Video Interactions for Teaching and Learning
(VITAL)
A System for Higher Education
A collaborative activity
• At Teachers College: Herbert Ginsburg, Michael Preston, Susan Jang, Yu-Ling Hsu
• Many staff at the Columbia Center for New Media Teaching and Learning (CCNMTL), a group that develops new learning technologies for the university
Overview of talk
• Background: course method and components
• VITAL online environment• What we learned• SEGUE, an example of a similar
online resource for medical education
• Discussion
Background
• Course on children’s development of mathematical thinking
• Diverse students from curriculum and teaching, special education, psychology, instructional technology
• Goals are to: Give students knowledge of relevant
psychological and educational literature Enable them to interview and observe children,
to “diagnose” individuals’ mathematical thinking, and to develop appropriate ways to teach math
Course components
• Traditional syllabus, readings• Carefully designed videos on key topics• Online assignments and guided lessons in
which: Students analyze, review, examine videos Students relate readings to videos
• Lectures that include discussions of videos• Weekly student reflections on lectures• Final projects incorporating student videos
Demonstration of VITAL
What did we learn?
• How does VITAL affect student learning? Students seem better prepared each week Students seem to have more grounded
understanding• How does VITAL affect teaching?
The model for student/instructor interaction (Assignment → Lecture → Reflection )
I get to know the students better by examining their assignments and reflections
I accommodate lectures to the assignments and reflections
A medical example: Project SEGUE
• SEGUE: Set the stage, Elicit information, Give information, Understand the patient’s perspective, End the encounter
• Uses streaming video and asynchronous discussion boards to teach the cognitive foundation of medical interviewing
• Used by the Department of Family Medicine at Boston University and at Brown University
Case Study Results
10 students from 2 medical schools reported:
• improvements in self-awareness• increased understanding of
interviewing concepts• high levels of satisfaction with online
learning and with achievement of course objectives
(J Med Internet Research 2003)
So ...
• Is any of this useful for you?
Thank you!
Our information:
Herbert Ginsburg [email protected] Preston [email protected] Hsu [email protected]
Center for New Media Teaching and Learning:http://
ccnmtl.columbia.edu