"A Video of Myself Helps Me Learn": A Scoping Review of the Evidence of Video-Making for Situated Learning

Autor/inn/en	Epstein, Iris; Baljko, Melanie; Thumlert, Kurt; Kelly, Evadne; Smith, James Andrew; Su, Yelin; Zaki-Azat, Justeena; May, Natasha M.
Titel	"A Video of Myself Helps Me Learn": A Scoping Review of the Evidence of Video-Making for Situated Learning
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 14 (2020) 1, Artikel 9 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-4744
Schlagwörter	Situated Learning; Telecommunications; Handheld Devices; Drills (Practice); Self Evaluation (Individuals); Student Attitudes; Teacher Attitudes; Skill Development; Assistive Technology; Educational Research; Formative Evaluation; Feedback (Response); Usability; Video Technology; Models; College Students; Access to Education; Athletics; Therapy; Engineering; Nursing; Dance; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Schülerverhalten; Lehrerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Bildungsforschung; Pädagogische Forschung; Analogiemodell; Collegestudent; Education; Access; Bildung; Zugang; Bildungszugang; Leichtathletik; Therapie; Maschinenbau; Krankenpflege; Tanz; Ausland; Kanada
Abstract	Nursing, dance and studio-based arts, engineering, and athletic therapy are viewed as practice-oriented professions in which the teaching and situated learning of practical skills are central. In order to succeed, students must perform a series of performance-based assessments, which seemingly require an "able" body to enact complex tasks in situated and/or simulation-based contexts (for example, "safe nursing practice"). Our interdisciplinary research seeks to intervene within the culture of professional learning by investigating what we know about the use of smartphone video recording for situated, practice-based learning, and for supporting interactive video-based assessment as a means of accommodation and extending access for students, including students with performance anxiety,mature students, ESL learners, students with disabilities, and students in remote communities. In this paper we employ a scoping review methodology to present our findings related to students' and instructors' perspectives on the use of smartphone video to demonstrate and document practical knowledge and practice-oriented competencies across fields in the arts and sciences. We also examine broader research, as well as the ethical and design implications for the development of our technology-based toolbox project -- an online resource created to advance pedagogies deploying smartphones as tools for practical skills acquisition -- and for accommodation -- within multidisciplinary practical learning environments. (As Provided).
Anmerkungen	Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01