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Understanding Challenges in Video Production for Classroom Observations

Explore the complexities of creating educational videos for viewer engagement and learning. Learn how attentional filters influence viewer perceptions and the impact of viewing instructions. Discover the importance of expertise and reflective viewing in educational video production.

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Understanding Challenges in Video Production for Classroom Observations

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  1. Putting the viewer in the picture: Issues in making videos about classroom processes for people to watch Kevin F. Miller University of Michigan

  2. Collaborators Michelle Perry Linda Sims Xiaobin Zhou Chris Correa Jim Stigler Meg Schleppenbach Sujai Kumar Di Wu Neesha Noronha Ge Fang Funding IERI – (NSF (REC-0089293) Acknowledgements

  3. Overview • Why it’s hard to learn from videocases • Complexity • Expertise • Attentional filters • Understanding viewing • Effects of instructions • The time-course of impressions • A pedagogy of viewing • Promoting reflective viewing • The special role of international video • Conclusions

  4. Teaching is a complex cognitive task • Multiple, simultaneous goals • Attention to content being taught • Attention to methods of explaining content • Attention to student responses, misconceptions, motivation • …and much, much more • Video representations can capture that complexity • But, do you see what I see?

  5. Do you see what I see? – Example • Watch the video at this link (courtesy of Daniel Simons): http://viscog.beckman.uiuc.edu/grafs/demos/15.html • Count the number of passes the team in white makes in this video How many passes did the white team make? What color is the gorilla?

  6. Do you see what I see? • Not necessarily • Classrooms are incredibly complex environments • Expertise • Learning to quickly see what’s important distinctive feature of experts • Hard to recapture what a novice sees • Attentional filters • Compared with Chinese viewers U.S. viewers focus more on personal qualities of teacher • May not be the most constructive filter

  7. Example • Base-ten representation • Put sticks in bin to represent numbers • Single sticks to represent units • Bunches of ten sticks in middle bin to represent tens • One child uses a single stick instead of one bunch of 10 sticks to represent the “10” in “12”

  8. Student responses • Focus on criticism • “It seemed like she wanted to get the right answer out of the students. It seemed like it was not right to answer the question wrong. To me, I felt the teacher was putting the student down.” • “Emphasized the wrong way- I thought this might be discouraging for students especially the child who gave the wrong answer. I didn't think it was something I would do as a teacher but I know it is a practice used by some teachers in the U.S. Typically by those who are considered "bad teachers", who do not take their students emotions into consideration.”

  9. Pitfalls in learning from video cases • Videocases are complex materials • Viewers approach them with different lenses • Can notice very different things • Focus on personal qualities • May not be constructive • May focus on differences • How is this different from my class? • Out-group homogeneity • Need to understand • What viewers see • How to use videocases in developing reflective practitioners

  10. Overview • Why it’s hard to learn from videocases • Complexity • Expertise • Attentional filters • Understanding viewing • Effects of instructions • The time-course of impressions • A pedagogy of viewing • Promoting reflective viewing • The special role of international video • Conclusions

  11. Research questions • How quickly do viewers form impressions? How stable are their impressions? • Personality attributes • Classroom instruction • How do viewing instructions affect what people see?

  12. Study design • Video materials: • Female teacher; 1st grade; Place value • Male teacher; 4th grade; Equivalent fractions • ~20 minutes • Paused six times • 10s, 30s, 1min, 2mins, 5mins, 10mins • And then rated at the end • Subjects • 54 US college students • Each viewer • watched one video clip • rated on one rating scale

  13. Rating scale (I) • Personal attributes • 1 (Not at all); • 5 (Extremely)

  14. Rating scale (II) • Classroom instruction • 1 (Very poor); • 5 (Very good)

  15. Time course of impression formation – instruction

  16. Time course of impression formation – personality

  17. Time course of impression formation – personality

  18. Time course of impression formation – instruction

  19. Open-ended comments • Viewers who rated the teacher’s personal attributes made significantly more comments on the teacher’s personality and speech and gesture • E.g., “The teacher was very cold and not supportive enough to the students.”

  20. Conclusions • Impressions on the teacher’s personal attributes • are formed quickly (after 10 seconds) • are more stable over time • Viewing instructions affected the emphases of viewers’ comments • Guiding attention to the teacher’s personal attributes yielded more comments on personality

  21. Overview • Why it’s hard to learn from videocases • Complexity • Expertise • Attentional filters • Understanding viewing • Effects of instructions • The time-course of impressions • A pedagogy of viewing • Promoting reflective viewing • The special role of international video • Conclusions

  22. Using Video with Teachers -- Overview • Reflection on practice • International video may have a special role to play • Experience • discussion highlights • Guiding the viewing

  23. Discussion Highlights • Pedagogical issues • The role of examples • Questioning techniques • Use of student errors • The “tone” of the class

  24. Guiding the Viewing Experience • Providing context • Avoiding comparisons • Establishing common ground • Using 2-camera views • But need some practice viewing them

  25. Overview • Why it’s hard to learn from videocases • Complexity • Expertise • Attentional filters • Understanding viewing • Effects of instructions • The time-course of impressions • A pedagogy of viewing • Promoting reflective viewing • The special role of international video • Conclusions

  26. Summary and conclusions • Videocases are complex materials • Viewers approach them with different lenses • Can notice very different things • Learning to learn from videocases is a key educational concern • Key aspect of teaching expertise • Need a model of • viewer • viewing process • And an understanding of pedagogical practices that promote viewing expertise • What does this have to do with videography? • Beginning with the end in mind

  27. What does this have to do with videography? • Begin with the end in mind • But those ends change • Need for lightweight, flexible tools • SMIL as an example • email kevinmil@uiuc.edu for a tutorial & software • Database • Ability to grab examples

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