VIDEOPAPERS: HOW TO USE VIDEO, STILLS, AND TEXT TO SUPPORT TEACHING & LEARNING Federica OliveroGraduate School of EducationUniversity of Bristolfede.olivero@bristol.ac.uk

Plan for the talkPart 1. The concept of videopaper & current projects (1.30 1.40)

Part 2. Reading a videopaper hands on + discussion (1.40 2.20)

Part 3. The use of videopapers for the development of practitioner skills. Some key findings (2.10 2.30)

Part 4. Creating a videopaper (2.30-2.50)

Part 1. The concept of videopaperCurrent projectsWhy videopapers?What is a videopaper?What can you do with it?

Two perspectivesTo provide scholarly and theoretical foundations for effective pedagogyTo support practitioners to value their classroom experiencesand use those experiences as a text to study and analyse in order to better understand their crafts(Teaching) practiceAcademic researchDifferent Discourses (Bartels, 2003)Discourses are ways of behaving, interacting, valuing, thinking, believing, speaking, and often reading and writing that are accepted as instantiations of particular roles (or types of people) by specific groups of people. (Gee,1996)

Specialised terminologyPropositions and prescriptionsStream of wordsLanguage of the classroomSights, sounds and interactive features of the classroomVisual, oral and physical cuesPractitioners DiscourseAcademic DiscourseLacks the vitality and engagement of the classroom May provide little opportunity to explore broad themes that inspire intellectual growth ?

TensionsIntrinsically complex nature of teaching and learningNeed to freeze intriguing moments to deconstruct and learn from.Tension between theoretical discussions and uncertain reality of the classroom.

Need to keep teachers engaging in the two lines of Discourse rather than allow one to predominate

through development of reflective practice & exposure to theory-driven research

Some questionsWhat tools may enable the different communitiesto express and re-represent themselves and their ideas?Reflection on practiceProfessional developmentand successfully engage with one another?Collaboration teachers-researchersWays of representing the research process

Videopapers ....as opposed to dominant print publicationsoffer opportunities for integrating educational theory/academic research with the excitement of classroom practice

contain the intrinsic features that belong to practitioners Discoursecapture, preserve, and represent events in ways that connect with the world of the practitioner, a world where different forms of knowledge are continually being juxtaposed.

What is a videopapermultimedia documents that integrate and synchronisedifferent forms of representation such as text, video and images, in one single non linear cohesive document.

Nemirovski, Cogan-Drew, Di Mattia et al, Bridging Research and Practice, 1998

Current videopaper projectsTo represent and disseminate research and practice.As an assessment tool.For sharing good practice mentoring.

VP as productFor reflection and self-reflection. For development of practitioners skills.Collaborative research process.

VP as processBristol and BECTA (UK)Boston (US)Bergen (Norway) Goteborg (Sweden)

Part 2. Reading a videopaperTwo examples:Kates videopaper. Mentoring History PGCE programmeCatherines videopaper. Reflecting on practice choosing one issue (motivation) MFL PGCE programme

The videopaper assignment (MFL)Select a focus for your videopaperChoose one lesson to be video-recordedCollect materials from the classroom and from your teaching

Review the videoEdit video from 50 to 5 minutesWrite text/commentary to the clipsConsider the wider literature if relevant

Put video and text together (in VPB) and create PLAY buttonsSupplement with still images

Publish the final videopaper & submit (on a CD)

Questions for discussionWhat are your first impressions about the videopapers regarding structure, appearance and content?What do you like about it? What do you not like?How did you go about reading the videopaper? (Where did you start? Did you read the text? Did you watch the video? In what order did you read the videopaper?)Compare with traditional videos and traditional papers.What would you say are the main potentialities of videopapers?Which contexts you would see the use of videopapers?

Part 3. One example: The use of videopapers for the development of practitioner skillswith Elisabeth Lazarus, Kate Hawkey, Marina Gall, Sheila Trahar, Maria Daniil

Videopaper projects in Bristol involve student teachers learning to teach within the initial teacher education programmeModern Foreign Languages, History, English and Music.

educational practitioners learning the skills of counselling to support their students

postgraduate students and new university staff learning teaching skills

teachers and educational practitioners learning research skills and integrating them in their practice.

