Using Video-Based Cases to Create a Virtual Field Experience. Emily Hixon Doctoral Student, Instructional Systems Technology Indiana University

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1 For more resources click here -> Using Video-Based Cases to Create a Virtual Field Experience Emily Hixon Doctoral Student, Instructional Systems Technology Indiana University Suzanne Sanborn ILF Project Manager Indiana University Introduction Field experiences (including early pre-student teaching and student teaching experiences) are a foundation in preservice teacher education programs today. Early field experiences can take many formats ranging from concrete (observing in live classrooms) to vicarious (viewing classrooms on video or interactive television) to abstract (reading and discussing issues related to teaching) (Paese, 1996). Similarly, field experiences can serve a variety of purposes including exploring teaching as a career, practicing skills related to teaching, becoming familiar with schools and classrooms, understanding the process of educating students, and applying educational concepts learned in classes (Aiken, & Day, 1999; Hopkins, 1995). Although much research has reinforced the value of field experiences as necessary components of teacher education programs (e.g., Aikens & Day, 1999), concerns and limitations have also been expressed related to the quality and impact of field experiences. Educators are concerned that prospective teachers are not taking an active role in developing, processing, and reflecting on their field observations (Feiman- Nemser & Buchman, 1985; Goodman, 1986; Johnston, 1994) and may not be cognitively prepared to benefit from an early field experience (Aiken & Day, 1999; Feiman-Nemser & Buchman, 1985; Goodman, 1986; Hannah, 1995). Education faculty may find it difficult to facilitate appropriate reflection and debriefing related to field experiences because students do not share a common experience to serve as a jumping-off point for discussions (Hannah & Abate, ). Since students are typically placed in separate schools and classrooms, they may have quite varied experiences making it difficult for faculty to draw on those experiences to exemplify specific concepts or principles. This also makes it difficult to ensure consistent quality of student field experiences. In an effort to address some of these concerns, educators are exploring the role that various technologies may play in supplementing and perhaps replacing traditional field experiences. The benefits associated with the use of videodisks, videotapes, interactive television/video conferencing include a reduction of costs (e.g., Garrett & Dudt, 1998), creation of shared experiences (e.g., Hannah, 1995), quality control of observations (e.g., Hannah & Abate, ), exposure to various teaching styles and strategies (e.g., Lambdin, Duffy, & Moore, 1996), connection to class content (e.g., Hannah & Abate, ), and allowing for the review of events (McDevitt, 1996). Technology s potential related to field experiences is attracting the attention of teacher educators, including those at Indiana University. 1 Each semester, multiple sections of the Introduction to Educational Psychology course are offered at Indiana University s School of Education. This course has an accompanying early field experience that requires students to be placed in local schools for at least 20 hours over the course of the semester. Since many classes include such a field experience and all pre-service teachers must also be placed for student teaching, the local schools are becoming overwhelmed with the number of Indiana University students in their buildings. To alleviate some of this burden, school officials are looking at alternatives for field experiences. One such option is a virtual field experience that utilizes the video-based cases included in the Inquiry Learning Forum (ILF).

2 For more resources click here -> Inquiry Learning Forum (ILF) The core of the virtual field experience is the Inquiry Learning Forum (ILF), a web-based environment designed to support teachers with diverse experiences and expertise coming together in a virtual space to observe, discuss, and reflect on pedagogical theory and practice anchored to actual teaching vignettes (Barab, MaKinster, Moore, & Cunningham, 2001, pp. 72-3). The ILF ( has many components including a library of lesson plans and web resources, a collection of inquiry-based professional development labs, a collaboratory with a variety of public and private asynchronous discussion forums, and a collection of video-based classrooms. ILF members, who are primarily inservice and preservice teachers, use the various resources in the ILF environment to create and maintain a community of professionals interested in inquiry-based pedagogy. The ILF is currently being used in teacher education programs at several universities including Australian Catholic University (Sydney, Australia), Boston College, California State University, University of South Carolina, and Ball State University. The video-based classrooms are the heart of the Inquiry Learning Forum and are the foundation for the virtual field experience. The video vignettes are intended to capture the everyday practices of teachers who have a variety of strengths and weaknesses (Barab, MaKinster, Moore, & Cunningham, 2001, pp. 78). Each video classroom shows a lesson which has been edited and broken into several 3-10 minute video clips. Each classroom also has several additional resources supplied by the participating teacher including: a lesson overview (description, class context, lesson context, lesson goals, assessment, explanation of how lesson is inquiry-based/student-centered, description of what happened the next day, and brief descriptions of each video clip), a detailed lesson plan, the teacher s reflections for each video clip, examples of student work, relation to relevant state and national standards, and links to accompanying resources. Since the ILF was originally designed to support math and science teachers, the vast majority of the video vignettes at the time of this writing are from math and science teachers, most of which are at the secondary level. However, the ILF is in the process of adding more classrooms to broaden the scope of grades, subjects, and diversity of teachers and students. Some of the new classrooms will include: 1) ENL (English as a New Language) students who will be taped throughout the year in their ENL classes and subject area classes; 2) Third-grade math students who will be part of a three-class series, illustrating growth over the year; 3) Ninth-grade Math/English Special Education class which is team-taught; and 4) Fifth-grade Social Studies students studying the Vietnam war era. Structure of the Virtual Field Experience The Virtual Field Experience The video-based classrooms in the ILF are the foundation of the virtual field experience that accompanies a web-based section of Introduction to Educational Psychology. Throughout the semester, students are required to view several video cases from the ILF collection and complete a variety of activities related to the cases they view and the concepts they are learning in the course. Students participate in three different types of activities: Video Case Reviews: Students view a video case and read all accompanying materials. They then write a detailed and structured analysis including the following sections: Initial Thoughts, Clip-by- Clip Analysis, Comments on Student Work, Overall Evaluation and Alternative Approaches. Students are encouraged to link the concepts they are learning to cases they view. Students complete three such reviews over the course of the semester. 2

