Effectiveness of our method has been the bulk of the discussion after viewing and experimenting with schooltube, which may prove to be a valuable resource for storing our videos, much like youtube, and teachertube.
We think that in researching our effective use of technology we have not created quantifiable results vs other methods of instruction. If possible for further research, we would create a method by which we could discern groups success in the varied methods of instruction.
The use of the flipped classroom and having videos that are accessible to students allows for teachers to assist those that are in the most dire need of help seems to be the biggest benefit without real success measures.
It was interesting to listen in on our discussion about assessing the effectiveness of videos. One approach that was considered was to examine the effects of introducing videos on classroom functions (particularly how the teacher can differentiate instruction), and the other was to examine the effects on measures of student performance.
ReplyDeleteIn my view, the most important claim about effects of videos on the classroom was that it frees up the teacher from having to be standing in front of the classroom. One question that I have is: What are suggested strategies for supporting learning in the context of a video-enabled classroom? Responses to this could help provide detail about how the introduction of videos could be expected to effect learning.
I wonder whether the use of videos, as opposed to direct instruction, would affect the way that students respond to note-taking or questions designed to promote processing of the information. In particular, is there an opportunity to promote more critical processing given that a video is a recognizable form of media with which the students have engaged? I think that asking students to respond to questions designed to help them process the information after either a video or a presentation would be an effective way to enhance their construction of the knowledge. This is one way that I can imagine videos impacting function of various modes of learning.
Also, what are some suggestions for a mathematics teacher who is just starting with using videos, and perhaps is not confident about how to get started?
The following ingredients were selected for inclusion in the PLC presentation:
1. a link to the shared Google Docs video list
2. a laptop set up to show videos
3. graphs representing students' responses to survey questions about the use of videos
4. a slide with conclusions from the PLC's comparisons of the Educreations and ShowMe iPad apps