Videopaper projects in Bristol involve student teachers learning to teach within the initial teacher education programmeModern Foreign Languages, History, English and Music.

educational practitioners learning the skills of counselling to support their students

postgraduate students and new university staff learning teaching skills

teachers and educational practitioners learning research skills and integrating them in their practice.

ObjectivesTo investigate the possible applications of videopapers as a tool for communication and representation of professional learning, in particular to support reflection on practice, and for assessment of the development of (new) skills. To compare and contrast the use of VideoPapers with the more conventional use of videos, observation tasks and assignments. To investigate the possible applications of videopapers as a tool used in mentor training, including distance-learning models of training.To evaluate the produced VideoPapers against the criteria for assessment in order to understand whether and how this tool is suitable in each particular context, in what ways it differs from the conventional written assignment and whether new assessment criteria are needed.To compare and contrast the participants experience (across programmes) of producing a VideoPaper. To investigate the use of videopapers as a significant element of an emerging new professional development portfolio.

Types of videopapers produced(i) Practitioners reflecting critically on the development of their counselling skills; (ii) Student teachers reflecting on their lesson planning, teaching and evaluation skills; (iii) Postgraduate students and new staff reflecting on their teaching skills; (iv) a University supervisor reflecting on her post lesson feedback skills;(v) Masters students writing up their small scale research projects and analysing empirical data, showing their research skills.

Why videopapers what is different and what is new?The following approaches are already well established:

Use of video in teacher education (e.g. Sherin 2003, Goldman et al 2007 Video Research in the learning sciences)Linking observations of more or less experienced teachers or trainees (real or virtual), with personal practice and experiencesDrawing on practitioner-orientated and research-based literature to underpin personal practice

Videopaper added another dimensionStudents watching themselves, writing about themselves and showing it to others.

Theoretical backgroundReflectionReflective practitioner (Schn, 1983)Iterative reflective processProcess of reflective thought (Dewey, 1933)Developing student teachers changes through experience

Discourses

Multimodality (Jewitt, 2004)Integration of different modes to create meaning

The project with MFL student teachers18 volunteer MFL PGCE students

Workshop 1. Reading videopapersWorkshop 2. Learning how to edit a clip and create a videopaperFilming in the classroom + collecting relevant materialWorkshop 3/4. Editing clip and creating videopaper

Data collected: video observations, interviews, completed videopapers.

Some key findings The process of reading a videopaperThe process of creating a videopaper The videopapersStudents perception of videopapers as a tool to support self reflection

The relationship between video and textStructure of VPRelationship between videopaper and essay it would make it more real

Reading this is real

If you compare it to a normal essay it gives you a realistic dimension because it is not abstract any more; youre not talking about behaviour management, big theories, here you have the reality, practice, its not just writing but connecting theories to the practice and the other way. Liz

Reading a way inI was very interested and I thought oh yes, I want to have a look at this and see what its all about. I wasnt as intimidated as I would be if Id approached a huge thick tome - Liz

it seems like people make language less accessible when theyre writing academically. Things could be said in a much more straightforward way. - Patricia

Reader as writerwe want to discover how the kids react to this and then watch the video and then thats how I would analyse the situation. That would be far more like you are involved because you also can decide or give your opinion or you feel the reader wants your opinion (Christine)

But youre bringing your own set of value judgements about which bits you perceive as being the most important. And they of course might not be those bits that the writer or the creator of the video paper has envisaged (Liz and Catrin)

We found ourselves being quite critical of the lesson and the way the classroom was while if we just had a text we wouldnt have know if it was a horse shoe or three rows - Brid

I think you get a lot more out of the clip for having read it. Because the clips are so short, its very hard to get much out of them unless you read Catherine

Creating - What text/ What video? Im not describing it at all. Ive started typing something about a school strategy so I would explain this a bit and then just use the clips to say well the kids would ask for language if they dont know so I would just cut the bits where the kids ask for language and I wouldnt explain the situation so they would just see oh they can do it so I would just say thats how the school does it and then from my lesson thats an evidence. Christine

But then I suppose you might see something different to someone else, because you were teaching and somebody else who wasnt teaching might pick up something else Clare

but the video ought to supplement the text really. Is the text the most important? Can we make a value judgement? - Liz

Text: a different genre?

