This Teacher's Manual is based on the VSCL pedagogical model. Like the model, the manual is based on the experimental data and the practical experiences. The manual is an output of the VISuAL project. Other outputs are a MOOC (see preceding cell in this MESHGuide), this MESH guide, several scientific journal articles, a YouTube channel, LinkedIn and facebook page, and the project website.
The VSCL MOOC will take you through the pedagogical and technological perspectives on video-supported collaborative learning. It was developed as part of the ViSuAL project, which has been co-funded by the European Commission under the Erasmus+ Knowledge Alliance Programme.
This MOOC is a non-stop MOOC which means you can sign-up and start studying at any time. We estimate you should spend about 10-12 hours working on the course depending on your level of engagement. The MOOC has three modules.
There are several technologies and platforms for videos. Here are six tools to realize a good VSCL pedagogy.
Making cooperation-partnerships between teachers, school and the company delivering the educational technology is useful. On the one hand because IT-persons, teachers and students may need explanations and help by installing, using and building confidence in using the educational technology environment.
As we can easily infer from its name, our Video-Supported Collaborative Learning (VSCL) pedagogical model is grounded on two main pillars: a collaborative pedagogy on one side and the use of video technology on the other.
A comprehensive literature review consisting of 120 studies was conducted in the ViSuAL project to discover existing pedagogical models to facilitate collaborative learning and teachers’ professional development with the help of videos.
Based on the analyses, four main pedagogical models of video-supported collaborative learning and knowledge building to support learning and professional development were determined:
1. Observation & collaborative analysis of video-recorded practices
CPD, or Continuing Professional Development, refers to the ongoing learning activities that professionals engage in to maintain and enhance their knowledge and skills needed to deliver a professional service. CPD is important for ensuring that one continues to be competent and advance in their profession.
When it comes to teacher CPD, its importance is even greater because quality teaching is vital for improving student learning and there is a strong body of evidence that shows that high-quality CPD for teachers can have a significant effect on pupils’ learning outcomes [1].
Video pedagogy refers to the different possible ways to exploit the use of video materials in teaching and learning (comprising the setting, the objectives, and all the other dimensions of a pedagogical scenario) in formal, non-formal and informal contexts [1]. In this sense, we can also speak about video-based instruction, which includes different instructional strategies, from the more teacher-centred and supportive[2] (e.g.
In the context of professional learning, teacher agency is the capacity of teachers to act purposefully and constructively to direct their professional growth and contribute to the growth of their colleagues.
Pages
