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Adapting Video Technology for Assessment and Reflection

  
  
  

We have talked about the benefits of recording teaching with a simple camcorder at the back of the classroom. To make such video capture even more useful, educators have developed a number of ways to extend the technology or enhance its discussion.

Video Clubs At Northwestern University Dr. Miriam Sherin has been refining an informal approach to teacher learning through the use of video. Video clubs designed by Sherin and Elizabeth van Es have opened dialogue about how teachers make sense of their mathematics teaching. Teachers in local schools capture student learning in the classroom using video camcorders. All video is reviewed by the teacher for a post-teaching event reflection. Teachers then arrive at the video club with particular video segments in mind to discuss. Together, they forge an understanding of how the students are making sense of the mathematics through the teaching. Over time the researchers have seen an increase in the sophistication with which the teachers talk about student learning (Sherin & Han, 2004; Sherin & van Es, 2005).

Dr. Miriam Sherin at Northwestern

http://www.sesp.northwestern.edu/profile/?p=84

Related Video Research Projects by Dr. Sherin

https://arc.uchicago.edu/reese/projects/understanding-role-video-teacher-learning

http://drdc.uchicago.edu/what/video-research.html

http://www.professional-vision.org/

 

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Video Analysis Tool cost savings on supervision of student teachers

  
  

We developed the Video Analysis Tool for many reasons including increasing contact with field experience placements, providing detailed feedback, aligning assessment with standards frameworks, among others. Several of our customers have found the Video Analysis Tool (VAT) also helps reduce costs of supervising student teachers. One customer conducted an initial study during Spring 2010 and found they spent (on average) $190 per visit to observe a student teacher with an average 4 visits (sometimes up to 6 visits are required) for a total cost of $760 per student teacher. This college places more than 225 student teachers each academic year for a travel and observation costs of about $171,000. During the initial development 8 years ago, we never thought of VAT as a tool to cut costs but in this current economic climate we see higher education using VAT to give very specific feedback about how to improve practices and identify exemplary classroom teaching and significantly reduce the costs of observing student teachers. The immediate costs savings, in this case, would amount to more than half of the education field placement observation budget ($85,000). They implemented a “blended” approach of visiting student teachers and using VAT for observation and feedback. Therefore, they did not eliminate face-to-face but used VAT as an enhancement that still helped them realize a huge cost savings in one year.

 

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Pronouncing the name Evirx

  
  

We are often asked if there are a few vowels left out of the company name (Evirx). Absolutely not!  It’s prounounced …uh-vair-ix… and I came up with the name thinking about the topic of interest (evidence) and developing technological solutions (borrowing from Pharmacy prescriptive solutions as in Rx). Maybe that helps with the dilemma of few vowels.

http://evirx.com

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