Video Interactions for Teaching and Learning (VITAL) A System for Higher Education

Video Interactions for Teaching and Learning

(VITAL)

A System for Higher Education

A collaborative activity

• At Teachers College: Herbert Ginsburg, Michael Preston, Susan Jang, Yu-Ling Hsu

• Many staff at the Columbia Center for New Media Teaching and Learning (CCNMTL), a group that develops new learning technologies for the university

Overview of talk

• Background: course method and components

• VITAL online environment• What we learned• SEGUE, an example of a similar

online resource for medical education

• Discussion

Background

• Course on children’s development of mathematical thinking

• Diverse students from curriculum and teaching, special education, psychology, instructional technology

• Goals are to: Give students knowledge of relevant

psychological and educational literature Enable them to interview and observe children,

to “diagnose” individuals’ mathematical thinking, and to develop appropriate ways to teach math

Course components

• Traditional syllabus, readings• Carefully designed videos on key topics• Online assignments and guided lessons in

which: Students analyze, review, examine videos Students relate readings to videos

• Lectures that include discussions of videos• Weekly student reflections on lectures• Final projects incorporating student videos

Demonstration of VITAL

What did we learn?

• How does VITAL affect student learning? Students seem better prepared each week Students seem to have more grounded

understanding• How does VITAL affect teaching?

The model for student/instructor interaction (Assignment → Lecture → Reflection )

I get to know the students better by examining their assignments and reflections

I accommodate lectures to the assignments and reflections

A medical example: Project SEGUE

• SEGUE: Set the stage, Elicit information, Give information, Understand the patient’s perspective, End the encounter

• Uses streaming video and asynchronous discussion boards to teach the cognitive foundation of medical interviewing

• Used by the Department of Family Medicine at Boston University and at Brown University

Case Study Results

10 students from 2 medical schools reported:

• improvements in self-awareness• increased understanding of

interviewing concepts• high levels of satisfaction with online

learning and with achievement of course objectives

(J Med Internet Research 2003)

So ...

• Is any of this useful for you?

Thank you!

Our information:

Herbert Ginsburg hpg4@columbia.eduMichael Preston mdp2010@columbia.eduYu-Ling Hsu yh2042@columbia.edu

Center for New Media Teaching and Learning:http://

ccnmtl.columbia.edu