Could you not get away from that problem by keeping it quite academic and not worrying so much about breaking it up all the time. So youre keeping more to the traditional essay. I dont see why you should make it less academic just because its a video paper. When you read academic, like people take it seriously. When you write in a less academic way, its unfortunate but I do think that there are a lot of people who will or would take it less seriously. Catherine

they didnt have very much where you had text and then you had to link in. So it was very much you sort of played the video and then you read it. Or you read it and you played the video. So it just felt like it could have been used a lot more Catherine

Videopaper vs essayYou could actually see what you were talking about whereas if you were writing an essay, its quite hard, you know, you have to try and visualise the lessons - BridIt makes it even harder that you know they can see what you want to tell them. It would be easier to write an essay about whatever. While now even if the text is smaller it is much more thinking behind - CatherineYouve got the raw evidence, the video footage rather than in a sense being able to hide behind your own transcript of what goes on Catrin

Videopaper vs other (manifactured) videosEven if youre just picking out one little snapshot you do get a feel for the type of school or the kids or where theyre oh those kids are a bit more like my kids. Cos when you see those videos youre like- those kids dont exist. - Catherine

To concludeVideopaper as a new form of discourseRealism brought by the video issue of believability (realistic realism: Latour, 1998)Videopapers can be a way in for teachers to access theoretical/research ideas through something that is meaningful to them and connects to their practice

Raw data can be accessed and analysed by the readerMultiple interpretationsMake up your own mindSharing perspectives

Videopaper is not dominated by video or text - the meaning is created out of the relationship between video and text (multimodality: Jewitt, 2004) or meaning shifted towards the video

Videopaper as a new genreNew writing style? New structure?Analysis vs description

Videopaper & reflection on practiceVideopaper is one step furtherWatching, editing, writing . Creating a videopaperPassive/active, watching/reading vp

Permanent record of reflection and reflective process

Reading others/own VP and editing are starting point for reflection

Reflection shifted towards the classroom/kids/learning rather then the teacher only

Part 4. Creating videopapersVideoPaper Builder 3http://vpb.concord.org

Free download

The process of creating a videopaper VPB3

Other useful tools for video analysis and representationStudioCodehttp://www.studiocodegroup.com/

Diverhttp://diver.stanford.edu/what.htmlSign up: http://171.64.201.176/webdiver/webdiver_23c/webdiver_signup_v5.php

InqScribehttp://www.inquirium.net/products/inqscribe/index.html

timelineCodesVideo to be codedCode input windowCoded instancesSTUDIOCODE

InqScribe

Thank you for your attention.Any (more) questions?Federica Oliverofede.olivero@bristol.ac.uk

ReferencesVideopaper Builder 3.0 (http://vpb.concord.org)

Beardsley, L., Cogan-Drew, D., & Olivero, F. (forthcoming). Videopaper: Bridging research and practice for pre-service and experienced teachers. In R. Goldman, R. D. Pea, B. Barron & S. J. Derry (Eds.), Video research in the learning sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.Olivero, F., John, P., & Sutherland, R. (2004). Seeing is believing: Using videopapers to transform teachers' professional knowledge and practice. Cambridge Journal of Education, 34(2), 179-191.

Olivero, F., Sutherland, R., & John, P. (2004). It's about interactive learning of mathematics [CD-Rom].

Slides synchronised with the videoVideo synchronised with the textPlay buttons synchronising text to videoHyperlinks to other pages in the videopaper or to external sourcesNavigation menu/toolsTextClosed captions

*Mio background:Laureata a torino in matematicaDottorato a Bristol in didattica della matematicaUsato molto I video nella ricerca.Come **It is about getting people to engage, not only to be talked to or to communicate to*******Explain professional learning and how reflection is part of it.****Influences order of writing*********

*****Embedded video footage. Classroom events can be shown alongside text with the viewer watching the scene exactly as it happened. Closed captions complement the video footage by providing transcriptions of classroom dialogue. Internal Hyperlinks allow for non-linear structuring and non-linear "reading" of videopapers. External Hyperlinks and connections link to outside sources of information, including other publications, web sites, and discussion groups. Interactive tools to attach comments by the readers, support group discussions, explore software simulations, or investigate mathematical problems similar to the ones students are solving in the video.