Universiteit van Amsterdam Graduate School of Teaching and Learning DiViDU: Learning from Professional Practice through Online Video Anne-Martine Gielis Universiteit van Amsterdam, The Netherlands Copyright Anne-Martine Gielis This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

Universiteit van Amsterdam Graduate School of Teaching and Learning Contents Introduction of the online learning environment DiViDU Demonstration of learning tasks involving professional practice Screenshots from our videoportfolio

Universiteit van Amsterdam Graduate School of Teaching and Learning DiViDU; added value Key-learning activities are: Video registration – visualizes complex behavior – ‘tacit knowledge’ can be made explicit Systematic attention to – theoretical concepts of professionals – peer-learning – coaching in the working place

Universiteit van Amsterdam Graduate School of Teaching and Learning DiViDU learning environment an internet application contains – (short) video-clips – task-based online assignments – combined with web-based resources like literature consists of – repository (video and metadata) – student’s section (carrying out learning tasks) – tutor’s section (creating learning tasks / coaching and assessing students)

Universiteit van Amsterdam Graduate School of Teaching and Learning Premises during development -1 Developing video clips – showing day-to-day practice – to be submitted to the repository in a simple manner – to be re-used by students and tutors A flexible choice of learning tasks “ Blended learning ”

Universiteit van Amsterdam Graduate School of Teaching and Learning Premises during development -2 Social constructivist concepts of learning Cyclic learning processes Competency-based education Learning from “ critical friends ” Simplifying the development and re- use of learning tasks

Universiteit van Amsterdam Graduate School of Teaching and Learning Didactical modules Analysis Learning to analyze regular classroom situations Reflection Learning to reflect on one’s own teaching behavior in the classroom Assessment Learning to assess one’s own teaching competencies

Universiteit van Amsterdam Graduate School of Teaching and Learning Simulation: class acting out the menstrual cycle

Universiteit van Amsterdam Graduate School of Teaching and Learning Reflection Model (Korthagen et al. 2002; Fortkamp 2002)

Universiteit van Amsterdam Graduate School of Teaching and Learning Reflection model in a DiViDU task Reflecting Developing alternatives Trying out

Universiteit van Amsterdam Graduate School of Teaching and Learning Reflection: viewing back Motivation of the trainee Questions about the uploaded video fragment

Universiteit van Amsterdam Graduate School of Teaching and Learning DiViDU reflection module (Feedback) Uploaded videoclips Trainee formulated a question for feedback

Universiteit van Amsterdam Graduate School of Teaching and Learning Possible actions by students Virtual visit to a peer Give feedback to peers Support a fellow-student Analyze feedback received from peers Compare interpretations received from peers Peers can take over an important part of the role of the tutor.

Universiteit van Amsterdam Graduate School of Teaching and Learning Possibilities with student’s work The student might ask for more feedback (peers / experts) use video clips (from personal online video catalogue) in the assessment module to demonstrate his teaching competencies The teacher might use the students’ video clips to create a module to demonstrate typical practical situations (only with permission) re-use or improve the assignments (online modules)

Universiteit van Amsterdam Graduate School of Teaching and Learning Screenshots from videoportfolio The previous slides contained information on reflection with video. On the following slides you can see some screenshots of a videoportfolio of a teacher trainee 1. The introduction page 2. Example of a storyline on the pedagogical and interpersonal teacher competency 3. Looking back on the completed reflection module: what have you learned from it.

Universiteit van Amsterdam Graduate School of Teaching and Learning Videoportfolio screenshot introduction

Universiteit van Amsterdam Graduate School of Teaching and Learning Videoportfolio screenshot storyline

Universiteit van Amsterdam Graduate School of Teaching and Learning Videoportfolio screenshot Looking back on the reflection module

Universiteit van Amsterdam Graduate School of Teaching and Learning Contactinformation Information on poster, please contact presenter:Anne-Martine Gielis Information on access to the online learning environment, please contact Noterik Multimedia: – Rutger Bückmann –  V-learning  V-class