BERA Annual Conference 2005 University of Glamorgan
“Video on ICE”: exploring the concept of ‘video-as-method’ using Interactive Classroom Explorer
Mary K Sheard and Colin Harrison
The University of Nottingham, England
School of Education
Learning Sciences Research Institute
Paper presented at the British Educational Research Association Annual Conference, University of Glamorgan, 14-17 September 2005
Abstract
In the present paper ‘video-as-method’ is conceptualised as a research tool for eliciting representations of teachers’ constructive learning through discourse as they respond to video extracts.
The focus of the present paper is “How does ‘video–as –method’ help us to identify and capture teachers’ learning, and what are the challenges and possibilities associated with this method?”
The paper draws on an empirical study of primary teachers’ learning as they respond to video extracts of exemplary writing instruction using Interactive Classroom Explorer (ICE), a computer-mediated interface for viewing and critiquing digital video. ‘Video-as-method’ method uses think aloud protocols and discourse as individual participants and pairs respond to video extracts of writing instruction considered exemplary. Data is analysed using discourse analysis of dialogue and reflections, and focuses on cognitive processes as analytical lenses.
Findings suggest that ‘video-as-method’ presents a powerful methodological tool for generating insights into teachers’ learning, particularly in reference to cognitive processes, and the influence of factors in the social, physical, and technological learning environment.
The paper evaluates ‘video-as-method’ in terms of its potential to provide insights into teachers’ learning about writing instruction, and its contribution to the range of established educational research methods.
Key words: ‘video-as-method’, constructive learning, cognitive processes, discourse, Interactive Classroom Explorer (ICE)
Contact:
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mary.sheard@netbreeze.co.uk
BERA Annual Conference 2005 University of Glamorgan
“Video on ICE”: exploring the concept of ‘video-as-method’ using Interactive Classroom Explorer
Mary K Sheard and Colin Harrison
The University of Nottingham, England
School of Education
Learning Sciences Research Institute
Introduction
Video technology has offered unique affordances for teacher education as a vehicle for teachers’ learning, particularly in attempting to represent the complexities of effective teaching through exemplary practice, and in critical self-analysis for professional improvement (Brophy, 2004). However, while the use of video in in-service teacher education has increased and developed, particularly in training contexts for the implementation of reform-led strategies such as the National Literacy Strategy in England (DfEE, 1998), little systematic research has been undertaken on the effectiveness of video on practice-effecting learning. Even less research is available on the use of ‘video as method’ as a means of data generation about how learning is constructed. In the present paper, ‘video-as-method’ is conceptualised as a research tool for eliciting representations of teachers’ constructive learning through discourse as they respond to video extracts.
While it seems likely that teacher education in the networked society will increasingly regard digital video as a powerful medium for teacher learning, sharing practitioner knowledge, and building a professional knowledge base (Sherin, 2004; Hiebert et al, 2001), the potential of ‘video-as-method’ appears to be relatively unexplored. Where video is used as a vehicle for learning, it often focuses on providing examples of exemplary practice for developing pedagogy or to support the implementation of curriculum innovation (Sherin, 2004). We would argue, therefore, that there is a strong case for exploring the possibilities and challenges of ‘video-as-method’ for educational research. The present paper attempts to contribute to this exploration
in addressing the following question: “How does ‘video–as –method’ help us to identify and capture teachers’ learning, and what are the challenges and possibilities associated with this method?”
Challenges and possibilities: a theoretical framework
The literature suggests a substantial number of challenges/possibilities for a new methodology in video-based research, which include the following:
providing insights into how video acts as cognitive tool to support constructive learning (Lajoie, 2000), and in particular capturing the cognitive mechanisms and epistemic activities leading to learning (Dillenbourg, 1999; Ohlsson, 1995);
identifying and capturing the natural language descriptions of learning identified by Akhras et al (2000), Shuell (1992);
illuminating the interrelationships between the 3 aspects of a representation: signifier, signified, and sign (Stenning & Oberlander, 1995; Ainsworth, 2002);
identifying the potential role of computer-supported video-based learning environments as a methodological tool for investigating teachers’ constructive, cumulative, self-regulated, and reflective learning (Shuell, 1992);
contributing to established research methods in providing a methodological sensitivity matched to the needs of research questions about teachers’ constructive learning (Seale, 1999).
Drawing on a study of teachers’ constructive learning about writing instruction with video extracts using a computer-mediated interface, the following sections aim to illustrate how ‘video-as-method’ might meet the above challenges, so presenting new possibilities for research in this area. At the same time, further challenges are identified.
‘Video-as-method’ using Interactive Classroom Explorer (ICE)
Interactive Classroom Explorer (ICE) is a computer-mediated interface for viewing and critiquing digital video. Professional conversations are facilitated “by offering an environment that can permit much closer attention [than traditional video systems afford] to the content, discourse and pedagogy of a lesson or other teaching and learning event” (Harrison et al, 2003). ICE allows users simultaneous access to video extracts and accompanying transcripts, commentaries, and artefacts (See Figure1). It incorporates a flexible facility for textual responses, such as assignments, position papers, or reflective notes. It also features an online discussion board. A major component of the ICE learning environment is the facility for video quotation, whereby teachers select their own video extracts that can be pasted into personal reflective textual responses, emails or discussion board messages.
