Last week I trialled the EeePC during feedback on practice, and found that this worked a lot better than the digital photo frame:
1. Feedback could take place wherever was most convenient for the centre; no need to be near an electrical socket. Of course, I need to make sure that the battery is charged (which is also the case for the camera) so preparation is vital.
2. Down loading the images took only a few seconds as the digital camera could be inserted directly into the USB inlet.
3. As the EeePc is a small laptop computer it is really easy during discussions to pass it between me and the student e.g. to point out particular facets of the practice, or children’s responses and engagement in the learning experience. For instance, a student was surprised to note, when watching a scenario of her own practice, that children were less involved in the learning experience than she thought. This was a real eye opener for her, and led to her considering the wider issues surrounding this event.
4. I found it was a lot easier to pause the footage, as the situation demanded, thus fostering a deeper level of reflection.
5. The sound quality was bad last time I video recorded a student’s practice so I intended to focus on continuous photography rather than on video recording. I reasoned that this would still give a good overview of the overall practice. However, as I was in a small and reasonably quiet infant/toddler centre, I decided to continue the trialling of video recording the student and her practice. The following visit the situation was similar with a small group of children in a small centre. Although in both events the sound quality was still quite low, both video recordings gave a good picture of the interactions between the student, the children and other teachers. Until I use a camera with a higher quality sound recording system or a digital recorder, sound issues will continue to be a frustration.
6. At this point, I am still struggling with the transition from a feedback system that combined written documentation and verbal discussion to one that relies primarily on visual imagery ‘dictating’ professional dialogue. Over the years I have become comfortable and effective with a format in which I shared what I had noticed, and then used strategies, such as highlighting aspects of practice followed by questioning, to encourage the student to ‘recognise’ what this might mean linked to their espoused theories on practice, their theories-in-use and those theories they have read about. I now find that I need to find ways in which the students identify / notice and recognise aspects of their practice for themselves, thus relying less on me. For me it is clear that the same approaches are not as applicable when using visual images in feedback. I think the next step for me now is to do the following:
- Find some literature and /or research that discuss effective ways of sharing visual imagery in triadic and dyadic discussions.
- Read more about how to ‘empower’ students to take increasing responsibility in these discussions.
- From this new knowledge and understanding develop an action plan that includes strategies for implementation, and future on-going reflection on the use of visual imagery in reflective practice.
Tuesday, August 19, 2008
Sunday, July 27, 2008
First trial of video feedback
25-7-2008
I finally had a chance to trial the use of video as part of a student’s teaching practice feedback process. The things that worked well were:
· Video recording the student did not appear to impact on how either the student or the children engaged with the teaching and learning process. This was one of the possibilities I had foreseen, so it was good to see that this did not happen, as I wanted to provide the student with an authentic reflection of practice.
· The centre was happy for me to video record the student, and in fact saw it is an opportunity to gather feedback for themselves on what happened in the centre and how the children engaged in the programme. After the visit I provided the centre with a copy of the video recording after gaining permission from the student, who was delighted that she could offer something in return to the centre who had given her support. However, for the future I think it is important that I develop and provide an Ethical Permission form for both the centre and the student to ensure ethical guidelines are followed at all times.
Things that need improvement:
· Triadic discussion – I wonder whether this context is ideal for sharing the video feedback format, as it was difficult to find the right moment to share the recording. I think this was partly because I had not pre-viewed the recording, and although I knew the scenarios I had recorded, specific incidents were vaguer than when I have written these. Next time therefore I intend to take a quick look before the discussion with the student and the associate teacher. Thus I will also be able to name the different recordings and thus find a particular scenario more readily during the discussion.
· Using the digital photo frame - when I trialled this in the comfort of my own office and at home the photo frame looked like a good option ( a clear picture; reasonably priced so it would be affordable if others in the team would opt to use this feedback format; recording were easily downloaded onto the system; and it had sound). However, when used in the triadic discussion I learnt the following:
1. The digital photo frame needs a power point, which limits in a way where the feedback can take place. At this centre, there was no staff room, so we ended up in the infant/toddler area (the infants and toddlers were on an outing) sitting on the floor. From this angle, the recording was hard to see, and this limited its value in identifying the more subtle aspects e.g. non-verbal interactions with children.
2. The sound quality was quite bad – this may have been the camera or the digital photo frame or both? Now sound quality may be an issue at all times in a busy and noisy early childhood centre. What I would like to trial next is to take continuous photos to see if this is effective in giving an overview of the student’s practice, thus illuminating the need for sound. Of course, if language is the purpose of the recording sound becomes important.
