VIDEOPAPERS: HOW TO USE VIDEO, STILLS, AND TEXT TO SUPPORT TEACHING & LEARNING

1. VIDEOPAPERS: HOW TO USE VIDEO, STILLS, AND TEXT TO SUPPORT TEACHING & LEARNING Federica Olivero Graduate School of Education University of Bristol fede.olivero@bristol.ac.uk

2. Plan for the talk • Part 1. The concept of videopaper & current projects (1.30 – 1.40) • Part 2. Reading a videopaper – hands on + discussion (1.40 – 2.20) • Part 3. The use of videopapers for the development of practitioner skills. Some key findings (2.10 – 2.30) • Part 4. Creating a videopaper (2.30-2.50)

3. Part 1. The concept of videopaperCurrent projects Why videopapers? What is a videopaper? What can you do with it?

4. To provide scholarly and theoretical foundations for effective pedagogy To support practitioners to value their classroom experiences and use those experiences as a text to study and analyse in order to better understand their crafts Two perspectives Discourses are “ways of behaving, interacting, valuing, thinking, believing, speaking, and often reading and writing that are accepted as instantiations of particular roles (or types of people) by specific groups of people”. (Gee,1996) Academic research (Teaching) practice Different Discourses (Bartels, 2003)

5. Specialised terminology Propositions and prescriptions Stream of words Language of the classroom Sights, sounds and interactive features of the classroom Visual, oral and physical cues Academic Discourse Practitioners’ Discourse ? May provide little opportunity to explore broad themes that inspire intellectual growth Lacks the vitality and engagement of the classroom

6. Tensions • Intrinsically complex nature of teaching and learning • Need to “freeze” intriguing moments to deconstruct and learn from. • Tension between theoretical discussions and uncertain reality of the classroom. • Need to keep teachers engaging in the two lines of Discourse rather than allow one to predominate … … through development of reflective practice & exposure to theory-driven research

7. Some questions • What tools may enable the different “communities” • to express and re-represent themselves and their ideas? • Reflection on practice • Professional development • and successfully engage with one another? • Collaboration teachers-researchers • Ways of representing the research process

8. Videopapers .... as opposed to dominant print publications • offer opportunities for integrating educational theory/academic research with the excitement of classroom practice • contain the intrinsic features that belong to practitioners Discourse • capture, preserve, and represent events in ways that connect with the world of the practitioner, a world where different forms of knowledge are continually being juxtaposed.

9. What is a videopaper Nemirovski, Cogan-Drew, Di Mattia et al, Bridging Research and Practice, 1998 multimedia documents that integrate and synchronise different forms of representation such as text, video and images, in one single non linear cohesive document.

10. Bristol and BECTA (UK) • Boston (US) • Bergen (Norway) • Goteborg (Sweden) Current videopaper projects • To represent and disseminate research and practice. • As an assessment tool. • For sharing good practice – mentoring. • VP as ‘product’ • For reflection and self-reflection. • For development of practitioners’ skills. • Collaborative research process. • VP as ‘process’

11. Part 2. Reading a videopaper Two examples: Kate’s videopaper. Mentoring – History PGCE programme Catherine’s videopaper. Reflecting on practice choosing one issue (motivation)– MFL PGCE programme

12. The videopaper assignment (MFL) • Select a focus for your videopaper • Choose one lesson to be video-recorded • Collect materials from the classroom and from your teaching • Review the video • Edit video from 50 to 5 minutes • Write text/commentary to the clips • Consider the wider literature if relevant • Put video and text together (in VPB) and create PLAY buttons • Supplement with still images • Publish the final videopaper & submit (on a CD)

13. Questions for discussion • What are your first impressions about the videopapers regarding structure, appearance and content? • What do you like about it? What do you not like? • How did you go about reading the videopaper? (Where did you start? Did you read the text? Did you watch the video? In what order did you read the videopaper?) • Compare with traditional videos and traditional papers. • What would you say are the main potentialities of videopapers? • Which contexts you would see the use of videopapers?

