Students Create YouTube Videos: Evidence of Meaningful Learning. Alandra Weller-Clarke, PhD MISTOP February 21, 2014

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1 Students Create YouTube Videos: Evidence of Meaningful Learning Alandra Weller-Clarke, PhD MISTOP February 21, 2014

2 Background In its report, the National Council for Accreditation of Teacher Education (NCATE, 2001, p.7) highlights the challenge: To what degree are higher education institutions meeting their responsibility for preparing tomorrow s classroom teachers? Bluntly, a majority of teacher preparation programs are falling short of what needs to be done colleges and universities are making the same mistake that was made by K-12 schools; they treat technology as a special addition to the teacher education curriculum- requiring specially prepared faculty and specially equipped classrooms- not a topic that needs to be incorporated across the entire teacher education program [Teachers] rarely are required to apply technology in their courses and are denied role models of faculty technology in their own work.

3 Call To Action Teacher educators need to prepare teachers who can utilize technology as an essential tool to developing a deep understanding (Drier, 2001, p. 173) of not only theories but pedagogy. We need to prepare preservice teachers and educators to use technology by not only integrating it into our classrooms, but provide them with the tools on how to effectively utilize it in their future classrooms as well. This training should not be a discreet component of learning as a particular method for a particular subject matter, rather integrated as a means to an end, like another more creative outcome in the arena of assessment. We need to infuse technology into all aspects of teacher education (Willis, 2001; Li, 2003a) and emphasize learning with technology, not from technology (Jonassen et al., 2003).

4 Purpose v This paper examines the issues of integrating technology into an undergraduate educational psychology course. v It presents an approach to provide information that can be useful in implementing rational changes to teaching educational psychology or learning theories.

5 Main Objectives for Students q Demonstrate an understanding of psychological, cognitive, and social psychological theories essential for teaching, counseling, and working with K-12 students q Apply different psychological theories to specific teaching or social service situations q Recognize and analyze age-level and developmental characteristics with special emphasis on the behavioral, emotional, physical, social and cognitive components q Demonstrate skill in use of relevant multimedia technology and educational internet resources

6 Theoretical Framework The course was theoretically grounded in cognitive research (Bruer, 1993) and constructivist learning theory (Vygostsky, 1978; Young, 1997). Simulations, hands-on homework assignments, group work problemsolving, and elaborate creative projects were the norm for this course. The goal of the instructor for this course aligns with the thinking: The important point is that the educational goal for social constructivists is to create social environments that encourage students to construct their own understanding (Lin et al., 1999, p.47). Based on this belief, the course was designed to integrate technology with students real-life experiences in order to allow the preservice teachers to develop skills and advance their understanding of basic learning theories.

7 Data & Data Collection Data Thirty seven students enrolled in an undergraduate education psychology course participated. Students enrolled in this required course were typically in their early twenties. This is the only required course that focuses on child and adolescent development and educational learning theories. Data Collection In this study, several data collection techniques were used to ensure triangulation. The primary sources of data included the end of course survey, the instructor s journal, and the video artifacts. In the following, each data source is described as well as the information each source was expected to provide.

8 Instructor s Journal Throughout the semester, a journal was kept to record reflections on activities, student concerns, rubric decisions, administrative issues, human and electronic resource availability, and the overall experience in general. This bi weekly journal documented both positive and negative experiences, a well as pedagogy notes for future classes. Threaded discussion At each of the four due dates, students were asked to view each others videos on D2L, discuss their findings and then vote on those they viewed best of class. They needed to reflect, critique and evaluate their personal interpretations regarding others explications established in the videos. The purpose of the threaded discussion was twofold: one, to promote knowledge construction, and two, to eliminate popularity or other bias.

9 Uploaded videos Four videos were created for the following theories: 1. Personal, Social & Emotional Development; 2. Individual Differences; 3. Behaviorism; 4. Social Cognitive Theory. o o Videos allowed students to create what each theory meant to them as future educators and psychologists. Students not only imagined themselves utilizing these concepts, but applied them to practical everyday teaching situations, thus constructing meaningful learning for their next lives as teachers, psychologists, educators, social workers, etc.

10 Data Analysis: the surveys ü Surveys were first examined quantitatively for frequency counts. ü Likert-scale options for the responses delivered feedback for the Techniques of instruction according to not helpful, somewhat helpful, and very helpful. ü As for the Methods of Assessment, student chose between none, somewhat, and very well. ü This Course Compared to Most was broken down into less, same, more, and much more. ü Student Characteristics, Influences (feel better about skill), and YouTube Comments were simply true or false choices.

