Developing scripted video cases for teacher education: Creating evidence-based practice representations using mock ups
Video cases are commonly used in teacher education to support evidence-based professional knowledge acquisition. Novice teachers, however, often struggle when learning with video, since they lack professional knowledge schemata that facilitate noticing and reasoning about relevant events. Scripted v...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-11-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2022.965498/full |
| _version_ | 1811219458285371392 |
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| author | Tina Seidel Meg Farrell Monika Martin Werner Rieß Alexander Renkl |
| author_facet | Tina Seidel Meg Farrell Monika Martin Werner Rieß Alexander Renkl |
| author_sort | Tina Seidel |
| collection | DOAJ |
| description | Video cases are commonly used in teacher education to support evidence-based professional knowledge acquisition. Novice teachers, however, often struggle when learning with video, since they lack professional knowledge schemata that facilitate noticing and reasoning about relevant events. Scripted video case development provides an approach to make relevant events more salient and visible. In alignment with previously reported approaches, we applied relevant design steps and quality criteria within the presented project to promote use in further research. Thereby, we introduce the novel approach of using mock-up settings as a way to identify naturalistic behavior as a basis for script development. User experience (UX) evaluations based on defined quality criteria of realistic experiences (i.e., authenticity), personal relevance (i.e., utility value), engagement (i.e., situational interest), and challenge (i.e., cognitive load) were carried out in a set of four studies including N = 423 teacher students. Findings support the conclusion that our design approach resulted in the development of high-quality scripted video cases for further use in initial teacher education. |
| first_indexed | 2024-04-12T07:27:07Z |
| format | Article |
| id | doaj.art-906a05c5a0144f94afef31fb19bf0b6b |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-04-12T07:27:07Z |
| publishDate | 2022-11-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-906a05c5a0144f94afef31fb19bf0b6b2022-12-22T03:42:10ZengFrontiers Media S.A.Frontiers in Education2504-284X2022-11-01710.3389/feduc.2022.965498965498Developing scripted video cases for teacher education: Creating evidence-based practice representations using mock upsTina Seidel0Meg Farrell1Monika Martin2Werner Rieß3Alexander Renkl4School of Social Sciences and Technology, Department Educational Sciences, Technical University Munich (TUM), Munich, GermanySchool of Social Sciences and Technology, Department Educational Sciences, Technical University Munich (TUM), Munich, GermanyDepartment of Psychology, Educational and Developmental Psychology, University of Freiburg, Freiburg, GermanyBiology Education, University of Education Freiburg, Freiburg, GermanyDepartment of Psychology, Educational and Developmental Psychology, University of Freiburg, Freiburg, GermanyVideo cases are commonly used in teacher education to support evidence-based professional knowledge acquisition. Novice teachers, however, often struggle when learning with video, since they lack professional knowledge schemata that facilitate noticing and reasoning about relevant events. Scripted video case development provides an approach to make relevant events more salient and visible. In alignment with previously reported approaches, we applied relevant design steps and quality criteria within the presented project to promote use in further research. Thereby, we introduce the novel approach of using mock-up settings as a way to identify naturalistic behavior as a basis for script development. User experience (UX) evaluations based on defined quality criteria of realistic experiences (i.e., authenticity), personal relevance (i.e., utility value), engagement (i.e., situational interest), and challenge (i.e., cognitive load) were carried out in a set of four studies including N = 423 teacher students. Findings support the conclusion that our design approach resulted in the development of high-quality scripted video cases for further use in initial teacher education.https://www.frontiersin.org/articles/10.3389/feduc.2022.965498/fullscripted video caseseducational designteacher educationpractice representationmock-upuser experience evaluation |
| spellingShingle | Tina Seidel Meg Farrell Monika Martin Werner Rieß Alexander Renkl Developing scripted video cases for teacher education: Creating evidence-based practice representations using mock ups Frontiers in Education scripted video cases educational design teacher education practice representation mock-up user experience evaluation |
| title | Developing scripted video cases for teacher education: Creating evidence-based practice representations using mock ups |
| title_full | Developing scripted video cases for teacher education: Creating evidence-based practice representations using mock ups |
| title_fullStr | Developing scripted video cases for teacher education: Creating evidence-based practice representations using mock ups |
| title_full_unstemmed | Developing scripted video cases for teacher education: Creating evidence-based practice representations using mock ups |
| title_short | Developing scripted video cases for teacher education: Creating evidence-based practice representations using mock ups |
| title_sort | developing scripted video cases for teacher education creating evidence based practice representations using mock ups |
| topic | scripted video cases educational design teacher education practice representation mock-up user experience evaluation |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2022.965498/full |
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