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 • Part 2. One example: The use of videopapers as a tool for reflection in initial teacher education. • Reading a videopaper – hands on + discussion • Part 3. Some key findings • Part 4. Creating a videopaper

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

4. 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 Two perspectives Academic Discourse Practitioners’ Discourse ? May provide little opportunity to explore broad themes that inspire intellectual growth Lacks the vitality and engagement of the classroom

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

6. 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.

7. 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.

8. Current videopaper projects UK, US, South America, Norway, Sweden, Italy • To represent and disseminate research and practice (Olivero et al, 2004; JRME, ESM). • As a teaching tool (Cogan-Drew, 2006). • For sharing good practice – mentoring (Cogan-Drew, 2006). • Collaborative research process (Barnes & Sutherland, 2007). • VP as ‘product’ • For reflection and self-reflection (Smith & Krumsvik, 2007; Beardsley et al, 2007; Olivero et al, 2007; Lazarus & Olivero, 2006; Daniil, 2007; Nemirovsky et al, 2005). • For development of practitioners’ skills. • As a research tool. • VP as ‘process’

9. Videopapers as process - Bristol projects with Elisabeth Lazarus, Kate Hawkey, Marina Gall, Sheila Trahar, Maria Daniil • Student teachers reflecting on their lesson planning, teaching and evaluation skills (PGCE MFL, English, Music, History) • Practitioners reflecting critically on the development of their counselling skills (MEd) • Postgraduate studentsand new staff reflecting on their teaching skills (TLHE) • aUniversity supervisor reflecting on her post lesson feedback skills (PGCE) • Master’s students writing up their small scale research projects and analysing empirical data, showing their research skills (MEd, MSc)

10. 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.

11. Part 2. One example: Videopapers as a tool for reflection on practice in initial teacher education (MFL) with Elisabeth Lazarus funded by ESCalate

12. Teaching 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

13. 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.

14. 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

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

16. The videopaper assignment (MFL) • Choose one/two issues in your practice that you want to reflect on in 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)

17. Reading a videopaper Two examples: Reflecting on practice choosing one issue – MFL PGCE programme Christine’s videopaper. Catherine’s videopaper (motivation).

18. 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? • In which contexts you would see the use of videopapers?

19. Part 3. Some key findings

20. 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

21. 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

22. 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)

23. 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 […] 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 – Clare but the video ought to supplement the text really. Is the text the most important? Can we make a value judgement? - Liz

24. 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 – Catherine

25. 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

26. To conclude…Videopaper as a new form of discourse • Realism brought by the video • 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 may coexist • “Make up your own mind”

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

28. 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 videopapers and editing are starting point for reflection • Reflection shifted towards the classroom/kids/learning rather then the teacher only

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

30. The process of creating a videopaper – VPB3

40. Thank you for your attention. Federica Olivero fede.olivero@bristol.ac.uk