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Video-based teacher training has become an important component of teacher education. A special form of instructional videos is scripted videos, also known as staged videos. They can be used to accomplish several didactic objectives and visualise problematic situations, such as severe classroom disruptions caused by specific behavioural motives, whi...
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Context 1
... keep the different levels of classroom events in mind during the writing process and to ensure that they fit together well, we wrote the first version of the script in table form (see Figure 2), with each column representing a different level of events. In the next step, we conceptualised the classroom disruptions for each of these sequences. ...
Context 2
... keep the different levels of classroom events in mind during the writing process and to ensure that they fit together well, we wrote the first version of the script in table form (see Figure 2), with each column representing a different level of events. Educ. ...
Context 3
... the scripts were also designed to train the preservice teachers in noticing [15,17]. To this end, we described a series of minor, short-term, nonsalient disruptions in each scene (see Figure 2). Because noticing is linked primarily to selective visual perception [70], it was not possible to administer a written test with the text vignettes, and validation will be based on the filmed videos. ...
Citations
... Pahl (2020) and Kilbury et al. (2023) explore methods for improving pedagogical skills through active learning: the former analyses the "learning by teaching" approach, while the latter focuses on the use of educational videos to develop teachers' practical skills. Both approaches have something in common with the findings on the integration of interactive platforms such as Kahoot and Google Classroom, however, Pahl (2020) emphasizes student interaction, without taking into account the adaptation of curricula, while Kilbury et al. (2023) only consider the narrow aspect of classroom management, while the use of digital platforms provides a comprehensive improvement of pedagogical competencies. ...
... Pahl (2020) and Kilbury et al. (2023) explore methods for improving pedagogical skills through active learning: the former analyses the "learning by teaching" approach, while the latter focuses on the use of educational videos to develop teachers' practical skills. Both approaches have something in common with the findings on the integration of interactive platforms such as Kahoot and Google Classroom, however, Pahl (2020) emphasizes student interaction, without taking into account the adaptation of curricula, while Kilbury et al. (2023) only consider the narrow aspect of classroom management, while the use of digital platforms provides a comprehensive improvement of pedagogical competencies. Serik et al. (2023) analyse a neural network-based proctoring system that demonstrates the effectiveness of technical control. ...
The aim of the study is to assess the effectiveness of staged continuing education in the formation of professional competencies of computer science teachers and its impact on adaptation to digital technologies. The research methods included questionnaire surveys of teachers with different work experience, a pedagogical experiment with division into control and experimental groups, analysis of learning outcomes, and statistical assessment of the impact of digital technologies on teaching. The results of the study showed that the staged education system significantly increases digital literacy (+38%), the integration of STEM methodologies (+34%), and the effectiveness of adaptive curricula (+29%). The best indicators were demonstrated by teachers with 5–8 years of experience, who were able to combine technological training with practical experience. The findings prove the effectiveness of the implementation of staged education for the development of technical and pedagogical competencies. The academic novelty is the developed integrated training model that combines adaptive programmes, digital platforms, and interactive methods. Further research prospects include a long-term analysis of the effectiveness of this model in training teachers of other subjects and expanding its capabilities by integrating artificial intelligence and virtual reality.
... While the four clips all show scenes of elementary school science lessons, they also show different teachers, classes, lesson phases and topics. To thoroughly investigate whether and to what extent it is indeed CM quality that induces student teachers' emotional reactions, it takes an experimental study, possibly using staged classroom videos that only differ with regard to CM quality (Kilbury et al., 2023), but as staged videos do not picture real teaching situations they might, consequently, not elicit comparable emotional reactions. ...
... However, due to the complex interconnectivity of cognitive and emotional processes (Fiedler & Beier, 2014) and our correlational design, we cannot conclude how they influence each other. An experimental design using staged videos (i.e., classroom situations played by actors that differ only with regard to CM aspects, see also Kilbury et al., 2023) would help to confirm whether it is indeed aspects of teaching quality that elicit the emotional reaction of the observer. ...
... These can realistically depict specific classroom situations (Deng et al., 2020;Piwowar et al., 2017) for which authentic videos would be very difficult to produce (like seriously disrupted lessons (Thiel et al., 2020). They also allow for didactic condensation according to specific content requirements (Deng et al., 2020;Kilbury et al., 2023). In general, staged videos can be perceived as authentic, cognitively and emotionally engaging by learners (e.g., Codreanu et al., 2020;Dieker et al., 2009;Kramer et al., 2020;Piwowar et al., 2017), but must therefore adhere to certain content quality criteria. ...
