A taxonomy of video lecture styles

Many educational organizations are employing instructional video in their pedagogy, but there is limited understanding of the possible presentation styles. In practice, the presentation style of video lectures ranges from a direct recording of classroom teaching with a stationary camera and screencasts with voice-over, up to highly elaborate video post-production. Previous work evaluated the effectiveness of several presentation styles, but there has not been any consistent taxonomy, which would have made comparisons and meta-analyses possible. In this article, we surveyed the research literature and we examined contemporary video-based courses, which have been produced by diverse educational organizations and teachers across various academic disciplines. We organized video lectures in two dimensions according to the level of human presence and according to the type of instructional media. In addition to organizing existing video lectures in a comprehensive way, the proposed taxonomy offers a design space that facilitates the choice of a suitable presentation style, as well as the preparation of new ones.Comment: 14 pages, 5 figure

Employer concepts of graduate employability

This is an ESCalate research project led by Geoff Hinchliffe of the University of East Anglia. The project aims to research employer perceptions of graduate employability. The HE understanding of employer perception is currently framed in terms of key skills and personal qualities which are then reflected back into degree programmes. There has been insufficient recent systematic research undertaken into employer expectations of graduates (for example, to what extent do employers operate with a concept o

Cognitive modeling of social behaviors

To understand both individual cognition and collective activity, perhaps the greatest opportunity today is to integrate the cognitive modeling approach (which stresses how beliefs are formed and drive behavior) with social studies (which stress how relationships and informal practices drive behavior). The crucial insight is that norms are conceptualized in the individual mind as ways of carrying out activities. This requires for the psychologist a shift from only modeling goals and tasks —why people do what they do—to modeling behavioral patterns—what people do—as they are engaged in purposeful activities. Instead of a model that exclusively deduces actions from goals, behaviors are also, if not primarily, driven by broader patterns of chronological and located activities (akin to scripts). To illustrate these ideas, this article presents an extract from a Brahms simulation of the Flashline Mars Arctic Research Station (FMARS), in which a crew of six people are living and working for a week, physically simulating a Mars surface mission. The example focuses on the simulation of a planning meeting, showing how physiological constraints (e.g., hunger, fatigue), facilities (e.g., the habitat’s layout) and group decision making interact. Methods are described for constructing such a model of practice, from video and first-hand observation, and how this modeling approach changes how one relates goals, knowledge, and cognitive architecture. The resulting simulation model is a powerful complement to task analysis and knowledge-based simulations of reasoning, with many practical applications for work system design, operations management, and training

Exploring the virtual classroom: What students need to know (and teachers should consider)

Technological improvements in many countries have meant that institutions offering distance education programmes now have more options available to them to communicate and interact with their students, and increasingly, attention is being turned to the potential of Web2 technologies to facilitate synchronous interaction. This study explores the affordances and limitations of an online virtual classroom, Adobe Connect Pro, when used in the learning programmes of two groups of undergraduate and postgraduate education students. Results indicate that while both groups gained value from using the classroom, they also found it a completely new environment, and one to which many had trouble transferring the interaction and communication skills developed in other contexts. The reasons for this related to three specific areas of knowledge – technical, procedural and operational, that were identified as being critical to student performance in this environment. The study suggests that educators and course designers need to embed strategies into their online offerings to enable students to develop these, if they are to gain substantial benefit from the availability of virtual classrooms. Additionally, the study identified that when making design decisions about online learning environments, it is very much a matter of horses for courses when selecting tools for specific purposes. While the virtual classroom proved useful for developing social connection and a sense of community, it may not be so beneficial for supporting deeper learning

Current Issues and Future Directions in Simulation-Based Training in North America

A number of emerging challenges including globalization, economic pressures, and the changing nature of work have combined to create a business environment that demands innovative, flexible training solutions. Simulations are a promising tool for creating more realistic, experiential learning environments to meet these challenges. Unfortunately, the current literature on simulation-based training paints a mixed picture as to the effectiveness of simulations as training tools, with most of the previous research focusing on the specific technologies used in simulation design and little theory-based research focusing on the instructional capabilities or learning processes underlying these technologies. This article examines the promise and perils of simulation-based training, reviews research that has examined the effectiveness of simulations as training tools, identifies pressing research needs, and presents an agenda for future theory-driven research aimed at addressing those needs

The impact of professional learning on the teaching identities of higher education lecturers

Higher Education is currently undergoing some of the most profound changes in its history. Against a backdrop of increasing marketization, rising levels of student debt and far greater fully online offerings, the higher education lecturer is grappling with new ways of working and high expectations of teaching quality. This 3 year qualitative study based in The Open University UK investigates the ways in which HE distance learning lecturers are approaching professional development and learning, identifying what type of learning may be most effective in creating and sustaining an online teaching identity. The study also examines ways in which resistance discourse is shaping these identities and practices revealing emerging re- conceptualisations of what it means to be an effective and well-motivated distance learning lecturer. The investigation uses a framework for identity analysis which analyses professional identity via the expression of hegemonies, phenomenological, narrative articulations of identity, and a post-modern, constructivist view of identity which is shaped by social interactions and communities of practice. It highlights the importance of personal agency in identity formation. The results revealed a number of insights into the ways in which a combination of resistance discourse, professional learning and reflections from student interactions are shaping new understandings of professional knowledge in this context

Studying with the Help of Digital Tutors: Design Aspects of Conversational Agents that Influence the Learning Process

Conversational agents such as Apple’s Siri or Amazon’s Alexa are becoming more and more prevalent. Almost every smart device comes equipped with such an agent. While on the one hand they can make menial everyday tasks a lot easier for people, there are also more sophisticated use cases in which conversational agents can be helpful. One of these use cases is tutoring in higher education. Several systems to support both formal and informal learning have been developed. There have been many studies about single characteristics of pedagogical conversational agents and how these influence learning outcomes. But what is still missing, is an overview and guideline for atomic design decisions that need to be taken into account when creating such a system. Based on a review of articles on pedagogical conversational agents, this paper provides an extension of existing classifications of characteristics as to include more fine-grained design aspects

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)

For a long time, research on individuals learning in digital environments was primarily based on cognitive-oriented theories. This paper aims at providing evidence that social processes affect individual learning with digital materials. Based on these theories and empirical results, a social-processes-augmented theory is suggested: the Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE). This CASTLE postulates that social cues in digital materials activate social schemata in learners leading to enhanced (para-)social, motivational, emotional, and metacognitive processes. To substantiate this theory, socio-cognitive theories are used, which predict social influences on learning with digital materials. Besides, previous empirical findings are presented assuming that with a rising number of social cues in digital materials, the influence of social processes increases. Finally, consequences regarding the design of digital learning media are discussed