Figure 1
ICE screen shot
In this paper we draw on an empirical inquiry with thirteen in-service primary teachers responding to video extracts of exemplary writing instruction in the ICE environment. The research question underpinning the inquiry was “How and what do teachers learn with representations of writing instruction?”
The selection of two video extracts used in the study was drawn from National Literacy Strategy training materials aimed at elementary school (Key Stage 2) teachers of pupils aged seven to eleven, and literacy co-ordinators (Department for Education and Employment, 1998). The extracts were considered to represent exemplary practice in writing instruction. One video extract focused on the use of powerful verbs to develop characterization, and the other focused on creating a suspense paragraph. Participating teachers were invited to use the full range of facilities for interactivity when viewing the videos (fast forward, fast rewind, pause). ‘Video-as-method’ was considered the most appropriate method to adopt in terms of potential sensitivity to the needs of the research question. ‘Video-as-method’ involved think aloud protocols and discourse as individual participants and pairs responded to video extracts of writing instruction considered exemplary. Participants were asked to respond to the extracts in terms of their own pedagogy, knowledge and beliefs, and to consider reasons why they considered they would or would not learn from the representations of teaching. Data collection sessions were audio taped and transcribed.
The ICE environment permitted interaction with and action on video extracts via the video quotation facility and via epistemic activity as teachers critiqued the extracts. Epistemic activity (Ohlsson, 1995) was used as an analytical lens to investigate the data through discourse analysis.
The possibilities of ‘video-as method’ are evaluated in terms of the quality of data generated about the cognitive processes involved in teachers’ learning, and insights provided into constructive, cumulative, self-regulatory, and reflective learning.
Discussion of findings
Providing insights into how video acts as cognitive tool to support constructive learning.
The following extract illustrates ‘video-as-method’ capturing how video acts as a cognitive tool. Epistemic activities leading to learning feature in the participating pair’s discourse as they respond to the video extract video on use of powerful verbs to develop character in writing. In particular, we see how explanation and self-explanation develop out of critique and enable the pair to co-construct their own understandings and resolve their initial difficulties with the concept of using verbs to develop character.
S: Yes, I must admit, I have never actually said “verbs”. Words, but I have never actually stipulated verbs to describe a character. That’s quite interesting, isn’t it?
L: Mmm
S: People tend to use adjectives to describe characters. It is quite interesting, because then you are thinking about feelings as well aren’t you? That would be quite interesting actually to think about your character. Mmmm
S: Because that would fit into personality, because another bit that you do in Year 4 is, when you are talking about characterisation, 4 aspects of characterisation is appearance, personality, how they speak, and I can’t think what the last one is, but that bit, you know the personality, you could do by using powerful verbs, couldn’t you? Because appearance is adjectives, often, isn’t it?
L: Mmmmm
S: And that’s the way that they are done in Year 3, particularly, and now you are moving them on a little bit.
L: Anyway, verbs are more important about characterisation, if you think about real life
S: Yes, of course it is.
L: If you do so, it’s the way they do things. It’s not like a picture rather.
S: No, and it is about this “how”, which becomes much more important. The further in Key Stage 2 they get, the “how” and the “why “ bits.
L: Yes, because followed on from the “how”, the “why”, the motivation, is the next degree of sophistication really.
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Identifying the potential of the video quotation as a methodological tool
While different computer-supported video-based learning environments may present a variety of possible methodological tools for investigating teachers’ learning, we focus here on the potential of ICE’s video quotation facility for investigating teachers’ constructive, cumulative, self-regulated, and reflective learning. Two extracts of data are presented to illustrate how video quotations perform as ‘video-as-method’.
In the following extract we see how Milly’s learning is cumulative, building on her earlier experience of using writing frames. Her learning is also reflective, and suggests intentions for developing pedagogy. In terms of epistemic activity, the extract is mainly self- explanation. The extract illustrates clearly how self-explanation performs as a learning process.
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Milly
I chose the extract where told the class what she wanted them to do and wrote a numbered writing frame on the board to scaffold their writing. I chose this because I think the use of writing frames is something which has been neglected in the development/scaffolding of fiction writing. It has been used extensively in non-fiction but is not something I have used in fiction writing. I think the use of writing frames in this area would help develop children’s work as it was allowing them in this instance to concentrate on one specific aspect of the work i.e. sustaining a theme throughout the piece of writing. She had taken some of the compositional burden away from the children allowing them to concentrate fully on one specific objective. This is something I would explore in the future when teaching story writing. She also set them a very definite task, she ‘chunked’ the writing of the story for them and concentrated on quality rather than quantity.
