs for each mini-case)
Active Mini-case
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A Hypertext Page on Transfer
CFT-Based Navigation Tool
Access to mini-cases on Transfer
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Ratings of STELLAR Activity Fall 2002 (5 high)
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Ratings of Online Tools and Features (5 high)
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Types of Data

• Group instructional plans developed on line
• Online discourse related to group work
• Individual reflections analyses of group work
• Pre and post-course analyses of teaching/learning
  video cases
• Self reports of beliefs and attitudes related to
  teaching learning
• Evaluative ratings of system activities and tools

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Psychometrically Validated Assessments Examples

• Concepts-in-Use Rubrics
• Used to score pre- and post video analyses and
  other student products to determine the level of
  sophistication in students use of target
  concepts.
• Example target concepts understanding, transfer,
  metacognition,
• Bridging Instruction Rubric
• A complex rubric used to evaluate instructional
  designs and design discourse

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About Rubrics

• Features to guide coding
• Calibrated to the STEP scoring scale
• Can be used across multiple types of student
  products and documents
• Are psychometrically sound (validity and
  reliability studies)

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Features Coders Consider in Judging Student
Ability to Use the Concept Understanding to
Inform Teaching
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Results from Fall 2002(0 no knowledge 3
expert)
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STELLAR vs. Traditional Course Understanding
Score Spring 2004 (Rutgers)
ANCOVA F(1, 67) 69.62, p
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Delayed Performance () Under Different Activity
Designs
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What Predicted Understanding Score?

• Pretest
• Site (Rutgers vs. UW)
• Success with collaborative tool (whiteboard)
• Success with video-text links
• Website hits
• R Square .38

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What Predicted Perceptions of Learning?

• Success with individual work activity steps
• Success with Knowledge Web exploration
• R Square .42
• Comment
• Course components promoting individual study and
  exploration in accordance with personal interests
  enhanced perceptions of learning but did not
  improve performance on targeted learning goal.

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Regression Analysis For MSLQ Variables Predicting
Academic Success in a STEP Course
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Conclusions

• STELLAR designs produce significant increases in
  teacher-learners abilities to teach for
  understanding and are more effective than
  traditional approaches.
• STELLAR collaborative tools are effective.
• There are order effects in contrasting cases
  instructional activities that inform design and
  support a schema-elaboration view of learning
  over several other theories.
• Targeted course outcomes are strongly related to
  effort, perceived task value, and successful use
  of tools that scaffold collaboration and site
  exploration.

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A Former Student, A Reflective Practitioner
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The Concepts of Professional Vision