The video cases are designed to support student (pre-service teachers) problem based learning in an online learning environment. Students study video cases to help them acquire perceptual knowledge about many different “families” of events they will encounter in classrooms. Each video case includes several concepts and how they apply in complex real word situations. The concepts in each video case connect with other resources. When starting learning, students are provided several mini cases related to concepts they would learn in that course. After watching video cases, students are required to analyze them individually and cooperatively using other resources such as My Notes and the Discussion Board in the learning environment. Each mini case includes not only the video footage itself but also a written transcript of its contents (Steinkuehler, Derry, Hmelo-Silver, & DelMarcelle, 2002), in order to foster student analysis of the problem and learning concept. For development purposes, the designer collected cases and divided them into shorter cases to illustrate student learning.
The Rationale Behind the Feature (Specific Design Principle):
Using mini video cases are useful to show the complex real world, when implementing case or problem based learning. Video cases help students motivate and analyze cases or problems easily. By using video cases, designers can not only provide students with rich information about learning context (CTGV, 1993), but also avoid lengthy paper based cases.
Context of Use:
The eSTEP system is an online learning environment for teacher preparation education that provides videocases of classroom practice, an online learning sciences hypertext, and a collaborative problem-based learning environment. Video cases have been used as starting points in PBL (problem-based learning) environments in order to introduce cases or problems related to student learning. Through analyzing video cases, students can appreciate how their learning concepts connect with complex context. These video cases can be provided when students want to learn more complex facts and to apply their learning concepts to real world situations.
Video cases have been used as the centerpieces of the eSTEP (Steinkuehler, Derry, Hmelo-Silver, & DelMarcelle, 2005), on line Problem Based Learning Environment for teacher education. They have become a useful tool for students to see how concepts apply in various specific cases. Online video provides an unparalleled perceptual experience and helps students ground their conceptual and design knowledge in knowledge of actual classroom practice. This is evidenced in the online whiteboard discussion of eSTEP. The discussion shows that "the group works together to clarify their understanding of what they saw in the video as well as to refine and specify an activity that might fit their notion of a cognitive apprenticeship."
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