the design of video enhanced rubrics to foster complex skills · goal selection. • you are...
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TheDesignofVideoEnhancedRubricstoFosterComplexSkillsKevinAckermans,EllenRusman,SaskiaBrand-Gruwel,MarcusSpechtOpenUniversityoftheNetherlands,WeltenInstitute
IV4VETworkshop,Lugano,Switzerland15December2016
Assignment• Youarethemultimediaexpertforaschoolforsecondary
education.• Theschoolisdevelopingamultimediaapplicationtofostera
complexskillforkidsaged12to14,forthisexamplewewillusetheskillofpresentation
• Specifically,thefeedbackquality,mentalmodelaccuracyandperformanceofpresentation.
• Theapplicationcollectspeerandteacher-feedback,whichispresentedtothelearnertofosterthelearnersself-directedgoalselection.
• Youarespecificallyhiredtodevelopthescreensinwhichvideoandrubricarecombined
• Thescreensyouareaskedtodevelophavetosupporttheformativeassessmentprocess ,givingthelearnerinsightinhisowndevelopmentovertime.
Assignment
Considerations Decisions Design
A3 sizeA4 size
Assignment• Youarethemultimediaexpertforaschoolforsecondary
education.• Theschoolisdevelopingamultimediaapplicationtofoster
acomplexskillforkidsaged12to14,forthisexamplewewillusetheskillofpresentation
• Specifically,thefeedbackquality,mentalmodelaccuracyandperformanceofpresentation.
• Theapplicationcollectspeerandteacher-feedback,whichispresentedtothelearnertofosterthelearnersself-directedgoalselection.
• Youarespecificallyhiredtodevelopthescreensinwhichvideoandrubricarecombined
• Thescreensyouareaskedtodevelophavetosupporttheformativeassessmentprocess ,givingthelearnerinsightinhisowndevelopmentovertime.
perform or assess a complex skill
Digitaltool
VER Pre-Assessment
VER Post-Assessment
Receive feedback & assessment
Self Assessment Expert Assessment Peer Assessment
TheDilemma’sSituational Interest may have a greater effect then
redundancy and modality (Dousay 2016)
modality principle(Mayer 2009)
Purpose vs Multimedia
redundancy principle(Mayer 2009)
Learner segmentation gives learners control over paceMerrienboer 2009)
Implementing second-order scaffolding to develop SDL(Merrienboer 2009)
minimise gaze shifts = higher working memory load and beter memorisation
segmentation principle_pre-segmentation lowers cognitive load(Mayer 2009)
learner control may cause extraneous load(Mayer 2009)
Maximise gaze shifts & minimise working load (spatial split-attention principle)(Mayer 2009)
Autonomy is crucial for intrinsic motivation(inauguratie martens_paragrapf 2.4)
Multimedia theory has limited stability over time (Schweppe 2015)
4CID specifically designed for durable acquisition of complex skills(Merrienboer 2009)
ARCS model: attention, relevance, confidence, satisfaction build-up of multimedia video
Emotion, motivation and affect may regulate cognitive load(Moreno 2006)
redundancy principle_only present material essential for learning(Mayer 2009)
Supportive information must synchronously present itself with the task(Merrienboer 2009)
ARCS
4CID
ARCS
4CID
4CID
SDT
4CID
CATLM
CLT
Adult model gives a better perception of mastery(Hoogerheide & van Gog 2013) personalisation principle_learning from peers
(Mayer 2009)Perception of competence is essential for intrinsic motivation(inauguratie Martens page 51)
Hoogerheide
SDT
Whatisoursolution?
perform or assess a complex skill
Digitaltool
VER Pre-Assessment
VER Post-Assessment
Receive feedback & assessment
Self Assessment Expert Assessment Peer Assessment
VER
Instructional
Motivational
Feed-forward
CTML
ARCS
SDGS
Pre-assessment
Post-assessment
a) Position in the formative
assessment process
b) Purpose in the formative
assessment process
c) Theoryto meet the purpose
However, when applied to their own respective purpose, (motivation and cognitive load), video
can be fragmented into purposeful phases which we may expect to be foster learning
MotivationARCS Instruction Instruction Instruction Instruction
Time: approximately 10/12 minutesVi
deo
You have seen cluster 1, illustrating how to:*Pick a topic
*Organise your presentation*Find and use materials*Use audiovisual aids
*Present the introduction
Rubr
icTo
ol
VER
Instructional
Motivational
Feed-forward
CTML
ARCS
SDGS
Pre-assessment
Post-assessment
a) Position in the formative
assessment process
b) Purpose in the formative
assessment process
c) Theoryto meet the purpose
Mock-upPre-Assessment
Mock-up
VER
Instructional
Motivational
Feed-forward
CTML
ARCS
SDGS
Pre-assessment
Post-assessment
a) Position in the formative
assessment process
b) Purpose in the formative
assessment process
c) Theoryto meet the purpose
Modelling example: Feed Up
TimeVi
deo
Rub
ric
SDGSTool Tip
(Feed-forwardfrom teacher)
DescriptiveScoringcriteria
Feedback
Mock-upPost-Assessment
Mock-up
DiscussionSituational Interest may have a greater effect then
redundancy and modality (Dousay 2016)
modality principle(Mayer 2009)
Purpose vs Multimedia
redundancy principle(Mayer 2009)
Learner segmentation gives learners control over paceMerrienboer 2009)
Implementing second-order scaffolding to develop SDL(Merrienboer 2009)
minimise gaze shifts = higher working memory load and beter memorisation
segmentation principle_pre-segmentation lowers cognitive load(Mayer 2009)
learner control may cause extraneous load(Mayer 2009)
Maximise gaze shifts & minimise working load (spatial split-attention principle)(Mayer 2009)
Autonomy is crucial for intrinsic motivation(inauguratie martens_paragrapf 2.4)
Multimedia theory has limited stability over time (Schweppe 2015)
4CID specifically designed for durable acquisition of complex skills(Merrienboer 2009)
ARCS model: attention, relevance, confidence, satisfaction build-up of multimedia video
Emotion, motivation and affect may regulate cognitive load(Moreno 2006)
redundancy principle_only present material essential for learning(Mayer 2009)
Supportive information must synchronously present itself with the task(Merrienboer 2009)
ARCS
4CID
ARCS
4CID
4CID
SDT
4CID
CATLM
CLT
Adult model gives a better perception of mastery(Hoogerheide & van Gog 2013) personalisation principle_learning from peers
(Mayer 2009)Perception of competence is essential for intrinsic motivation(inauguratie Martens page 51)
Hoogerheide
SDT
#1 Whatdilemma’shaveImissed?
#2Howwouldyouimproveourdesign?
#3Whatelementsarestrong/doyouvalue?
Thank you for your participation
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