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Video pedagogy and

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Janne Länsitie

on 13 September 2016

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Transcript of Video pedagogy and

Video pedagogy and
competence-based teacher education

Categorizing the pedagogical use of video
- practises in competence-based education



Janne Länsitie & Juha Pousi
School of Vocational Teacher Education
OUAS School of Vocational Teacher Education

We provide
pedagogical education

(60 ects program)

Currently some 650 students

Average age 40 years

From various vocational and professional backgrounds

All must have a
degree
in their own field and working life
experience


They will work in vocational schools, universities, 3rd sector and businesses


Vocational pedagogy
is a process of
vocational

growth
and
learning
.

Vocational growth means the combination of the
theoretical
and
ethical
skills in the student’s future trade; thus aiming at the student’s vocational competence.

(OUAS, School of Vocational Teacher Education 2012)

Consistent development of vocational pedagogy and competence-based education in teacher training
Defining, developing and demonstrating the competence of a vocational teacher

Concrete skills and actions must be based on
educational theory & vocational pedagogy

Theories must have
concrete applications
in vocational education


eLearning, distance education, blended learning, flipped learning in OUAS teacher training program

In Finland, and especially in the sparsely populated Northern Finland, the
distances
are
great
between cities and towns.

Some of our students also come from elsewhere in Europe.

Technological advances and in education are considered
commonplace
- educational technology has a strong tradition in Finland.

Development of videos in learning during the past 5 years...

Increased amount of video productions
(about 600 in 2014)

Lots of personnel and student training in video

A School of VTE production studio

Production tools (both high value & low value)

Implementation into teaching and learning process

Yearly EDITchallenge competition
(Stevenson, Länsitie, Kogler & Bauer 2015)

A new OUAS teaching position specialized in video pedagogy


Towards Video Pedagogy
For our purposes (competence-based, adults, teacher education) there was no definition of video pedagogy that described the work that we were doing with videos and learning.

A lot of research predates social media and fast networks

There exists a lot of research on the use of video in the educational context and examples on how videos can be part of learning process in various levels of education.



How do the different types of pedagogical videos support the competence-based teacher training process?
1.
Lecture capture

(and remote viewing). Lecture capture is the most commonly used way of producing videos in higher education.



2.
Project video and video report
.

Project videos and video reports document a learning task or for example a series of events within a learning process.


3.
Demonstration video
.

These videos can be made by teachers to teach a particular skill or by students to show their competence.



4.
Video-stimulated recall.

Students - usually with the teacher - reflect on the recorded teaching practise.


5.
Trigger video

which is used as a starting point of discussion, assessment or a particular learning task.
A particular video can represent
several
pedagogical categories – depending on how the video is used.

Video conveys information
better
than many traditional pedagogical tools.

Even though the equipment (phones, digital cameras, tablets, video cameras) are quite
commonplace
, there are certain
hurdles
such as editing and transferring the material to public platforms.


Observations
Questions and comments?
Common European Principles for Teacher Competences and Qualifications. Document from the European Commission, 2005.

Kepanen, P. & Länsitie, J. 2014
Andrist, Chepp, Dean & Miller 2014
Bates, T. 2005
Hakkarainen P. 2008
Hakkarainen & Kumpulainen 2014
Questions: Videos in education

Our students need to understand the
pedagogical arguments
behind the teaching methods!

What are those
arguments
for the videos in education?

What
skills
are required from teachers and students?

What is the
pedagogical

script
/
educational design
for pedagogical videos?

How does video pedagogy support and promote competence-based learning?
Categories of Video Pedagogy
Both high and low production value videos have their place.

Advance planning, writing a workable script and designing the learning process are needed.

How to document "competency" (or abstract skills such as the ability to teach) using video?

Youtube, Vimeo and cloud services usually suffice for storage and publishing

Copyright & privacy issues!
https://www.youtube.com/user/OuluAmok
Thank you!
juha.pousi@oamk.fi
janne.lansitie@oamk.fi

www.oamk.fi/amok
Full transcript