3. Never tilt a camera when recording!! It is very hard to view practice from an angle. I wanted to catch a wider viewpoint and thought I would be able to change the angle after recording.
In the end I copied the recordings on a CD-rom so the student could review her practice at her own pace in her own time as part of the reflective process. I am curious to see her perspective on the experience.
Overall, I felt disappointed after this visit. I came to realise that in a way I entered into this visit in a rather ad-hoc maaner i.e. expecting that I could just walk in, record the student’s practice, download it onto the digital photo frame and share this with the student. Maybe a bit naïve, but I have come to the conclusion that I need to do this in a more structured fashion i.e.:
Ø At the beginning of the visit make sure that I have an ethical permission form ready for both student and centre; to cover the ethics.
Ø Next time I will trial continuous photography rather than video recording. This method should still give the student a clear overview of her/his practice and overcome the difficulty of sound.
Ø Before the triadic or dyadic discussion, pre-view the recordings, and name them for easier access. This should support the feedback process.
Ø As I have no control over where the discussion takes place, this is a factor I will just have to live with. However, I can but hope!!
One thing, that I certainly feel I need to do more off is read, read, and read about the use of DIL(Digital Information Literacy) in reflective practice. Does anyone know of any good sources/ text? I would be grateful for any feedback.
I finally had a chance to trial the use of video as part of a student’s teaching practice feedback process. The things that worked well were:
· Video recording the student did not appear to impact on how either the student or the children engaged with the teaching and learning process. This was one of the possibilities I had foreseen, so it was good to see that this did not happen, as I wanted to provide the student with an authentic reflection of practice.
· The centre was happy for me to video record the student, and in fact saw it is an opportunity to gather feedback for themselves on what happened in the centre and how the children engaged in the programme. After the visit I provided the centre with a copy of the video recording after gaining permission from the student, who was delighted that she could offer something in return to the centre who had given her support. However, for the future I think it is important that I develop and provide an Ethical Permission form for both the centre and the student to ensure ethical guidelines are followed at all times.
Things that need improvement:
· Triadic discussion – I wonder whether this context is ideal for sharing the video feedback format, as it was difficult to find the right moment to share the recording. I think this was partly because I had not pre-viewed the recording, and although I knew the scenarios I had recorded, specific incidents were vaguer than when I have written these. Next time therefore I intend to take a quick look before the discussion with the student and the associate teacher. Thus I will also be able to name the different recordings and thus find a particular scenario more readily during the discussion.
· Using the digital photo frame - when I trialled this in the comfort of my own office and at home the photo frame looked like a good option ( a clear picture; reasonably priced so it would be affordable if others in the team would opt to use this feedback format; recording were easily downloaded onto the system; and it had sound). However, when used in the triadic discussion I learnt the following:
1. The digital photo frame needs a power point, which limits in a way where the feedback can take place. At this centre, there was no staff room, so we ended up in the infant/toddler area (the infants and toddlers were on an outing) sitting on the floor. From this angle, the recording was hard to see, and this limited its value in identifying the more subtle aspects e.g. non-verbal interactions with children.
2. The sound quality was quite bad – this may have been the camera or the digital photo frame or both? Now sound quality may be an issue at all times in a busy and noisy early childhood centre. What I would like to trial next is to take continuous photos to see if this is effective in giving an overview of the student’s practice, thus illuminating the need for sound. Of course, if language is the purpose of the recording sound becomes important.
3. Never tilt a camera when recording!! It is very hard to view practice from an angle. I wanted to catch a wider viewpoint and thought I would be able to change the angle after recording.
In the end I copied the recordings on a CD-rom so the student could review her practice at her own pace in her own time as part of the reflective process. I am curious to see her perspective on the experience.
Overall, I felt disappointed after this visit. I came to realise that in a way I entered into this visit in a rather ad-hoc maaner i.e. expecting that I could just walk in, record the student’s practice, download it onto the digital photo frame and share this with the student. Maybe a bit naïve, but I have come to the conclusion that I need to do this in a more structured fashion i.e.:
Ø At the beginning of the visit make sure that I have an ethical permission form ready for both student and centre; to cover the ethics.
Ø Next time I will trial continuous photography rather than video recording. This method should still give the student a clear overview of her/his practice and overcome the difficulty of sound.