11 Data Analysis Continued ü The three open-ended questions were aggregated, summarized and coded relating to particular themes. These emergent themes were identified and a coding scheme was developed. ü Close examination of the instructor journal, the threaded discussion, the videos, and the survey were placed into the scheme. ü To ensure reliability, the emergent themes were triangulated across datasets. ü Finally, concept maps from the narrative portions were constructed to organize particular categories and the frequency counts were charted to make interconnections explicit.

12 Results The analysis of the data revealed that the following two themes are particularly prominent: 1) preservice teachers attitudes about using technology in classrooms improved; and 2) as the videos represented learning theories, students improved their understanding of educational psychology as applied to teaching. Their learning was clearly MORE MEANINGFUL to them.

13 Ed Psych Survey on Learning Techniques of Instruction: What techniques did you find helpful in learning the content for this course? (please check one box per technique) Not Helpful Somewhat Helpful Very Helpful Reading the textbook 3% 62% 49% Taking notes/ highlighting during lectures Personal stories told by the professor as examples In-class group work (brainteasers, etc.) Simulations (disability day, reinforcement/ punishment exercise) Constructive approaches (multiple intelligence group lessons; YouTube videos) Movies to reinforce ideas and offer different viewpoints on topics In-class debates (holiday party & 4 day week topic) Open discussion with classmates Homework portfolio projects

14 ü Do you believe there is a correlation between the techniques you believe as helpful also are more fun and more motivating? 100% Yes 0% No ü Do you believe these techniques are useful to college students as well as k-12 students 100% Yes 0% No Methods of Assessment: How did each method of assessment help you learn the material best? None Somewhat Very well Vocabulary/ textbook quizzes 0% 57% 43% Multiple intelligence in class day Review of movie Children in America s Schools on midterm Obituary for Erikson or Kohlberg Describing stages with examples of Piaget or Vygotsky theory The YouTube video projects

15 This Course Compared To Most: How would you rate this course to other courses in the amount of: Less Same More Much More The textbook 11% 73% 13% 3% Taking notes/ highlighting during lectures Personal stories told by the professor as examples In-class group work (brainteasers, etc.) Simulations (disability day, reinforcement/ punishment exercise) Constructive approaches (multiple intelligence group lessons & YouTube Project) Movies to reinforce ideas and offer different viewpoints on topics In-class debates (holiday party & 4 day school week topic) Open discussion with classmates Homework portfolio projects

16 Qualitative Questions: Ø Do you feel more likely to use these techniques in your future classroom/ profession as a result of your personal experience learning with them? 100% Yes 0% No Ø What technique(s) would you add to this course/ project? Ø Any other suggestions for teaching this course would include:

17 YouTube Comments: True: False: I feel making the videos helped me relate to the theories in a more meaningful way 78% 22% I feel the videos let me express my learning as an individual (or small group) I feel the videos are a great tool for expressing my own interpretation I feel the videos should be continued in this class I feel the videos are too much work I feel the videos could be spaced apart for better quality I feel the videos carry the appropriate grade weight for the course I feel more confident about the theories having constructed them myself 84 16

18 Student Showcase & Reflections: Yusra: * Makes me feel more passionate about the material * Helps me learn and understand child development better * Gave me a new appreciation for multicultural teaching * Result: I now make videos on my own time * Your own video à 100% attention * Someone else s video à???% attention; you master what you make/ teach Example:Developing A Sense of Self

19 Mike & Alicia: * We had a lot of fun making these videos- great assessment! * We will remember this content far longer than our other classes. * We really had to get at the social meanings and interpretations in order to add examples we wanted to get across. * We enjoyed showcasing our learning OUR way! Example: Gender Differences Across Domains

20 Jocelyn: Active Proccess! I was able to create something using my ideas, experiences, and talent- drawing. I played a direct role in what I chose to learn and focus on. The freedom of expression allowed for more creativity. Thinking critically became necessary as I started to piece everything together. Makes the assessment continuous and student contributes to assessment using self evaluation. Erickson s Eight Stages: Jocelyn's Erickson

21 Student Presenter: Mary Donner Sophomore, Benedictine University The Time Lapse

22 Thank you for your attention Feel free to contact me via at: & check out student videos on my YouTube Channel: DocClarkeVideos

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