/pdf/meaningful-learning-with-digital-and-online-videos-4c3xgvk43s.pdf

Meaningful Learning with Digital and Online Videos: Theoretical Perspectives

This paper reports an action research case study in which a traditional lecture based, face to face Network Management course at the University of Lapland's Faculty of Social Sciences was developed into two different course versions resorting to case based teaching: a face to face version and an online version. In the face to face version, the teacher designed and produced three digital video supported case studies with the students to be used as learning material for the online version. The research focuses on finding out the student perspective on the following questions: (1) Can designing and producing digital video supported cases constitute a meaningful learning process for the students? (2) Can solving digital video supported cases in an online course support meaningful learning for the students? and (3) What roles do the digital videos play in the online students' meaningful learning process? The research indicates that both designing and producing, as well as solving the digital video supported cases, promoted especially the active and contextual aspects of the students' meaningful learning as well as the students' positive emotional involvement in the learning process. Several implications for further development of the Network Management course and for the development of university teaching across disciplines can be drawn from the results.

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Towards meaningful learning through digital video supported, case based teaching

This paper reports on a design-based research (DBR) process for designing, implementing, and refining a problem-based learning (PBL) course on educational digital video (DV) use and production at the University of Lapland’s Faculty of Education. The study focuses on the students’ learning processes and outcomes from the viewpoint of meaningful learning. The research subjects included two pilot students and ten students enrolled in the course. To promote the reliability of the findings, data of various kinds and from multiple sources were used, including video recordings of the PBL tutorial sessions. The results suggest that PBL offers a good model to support students’ knowledge and skills in producing and using educational DV. In addition, the results suggest that DV production can be used as a method to learn about the subject matter of the DVs.

Designing and implementing a PBL course on educational digital video production: lessons learned from a design-based research

Learning Analytics constitutes a key tool for supporting Learning Design and teacher-led inquiry into student learning. In this paper, we demonstrate how a Social Learning Analytics toolkit can combine social network analysis and content analysis for supporting a global and formal teacher inquiry. This toolkit not only supports teachers in improving the organisation of the learning process but also generates important input to improve the students' reflection on their own learning. Our examples show how combinations of different levels of analysis can provide deep insight in the learning process. We report a JOUR study that exemplifies the main features of our approach and the kind of outcomes that can be obtained. Commenting and rating processes on videos are analysed based on user traces from a social learning platform. Finally, we point out implications on the learning design for networked learning environments in general. [ABSTRACT FROM AUTHOR]

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Analysing content and patterns of interaction for improving the learning design of networked learning environments

Purpose – This study focuses on the implementation of entrepreneurship education in non-business education at the basic education level and in class-teacher education in Finland. The subject to learn was music, which did not include any entrepreneurial content. Accordingly, this study looks closely at the way learners behave when studying music. The purpose of this paper is to see whether entrepreneurial behaviour is appropriate in non-business education. Design/methodology/approach – The study used the action research approach; in particular, it used the special teacher-as-researcher method. The analysis was based on content analysis. Findings – In this study, the teacher-researcher looked at entrepreneurial learning as experimenting with alternative learning methods and different learning contents. To ensure that every learner received the support they needed in their self-chosen tasks, peer learning was encouraged. Learners got the support they needed both from each other and from the teacher-researche...

Entrepreneurial learning environments: supporting or hindering diverse learners?

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Heli Tuovinen

Papers

Pedagogical Models in the Design and Assessment of Network-Based Education.

First Evaluations of Network-Based Education: Preliminary Findings of the ICT Programs Evaluation Project

Network-Based Education Revisited: Pedagogical Models in Focus—Pilot Findings of the Educational Use of ICT Programmes Evaluation Project

Pedagogiset mallit verkko-opetuksen suunnittelussa, toteutuksessa ja arvioinnissa (HelLa-projekti)