... In addition, the number of non-salient and salient events and their duration varies. (For more details about the content of the video clips, see Kilbury et al., 2023). ...
... The outlined scenarios were translated into scripts, detailing nonverbal aspects such as facial expressions, gestures, and intonation of all actors. The scripts underwent validation in a multi-step process (Kilbury et al., 2023). Subsequently, cooperating theater classes rehearsed the scenes under intensive supervision by the project team. ...
... Ωστόσο, η εγκυρότητα περιεχομένου των σκηνοθετημένων βίντεο είναι περιορισμένη λόγω έλλειψης αυθεντικότητας. Για την ανάπτυξη αυθεντικών και έγκυρων σεναρίων, είναι απαραίτητη μια διαδικασία ανάπτυξης σεναρίων με βάση τη θεωρία (Kilbury, Böhnke & Thiel, 2023). ...
In a digital age where the evolution of technology is evident, more and more people worldwide are adopting new technologies in their daily lives. The subjects of this empirical research are students who attend the annual training program in Thessaloniki. Using a questionnaire, their responses were collected from 145 students regarding the creation of an educational video and its use in pedagogical practice.
The theoretical framework focuses on teacher education. The research concerns the Educational Technology-Multimedia course where the role of the moving and digital image is prominent and is becoming more and more popular as digital literacy and multimedia spreads.
The purpose of this research is to evaluate at the end of the year by the students their experience of a new educational intervention devised to be introduced in the Educational Technology-Multimedia course, in the academic year 2022-2023 by the team of teachers. It's about teaching scriptwriting and co-creating work in groups.
The results of the research showed a clear difference from how they started and how they arrived and from the descriptive data a high satisfaction of the students can be distinguished. These results advocate the adoption of similar educational practices of introducing video into the educational process, but videos that were designed and created by the teachers themselves. This highlights the necessity of teaching it as a good practice.
Due to the unexpected COVID-19 pandemic, video-based e-learning environments for programming education have disrupted traditional classroom teaching methods. The major drawbacks of these environments are that they never consider the individual differences and personal traits of the learner while building a challenging course like programming, having high dropout and failure rates. To address this issue, this paper proposed a learning style-enabled novel rule-based personalized instructional video delivery model for programming education. The model used the following four learning parameters for delivering the instructional videos: (a) most recent instructional video, (b) assessment score, (c) complexity level, and (d) weight (variance of two recent assessments) score. This work was designed using a paired pre-test–post-test experimental approach with first-year undergraduate students. For the experimental evaluation, students were randomly classified into three groups. Learner scores and feedback were taken as evaluation metrics. Results revealed that the proposed model-driven group showed significant improvements in knowledge acquisition, grade, and positive feedback compared to the other groups. Hence, the proposed model is highly recommended for traditional programming e-learning environments to deliver personalized instructional videos based on learners’ receptive pace, cognitive level, and learning preference.
The COVID-19 pandemic has forced a significant increase in the utilization of video-based e-learning platforms for programming education. These platforms never considered the essential attributes of student characteristics and learning preferences while designing such a problematic subject having high dropout and failure rates. The traditional e-learning environments deliver instructional videos to the learners by assuming all learners have a single learning preference. Moreover, existing learning style models need to address the recent requirements of e-learning paradigms. To address this issue, this paper presents a novel learning style model tailored for instructional video-based programming e-learning environments that map individual learning preferences with various video design patterns. An adaptive e-learning environment was employed to assess the effectiveness of the proposed model that leveraged a decision tree classifier to divide learners into four preferences. In a paired experimental design, 195 first-year undergraduate students were randomly assigned to one of three groups where learner scores and feedback were taken as evaluation metrics. The control group partook without instructional videos for the entire semester of six months. During the same period, experimental group-1 learned with a traditional video-based e-learning environment, and experimental group-2, with the proposed learning style model, enabled an adaptive e-learning environment. Based on the proposed decision tree learning model, it is understood that the intervention group showed significant improvements in knowledge acquisition, grade, and positive feedback compared to the other groups. Hence, the proposed model is highly recommended for traditional programming e-learning environments to deliver instructional videos based on learners' learning preferences.
