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Students learning together from video recorded professional practices

Students learning together from video recorded professional practices. Enhancing the quality of online peer feedback. Janneke van der Hulst Els Scheringa VU University Amsterdam The Netherlands. The “cast” of the presentation …. Janneke van der Hulst. Els Scheringa. and virtual….

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Students learning together from video recorded professional practices

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  1. Students learning together from video recorded professional practices Enhancing the quality of online peer feedback Janneke van der Hulst Els Scheringa VU University Amsterdam The Netherlands

  2. The “cast” of the presentation ….. Janneke van der Hulst Els Scheringa

  3. and virtual….. Claudine Janneke Geursen Paul

  4. Contents of the Presentation • Introduction (DiViDU and DiViDossier) • Exchange of visions and experiences in the Reflection Model • Demonstration: • student looking back with DiViDU • feedback on own behavior and peer feedback • Students’ evaluation • Teacher’s evaluation • Special focus on (online) feedback

  5. Introduction (DiViDU and DiViDossier) DiViDU: Online Learning Environment Using streaming video Some of the advantages we expected: Time and place independent learning In-depth learning through repetitive reflection Collecting feedback from different perspectives

  6. Reflection Model (Korthagen et al. 2002, Fortkamp 2002)

  7. One of our first experiments with DiViDU Stimulate the use of English in the lessons. • http://dividu.du.nl

  8. Looking back lloo Demonstration: student looking back in DiViDU Looking back Motivation of the selection by Claudine

  9. DiViDU: feedback on own behavior

  10. DiViDU: peer feedback

  11. What did students say about DiViDU? • The selection of critical moments of a lesson were very helpful • It was fascinating to get a glimpse of peers in ’real practice’ • Feedback most helpful when teacher or peers ask reflective questions • Giving online feedback is time-consuming

  12. Teacher’s evaluation • The description of the task is very critical. • Students generally make no link between sources/theory and picture. • For diverse feedback peers should give feedback before tutors do. • Students frequently ask for tips and tricks in stead of feedback

  13. Feedback: open feedback (vs. pre-structured) • Students formulate personal feedback questions • Peers construct own answers • Students may ask for clarification of feedback

  14. Face-to-face feedback Verbal and non-verbal communication Two-way interaction with direct response Transitory feedback Online feedback Verbal (written) Well-considered feedback Feedback collected from different persons Recorded for future reference Face-to-face feedback vs. online feedback Therefore: Suitable to care for personal experience, emotional release, etc. Therefore:: Suitable for in-depth analysis of a situation, for linking practical situations to theoretical concepts, etc.

  15. Some guidelines for instuctors: • Organize feedback process carefully • Communicate expectations explicitly • Moderate feedback process actively • Give feedback after peers have given feedback

  16. Contents of feedback in DiViDU • Students find it difficult to pose feedback questions • Students tend to ask for advice • Students tend to depart from video • Students hardly refer to theory • Differences in feedback: • Students’ feedback: offering peer support • Teachers’ feedback: containing reference to theoretical concepts • Students can not question their blind spot

  17. Re-thinking the value of online feedback Learning task is more focussed • on interaction shown on the video • toward theory Feedback criteria-led: use of rubrics

  18. DiViDossier • Overzicht van Paul laten zienl

  19. Thank you for being with us! Further information: e.scheringa@ond.vu.nl j.vanderhulst@ond.vu.nl

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