Ø Before the triadic or dyadic discussion, pre-view the recordings, and name them for easier access. This should support the feedback process.
Ø As I have no control over where the discussion takes place, this is a factor I will just have to live with. However, I can but hope!!
One thing, that I certainly feel I need to do more off is read, read, and read about the use of DIL(Digital Information Literacy) in reflective practice. Does anyone know of any good sources/ text? I would be grateful for any feedback.
Monday, June 30, 2008
It is now after the third session of my involvement in the project and I find that I am on a steep learning curve as I am encountering technological ideas, software and gadgets that are new to me. At the last two sessions we talked about sound basics such as pod casting, audio software and ways to record and edit sounds/discussions etc. These sessions were fun although I must admit that for me they are anything but ‘basic’. However, I thoroughly enjoyed my time learning from others, and recording a brief interview with the partner I worked with and then downloading this into a file in Adobe Audition and playing around with this. What I found particular interesting was the option of using Multi tracks and being able to do voice overs, insert background music and manipulate sounds by cutting and pasting. Of course, as a result I have come to the conclusion/realisation that you may need to be wary of things audio. One of the key points that I want to remember from the last two sessions is that when making an audio file you need to be very clear of your purpose, and of your audience. Asking yourself, ‘what am I trying to achieve?’ is therefore a useful one.
Some ideas for using audio files that have been going through my mind are:
· Developing audio files (wave file, MP3 file) of key points on a specific topic which can then be made available to students.
· Although my focus for this project is on visual formative feedback through video recordings, possibilities with regard to the use of audio as part of reflective practice have been playing in my mind e.g. when focusing in particular on language use with children.
So what are some of my recent activities?
· Since a week I have broadband at home. I found that this became a must to enable me to work at home on the newly encountered ideas.
· Now a whole new world has opened up to me as I have downloaded ‘Audacity’ for recording and editing sounds. What I would like to trial next is to add an audio ‘blog’ to my blog page as a trial.
· I have learnt about and downloaded Skype and talked with someone on the other side of the world (a very exciting AND strange sensation). (I have been thinking about future possibilities for ‘video conferencing’ as a way of providing on-going support to students, especially those that may be struggling )
· With support of a colleague I have obtained a digital photo frame and an EeePC to trial in my visual formative feedback on student teaching practice. I am still in the process of working out what the best systems are for the best outcomes and am looking forward to beginning the overall process. This should happen next week.
· I have registered on ‘De.li.cious’ so that I will be able to access my bookmarks anywhere.
· Since my involvement with this project I have started to take more interest and am now reading the Inbox articles in the Listener magazine, and find that I actually understand increasingly what they are talking about). Last week they had a special section on all the latest gadgets (digital recorders etc) – I want them J . But first,
Video recording as a form of visual formative feedback!!!
Some ideas for using audio files that have been going through my mind are:
· Developing audio files (wave file, MP3 file) of key points on a specific topic which can then be made available to students.
· Although my focus for this project is on visual formative feedback through video recordings, possibilities with regard to the use of audio as part of reflective practice have been playing in my mind e.g. when focusing in particular on language use with children.
So what are some of my recent activities?
· Since a week I have broadband at home. I found that this became a must to enable me to work at home on the newly encountered ideas.
· Now a whole new world has opened up to me as I have downloaded ‘Audacity’ for recording and editing sounds. What I would like to trial next is to add an audio ‘blog’ to my blog page as a trial.
· I have learnt about and downloaded Skype and talked with someone on the other side of the world (a very exciting AND strange sensation). (I have been thinking about future possibilities for ‘video conferencing’ as a way of providing on-going support to students, especially those that may be struggling )
· With support of a colleague I have obtained a digital photo frame and an EeePC to trial in my visual formative feedback on student teaching practice. I am still in the process of working out what the best systems are for the best outcomes and am looking forward to beginning the overall process. This should happen next week.
· I have registered on ‘De.li.cious’ so that I will be able to access my bookmarks anywhere.
· Since my involvement with this project I have started to take more interest and am now reading the Inbox articles in the Listener magazine, and find that I actually understand increasingly what they are talking about). Last week they had a special section on all the latest gadgets (digital recorders etc) – I want them J . But first,
Video recording as a form of visual formative feedback!!!
