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TechTrends
Erschienen in: TechTrends 2/2019

18.04.2018 | Original Paper

Video-Based Teaching Playgrounds: Designing Online Learning Opportunities to Foster Professional Noticing of Teaching Practices

verfasst von: Heather Lynn Johnson, Joanna C. Dunlap, Geeta Verma, Evan McClintock, Dennis J. DeBay, Brandy Bourdeaux

Erschienen in: TechTrends | Ausgabe 2/2019

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Abstract

In this article, we share design guidelines for the development and use of online, video-based teaching playgrounds, which provide opportunities for prospective teachers to engage in professional noticing of teaching practices. Through teaching playgrounds, we provide an instantiation of the Presence+Experience framework, which combines the Community of Inquiry model with Kolb’s experiential learning cycle. Teaching playgrounds offer a viable mechanism for instructors and designers to incorporate high touch learning experiences into high tech online teacher preparation courses. Using quantitative methods, we demonstrate the efficacy of online content methods courses incorporating teaching playgrounds. We address implications for the incorporation of online content methods courses in mathematics and science teacher education programs.
Vorheriger Artikel The Perceived Value of Informal, Peer Critique in the Instructional Design Studio
Nächster Artikel Attitudes of Afghan EFL Lecturers Toward Instructional Technology
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Metadaten
Titel
Video-Based Teaching Playgrounds: Designing Online Learning Opportunities to Foster Professional Noticing of Teaching Practices
verfasst von
Heather Lynn Johnson
Joanna C. Dunlap
Geeta Verma
Evan McClintock
Dennis J. DeBay
Brandy Bourdeaux
Publikationsdatum
18.04.2018
Verlag
Springer US
Erschienen in
TechTrends / Ausgabe 2/2019
Print ISSN: 8756-3894
Elektronische ISSN: 1559-7075
DOI
https://doi.org/10.1007/s11528-018-0286-5

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