14. Part 3. One example: The use of videopapers for the development of practitioner skills with Elisabeth Lazarus, Kate Hawkey, Marina Gall, Sheila Trahar, Maria Daniil

15. ‘Videopaper projects’ in Bristol involve … • student teachers learning to teach within the initial teacher education programme • Modern Foreign Languages, History, English and Music. • educational practitioners learning the skills of counselling to support their students • postgraduate students and new university staff learning teaching skills • teachers and educational practitioners learning research skills and integrating them in their practice.

16. ‘Videopaper projects’ in Bristol involve … student teachers learning to teach within the initial teacher education programme Modern Foreign Languages, History, English and Music. educational practitioners learning the skills of counselling to support their students postgraduate students and new university staff learning teaching skills teachers and educational practitioners learning research skills and integrating them in their practice.

17. Objectives • To investigate the possible applications of videopapers as a tool for communication and representation of professional learning, in particular to support reflection on practice, and for assessment of the development of (new) skills. • To compare and contrast the use of VideoPapers with the more conventional use of videos, observation tasks and assignments. • To investigate the possible applications of videopapers as a tool used in mentor training, including distance-learning models of training. • To evaluate the produced VideoPapers against the criteria for assessment in order to understand whether and how this tool is suitable in each particular context, in what ways it differs from the conventional written assignment and whether new assessment criteria are needed. • To compare and contrast the participants’ experience (across programmes) of producing a VideoPaper. • To investigate the use of videopapers as a significant element of an emerging new professional development portfolio.

18. Types of videopapers produced • (i) Practitioners reflecting critically on the development of their counselling skills; • (ii) Student teachers reflecting on their lesson planning, teaching and evaluation skills; • (iii) Postgraduate studentsand new staff reflecting on their teaching skills; • (iv) aUniversity supervisor reflecting on her post lesson feedback skills; • (v) Master’s students writing up their small scale research projects and analysing empirical data, showing their research skills.

19. Why “videopapers” – what is different and what is new? The following approaches are already well established: • Use of video in teacher education (e.g. Sherin 2003, Goldman et al 2007 Video Research in the learning sciences) • Linking observations of more or less experienced teachers or trainees (real or virtual), with personal practice and experiences • Drawing on practitioner-orientated and research-based literature to underpin personal practice Videopaper added another dimension • Students watching themselves, writing about themselves and showing it to others.

20. Theoretical background • Reflection • Reflective practitioner (Schön, 1983) • Iterative reflective process Process of reflective thought (Dewey, 1933) • Developing student teachers’ changes through experience • Discourses • Multimodality (Jewitt, 2004) • Integration of different modes to create meaning

21. The project with MFL student teachers • 18 volunteer MFL PGCE students • Workshop 1. Reading videopapers • Workshop 2. Learning how to edit a clip and create a videopaper • Filming in the classroom + collecting relevant material • Workshop 3/4. Editing clip and creating videopaper • Data collected: video observations, interviews, completed videopapers.

22. Some key findings • The process of reading a videopaper • The process of creating a videopaper • The videopapers • Students’ perception of videopapers as a tool to support self reflection • The relationship between video and text • Structure of VP • Relationship between videopaper and essay… it would make it more real

23. Reading – “this is real” “If you compare it to a normal essay it gives you a realistic dimension because it is not abstract any more; you’re not talking about behaviour management, big theories, here you have the reality, practice, it’s not just writing but connecting theories to the practice and the other way.” Liz

24. Reading – ‘a way in’ “I was very interested and I thought oh yes, I want to have a look at this and see what it’s all about. I wasn’t as intimidated as I would be if I’d approached a huge thick tome…” - Liz “it seems like people make language less accessible when they’re writing academically. Things could be said in a much more straightforward way”. - Patricia

25. Reader as writer “we want to discover how the kids react to this and then watch the video and then that’s how I would analyse the situation. That would be far more like you are involved … because you also can decide or give your opinion or you feel the reader wants your opinion” (Christine) “But you’re bringing your own set of value judgements about which bits you perceive as being the most important. And they of course might not be those bits that the writer or the creator of the video paper has envisaged” (Liz and Catrin)

26. “We found ourselves being quite critical of the lesson and the way the classroom was while if we just had a text we wouldn’t have know if it was a horse shoe or three rows” - Brid “I think you get a lot more out of the clip for having read it. Because the clips are so short, it’s very hard to get much out of them unless you read – Catherine