3 For more resources click here -> Multi-Case Activities: These structured activities require students to review portions of several different video cases and make comparisons and contrasts. Each activity focuses on an educational concept the students are learning about at the time. Students complete two of these activities during the semester. Design Your Own Multi-Case Activity: After completing two multi-case activities provided by the instructor, students are required to design their own multi-case activity using clips from at least 3 different video cases. Students are instructed that their activity must focus around an educational concept they learned about in class. Students complete only one such activity as the final activity of the laboratory course. In addition to these structured activities, students are assigned a constructive friend (a fellow classmate planning to teach a similar grade level and/or subject area) who gives feedback and engages in virtual discussions related to the above assignments. Each constructive friend pair is required to comment and provide constructive feedback to each other on the above assignments. Students participating in the virtual field experience are also required to keep a journal (using the journaling tool in the ILF) detailing the time spent on video-related activities, what they did during that time, and their thoughts and reflections related to the activities. Benefits of the Virtual Field Experience Although this experience will never completely replicate the experience of being in an actual classroom, it does offer some benefits over a traditional field experience. By using the video cases, students are able to observe several different teaching styles and techniques and make appropriate comparisons. This is in contrast to students participating in a traditional field experience who typically observe only one classroom with a single teacher. Another benefit of the virtual field experience is that students are able to re-watch video clips or portions of video clips when they are completing the video-based assignments. This is something that is not possible in a live observation where a preservice teacher obviously cannot ask the teachers and students to stop, rewind, and repeat the interaction that just occurred. In a study examining student experiences in the virtual and traditional field experiences, all participating students who completed the virtual field experience reported re-watching video clips while completing assignments (Hixon & So, 2003). One of the commonly found limitations of traditional field experiences is that students often do not spend adequate time processing and reflecting on their observations, thereby not gaining as much as they perhaps could (or should) from the experience (Feiman-Nemser & Buchmann, 1985; Goodman, 1986; Johnston, 1994). The virtual field experience may address this concern. Students completing the virtual field experience reported spending at least as much time reflecting on the video-based cases as they did watching them, which is contrasted with the traditional field experience students who spent less time reflecting than they did observing (Hixon & So, 2003). It is important for preservice teachers to understand the value of reflection and be encouraged to become reflective practitioners; a successful field experience needs to promote such practice (e.g., Norlander-Case, Reagan, Case, 1999). Other benefits mentioned by students completing the virtual field experience are more practical in nature. Students enjoyed the flexibility in scheduling their observations. They appreciated being able to complete their observations at anytime during the day or night to accommodate their busy schedules (Hixon & So, 2003). Students also noted the time saved by not having to drive to a field placement (which could be more than an hour away) as a benefit of the virtual field experience (Hixon & So, 2003). 3