Tuesday, June 17, 2008
My first thoughts on joining the DIL project
It has been 2 weeks since I joined the Digital Information Literacy (DIL) project, a small action research project. The overall aim of the project is to develop participants’ knowledge and understanding of and skills in digital information literacy while being supported by others involved in the same project. The ultimate aim, as I understand it, is to strengthen the implementation of DIL within educational contexts.
My interest in educational technology began a number of years ago when I did a course that focused on Literary development through the possibilities provided by multimedia such as interactive storybooks, ebooks and HyperStudio. What I enjoyed when engaged in this course was the group cooperation and support which enabled you to begin your work with the technology at your own level of experience, as well as enable you to access what was for many of us new knowledge and a new teaching and learning approach. Another aspect I liked about the use of technology was the immediate visual feedback you got whenever you attempted a new skill. As I am a visual learner, visual imagery is important to me. It is therefore maybe not surprising that the enhancement of skills through visual feedback and interactive learning form the foundation of what I hope to work on as part of the DIL project.
My main objective is to explore the effectiveness of the digital camera in supporting students’ reflection on their practice. As a visiting lecturer my role is to assess students on their work with children in early childhood education settings. I have had a number of dyadic discussions with students after observing their practice, where the student shared with me their frustration that they could not visualise their own practice. This voiced concern has contributed to my decision to use video recording as a way of:
· Making students’ teaching practice more visible by using either an Eee PC or a digital photo frame. Data on these have been gathered but the best options still need to be explored in practice.
· Providing immediate feedback .
· Recording and monitoring progress over a period of time, thus providing opportunities for individual review of practice e.g. through an e-portfolio, saving on disc or USB
· Making learning more relevant for the student as they can interpret their own observed practise i.e. seeing their practice through their lens rather than through that of the visiting lecturer.
· Enhancing professional dialogue between student and visiting lecturer e.g. visual images enables the connection-making between ideas/concepts and actions; between ‘problems’ and skills.
· Giving greater flexibility e.g. Students could video record their own practice and develop an e-portfolio for sharing with the visiting lecturer. Another option that may be considered in the future is for the students to share their e-portfolio with other students. Issues that may need to be considered of course are those of privacy and ethics i.e. how to limit access to personal data.
By being involved with the DIL project, I also aim to enhance my own digital knowledge, understanding and skills. For instance, maintaining a blog is a new venture for me, and the idea that others are able to read about my journey into this new endeavour and comment on it, feels at this stage rather curious.
My interest in educational technology began a number of years ago when I did a course that focused on Literary development through the possibilities provided by multimedia such as interactive storybooks, ebooks and HyperStudio. What I enjoyed when engaged in this course was the group cooperation and support which enabled you to begin your work with the technology at your own level of experience, as well as enable you to access what was for many of us new knowledge and a new teaching and learning approach. Another aspect I liked about the use of technology was the immediate visual feedback you got whenever you attempted a new skill. As I am a visual learner, visual imagery is important to me. It is therefore maybe not surprising that the enhancement of skills through visual feedback and interactive learning form the foundation of what I hope to work on as part of the DIL project.
My main objective is to explore the effectiveness of the digital camera in supporting students’ reflection on their practice. As a visiting lecturer my role is to assess students on their work with children in early childhood education settings. I have had a number of dyadic discussions with students after observing their practice, where the student shared with me their frustration that they could not visualise their own practice. This voiced concern has contributed to my decision to use video recording as a way of:
· Making students’ teaching practice more visible by using either an Eee PC or a digital photo frame. Data on these have been gathered but the best options still need to be explored in practice.
· Providing immediate feedback .
· Recording and monitoring progress over a period of time, thus providing opportunities for individual review of practice e.g. through an e-portfolio, saving on disc or USB
· Making learning more relevant for the student as they can interpret their own observed practise i.e. seeing their practice through their lens rather than through that of the visiting lecturer.
· Enhancing professional dialogue between student and visiting lecturer e.g. visual images enables the connection-making between ideas/concepts and actions; between ‘problems’ and skills.
· Giving greater flexibility e.g. Students could video record their own practice and develop an e-portfolio for sharing with the visiting lecturer. Another option that may be considered in the future is for the students to share their e-portfolio with other students. Issues that may need to be considered of course are those of privacy and ethics i.e. how to limit access to personal data.
By being involved with the DIL project, I also aim to enhance my own digital knowledge, understanding and skills. For instance, maintaining a blog is a new venture for me, and the idea that others are able to read about my journey into this new endeavour and comment on it, feels at this stage rather curious.
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