27. Creating - What text/ What video? “I’m not describing it at all. I’ve started typing something about a school strategy so I would explain this a bit and then just use the clips to say well the kids would ask for language if they don’t know so I would just cut the bits where the kids ask for language and I wouldn’t explain the situation so they would just see oh they can do it so I would just say that’s how the school does it and then from my lesson that’s an evidence”. – Christine “But then I suppose you might see something different to someone else, because you were teaching and somebody else who wasn’t teaching might pick up something else” – Clare “but the video ought to supplement the text really. Is the text the most important? Can we make a value judgement?” - Liz

28. Text: a different ‘genre’? “Could you not get away from that problem by keeping it quite academic and not worrying so much about breaking it up all the time. So you’re keeping more to the traditional essay. I don’t see why you should make it less academic just because it’s a video paper. When you read academic, like people take it seriously. When you write in a less academic way, it’s unfortunate but I do think that there are a lot of people who will or would take it less seriously”.– Catherine “they didn’t have very much where you had text and then you had to link in. So it was very much you sort of played the video and then you read it. Or you read it and you played the video. So it just felt like it could have been used a lot more”– Catherine

29. Videopaper vs essay • You could actually see what you were talking about whereas if you were writing an essay, it’s quite hard, you know, you have to try and visualise the lessons… - Brid • It makes it even harder that you know they can see what you want to tell them. It would be easier to write an essay about whatever. While now even if the text is smaller it is much more thinking behind - Catherine • You’ve got the raw evidence, the video footage rather than in a sense being able to hide behind your own transcript of what goes on – Catrin

30. Videopaper vs other (manifactured) videos • Even if you’re just picking out one little snapshot you do get a feel for the type of school or the kids or where they’re – oh those kids are a bit more like my kids’. Cos when you see those videos you’re like- those kids don’t exist. - Catherine

31. To conclude…Videopaper as a new form of discourse • Realism brought by the video • issue of believability (realistic realism: Latour, 1998) • Videopapers can be a ‘way in’ for teachers to access theoretical/research ideas through something that is meaningful to them and connects to their practice • Raw data can be accessed and analysed by the reader • Multiple interpretations • “Make up your own mind” • Sharing perspectives

32. Videopaper is not dominated by video or text - the meaning is created out of the relationship between video and text (multimodality: Jewitt, 2004) or meaning shifted towards the video • Videopaper as a new genre • New writing ‘style’? New structure? • Analysis vs description

33. Videopaper & reflection on practice • Videopaper is “one step further” • Watching, editing, writing …. Creating a videopaper • Passive/active, watching/reading vp • Permanent record of reflection and reflective process • Reading other’s/own VP and editing are starting point for reflection • Reflection shifted towards the classroom/kids/learning rather then the teacher only

34. Part 4. Creating videopapers VideoPaper Builder 3 http://vpb.concord.org Free download

35. The process of creating a videopaper – VPB3

37. Other useful tools for video analysis and representation • StudioCode http://www.studiocodegroup.com/ • Diver http://diver.stanford.edu/what.html Sign up: http://171.64.201.176/webdiver/webdiver_23c/webdiver _signup_v5.php • InqScribe http://www.inquirium.net/products/inqscribe/index.html

39. STUDIOCODE Video to be coded Code input window Codes timeline Coded instances

40. InqScribe

41. Thank you for your attention.Any (more) questions? Federica Olivero fede.olivero@bristol.ac.uk

42. References • Videopaper Builder 3.0 (http://vpb.concord.org) • Beardsley, L., Cogan-Drew, D., & Olivero, F. (forthcoming). Videopaper: Bridging research and practice for pre-service and experienced teachers. In R. Goldman, R. D. Pea, B. Barron & S. J. Derry (Eds.), Video research in the learning sciences. Hillsdale, NJ: Lawrence Erlbaum Associates. • Olivero, F., John, P., & Sutherland, R. (2004). Seeing is believing: Using videopapers to transform teachers' professional knowledge and practice. Cambridge Journal of Education, 34(2), 179-191. • Olivero, F., Sutherland, R., & John, P. (2004). It's about interactive learning of mathematics [CD-Rom].