4 For more resources click here -> Limitations of the Virtual Field Experience One of the major limitations of the virtual field experience is the lack of interaction with the classroom teacher. Although the classroom teachers in the ILF videos are members of the ILF community, their participation in the public ILF discussion forums was quite limited. Therefore, while students could have engaged in asynchronous discussion with the classroom teachers in theory, these discussions did not take place in reality. This lack of interaction with the classroom teacher and students was one of the primary limitations of the virtual field experience noted by the preservice teachers (Hixon & So, 2003). Students completing the virtual field experience also noted that they did not get a feel for being in a classroom and what it would be like to be a teacher (Hixon & So, 2003). Since this is often a primary objective of field experiences, this is a serious concern that should not be ignored. Additionally, prospective teachers reported the limited scope of the observations as a limitation. They felt that they were missing key aspects of the classroom by being limited to a single camera angle. On a broader scope, they noted their frustration in being limited to a single observation of a classroom and not being able to follow these students over time (Hixon & So, 2003). Conclusion By utilizing the video-based classrooms and other features of the Inquiry Learning Forum, a successful virtual field experience was created for preservice teachers. The virtual field experience offers some benefits over a traditional field experience, but it also has some limitations that must be addressed to ensure a quality experience. References Aiken, I. P., & Day, B. D. (1999). Early field experiences in preservice teacher education: Research and student perspectives. Action in Teacher Education, 21(3) Barab, S. A., MaKinster, J. G., Moore, J. A., & Cunningham, D. J. (2001). Designing and building an on-line community: The struggle to support sociability in the Inquiry Learning Forum. Educational Technology Research & Development, 49(4), Feiman-Nemser, S., & Buchmann, M. (1985). Pitfalls of experience in teacher preparation. Teachers College Record, 87(1), Garrett, J. L., & Dudt, K. (1998). Using video conferencing to supervise student teachers. In Proceedings of SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, D.C.). Goodman, J. (1986). Making early field experience meaningful: a critical approach. Journal of Education for Teaching, 12(2), Hannah, C. L. (1995). Self-study: Students evaluate the use of video cases in an educational psychology course with a field component. Journal of Technology and Teacher Education, 3(2/3), Hannah, C. L., & Abate, R. J. ( ). Survey on faculty use of interactive videodisc technology in teacher education. Journal of Educational Technology Systems, 21,

5 For more resources click here -> Hixon, E. J., & So, H. (2003). Student experiences in and perceptions of field experiences: Virtual and traditional. Unpublished manuscript, Indiana University. Hopkins, S. (1995). Using the past; guiding the future. In G. A. Slick (Ed.), Emerging trends in teacher preparation: The future of field experiences (pp. 1-9). Thousand Oaks, CA: Corwin Press. Johnston, S. (1994). Experience is the best teacher; or is it? An analysis of the role of experience in learning to teach. Journal of Teacher Education, 45(3), Lambdin, D. V., Duffy, T. M., & Moore, J. A. (1996). A hypermedia system to aid in preservice teacher education: Instructional design and evaluation. In Proceedings of selected research and development presentations at the 1996 national convention of the Association for Educational Communications and Technology (18th, Indianapolis, IN). McDevitt, M. A. (1996). A virtual view: Classroom observations at a distance. Journal of Teacher Education, 47(3), Norlander-Case, K. A., Reagan, T. G., & Case, C. W. The professional teacher: the preparation and nurturance of the reflective practitioner. San Francisco: Jossey-Bass. Paese, P. C. (1996). Contexts: Overview and framework. In D. J. McIntyre, & D. M. Byrd (Eds.), Preparing tomorrow s teachers: The field experience (pp. 1-7). Thousand Oaks, CA: Corwin Press. Biographical Sketches Emily Hixon is a Ph.D. student in Instructional Systems Technology at Indiana University who also holds two Masters degrees from Indiana University in Instructional Systems Technology and Educational Psychology. She has taught courses in multiple formats including fully online courses, traditional live courses, and courses using a blended/hybrid approach. As the former Manager of Instructional Services at Purdue University Calumet, Emily also has experience providing training and consulting to higher education faculty who are utilizing distance learning technologies and techniques. Her research interests include professional development, technology integration in the K-12 environment, and distance teaching and learning. Address: W.W. Wright School of Education Dept. of Instructional Systems Technology 201 N. Rose Ave. Bloomington, IN Phone: Suzanne Sanborn, current ILF Program Manager, is a graduate of Indiana University with a masters degree in Elementary Education, a specialist degree in Instructional Systems Technology, and certification in Distance Learning. She has over 20 years experience as a classroom teacher and distance learning administrator. Prior to joining the ILF, she was an instructional designer and instruction program manager for Unext, LLC, an e-learning company that creates MBA courses in partnership with a consortium of universities that includes Columbia University, Carnegie Mellon, Stanford University, University of Chicago, and the London School of Economics. 5

6 For more resources click here -> Address: W.W. Wright School of Education 201 N. Rose Ave., Ste Bloomington, IN URL: Phone: Fax:

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