The next extract reveals how the video quotation illuminates conflicts, contradictions and ambiguities as participants struggle to make sense of the video extracts in terms of their own pedagogy, beliefs, and professional learning.
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Kathy
(Early in the transcript, before the video quotation)
I don’t know if I have learned anything from this material. There weren’t things in there that I felt were particularly new. So I don’t know if I’ve learnt anything. It was very good. But looking at a text and asking them to highlight effective phrases and effective sentences isn’t something new. So I suppose I haven’t learnt anything, but that’s not because I didn’t think it was any good. Just because I just don’t feel it’s anything new.
(End of the transcript, reflecting on the video quotation)
I feel it raises an important issue of…why it’s important to discuss and to share the children’s ideas. And that needs to be developed in teaching so that the children understand how to write effective suspense, which I think is quite difficult. To make it spine chilling or really make you start to think. It’s not easy to write effective suspense, so the discussion that comes before it is really important. So I picked that bit because it was the bit out of the whole video I didn’t think was effective…
the teacher said ‘Very scary. Well done Kayleigh’, but you know, why is it very scary? What does it make you think of? How would you read it? You know, all those ideas I felt should have come from the children.
So in teaching this aspect of writing, I think that clip raises an issue, an important issue about the importance of child talk and children’s ideas. You can assess whether they’ve got it or not. She can’t really say why Kayleigh thought that was an effective sentence, because she didn’t ask her why.
We would argue that in both cases above the video quotation acts as a cognitive tool in promoting learning, and as a methodological tool capable of generating rich data.
Identifying and capturing the natural language descriptions of learning
The data extract to follow gives clear examples of the natural language descriptions of self-regulatory learning with intention in Lee’s use of the modal operators ‘would’, ‘should’, ‘possibly’, ‘if you are (planning).
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Lee and Sue:
L: You see you could- I would start with characterisation, and possibly [it would be] interesting with characterisation to associate a collection of verbs with a character before that character even entered the narrative. It would be quite interesting, that, wouldn’t it? If you are planning a narrative, you are setting your character, and the character could include “How does this person eat? How does this person walk?
S: Mmm
L: How does this person speak?
S: Mmm
L: And your cluster of verbs, ready and waiting when this person starts doing things.
S: Yes. If you have got an image of the type of person you want him to be.
L: Yes. If you are planning, you could actually write just the verbs.
S: Mmmm. Mmmm
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Similarly, in the extract below, ‘video-as-method’ has captured the natural language descriptors of constructive and reflective learning in Sue’s resolution of her philosophical struggle with the concept of discrete teaching. The descriptors include: ‘has made me think about...’, ‘because’, ‘wondered’, ‘should’, ‘I do think’, ‘as long as’, ‘very powerful thing to be doing’.
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Sue:
Watching it again has made me think about – because there is a part of me that always wondered, you know, do you?-What is the purpose of this discrete teaching, and how much discrete teaching should there be? Or should it be within context? And it is a debate I have had with myself off and on. But watching that again has made me think, “Yes. There is a place for discrete teaching of this, as long as it is kept short and focused, and interactive, as that is, very interactive. Because I do think it just focuses then on that one particular thing, which is a very powerful thing to be doing.
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Contributing to established research methods
The selections of data presented above indicate that ‘video-as-method’ shows methodological sensitivity in providing a rich data set. ‘Video-as-method’ may therefore contribute to the range of established educational research methods such as interview, questionnaire, and participant observation.
Conclusion
The present paper explores the challenges and possibilities of ‘video –as-method’ as a
Research tool. ‘Video-as-method’ refers to the potential of video to elicit representations of teachers’ learning through their oral and written discourse in response to video extracts. Offering an alternative to the traditional educational use of video in transmitting knowledge, ‘video-as-method’ is concerned to explore the cognitive processes in sense making and in the construction and co-construction of learning.
Findings suggest that ‘video-as-method’ presents a potentially powerful research tool for generating insights into teachers’ learning, particularly in reference to cognitive processes and strategies whereby tensions and conflicts around teachers’ beliefs, educational philosophies and constructions of reality about teaching writing are played out and resolved.
Proposed and tested as a methodological possibility in response to the perceived needs of the research question, the concept of ‘video-as-method’ was shown to provide methodological sensitivity in providing rich in a number of important ways. Examples of such ways include providing insights into how video acts as cognitive tool to support constructive learning, capturing the cognitive mechanisms and epistemic activities leading to learning, capturing the natural language descriptions of learning identified, and illuminating the interrelationships of signifier, signified, and sign in learning with representations.
‘Video-as-method’ may therefore contribute to the range of established educational research methods such as interview, questionnaire, and participant observation.
We conclude that ‘video-as-method’ has much potential as a methodological tool in computer-mediated video-based research using environments such as Interactive Classroom Explorer (ICE). As technology continues to advance, we would expect ‘video-as-method’ to develop in sophistication alongside. In this way, ‘video-as-method’ may play an important future role in the researchers’ quest, identified by Pea (2004), for understanding and exploring the future of learning served by community tools and systems.