MOBILE VIDEO EXPERIENCE (MOVIE) IN THE NATURAL AND HUMAN SCIENCES

MOBILE VIDEOS IN SCHOOLS FOR TEACHING AND LEARNING

Johanna Penttilä & Marianna Vivitsou CICERO Learning Network, University of Helsinki

PURPOSE OF THIS PRESENTATION

•  To give an overview of the ways mobile devices and digital technologies were introduced in schools in Finland and internationally for natural and human science lessons

MOBILE VIDEO EXPERIENCE (MOVIE) HTTP://CICERO-MOVIE.EDU.HELSINKI.FI/

•  Password protected experimental learning platform to share and respond to video stories

•  MoViE application for mobile devices to record, upload and comment videos

RATIONALE BEHIND USING TECHNOLOGIES IN TEACHING & LEARNING

•  Development of 21st Century skills •  Digital literacy, creativity, social skills, ICTs etc.

•  Engagement and joy in learning •  Schools vs. informal learning environments

•  Continuous improvement of education •  From superficial ICT use to more profound one

•  Understanding of what the pedagogies of the future will look like

DATA & ANALYSIS •  Group interviews of 85 students from Finland

o  Four classes (11-year-olds) o  August to November 2013

•  Interviews of 11 teachers from California, Finland & Greece o  Ten classes (8, 12 & 14 year-olds) o  October to December 2012

•  Content analysis (e.g., categorise skills & literacies & sub-divide emergent themes)

TEACHING AND LEARNING ACTIVITIES Natural sciences •  Physics & chemistry •  Motion, air, water •  Inquiry-based filming at

lessons & home •  Story-building with and

without a frame-story

Human sciences •  History, environment &

health; self-presentations •  Ancient myths, recycling,

well being •  Story-building through

scenarios and multiple shootings and edits

GOALS OF FILMING (PRE-DETERMINED)

•  Probe preconceptions

•  Observe and examine one’s immediate surroundings

•  Record experiments

GOALS OF TELLING STORIES WITH TECHNOLOGIES (EMERGENT)

•  Build relationships •  Project cultural

landscapes and identities

•  Learn and grow with connected peers in physical proximity and in virtuality

•  Learn & teach others about the topic

ABOUT THE VIDEOS

•  From 3 to above 20 video clips per student/group •  From 0 to above 5 remixes per student/group •  Instructive annotations about the topic/subtitles •  Informal commenting/on- & off-topic •  Star - ratings •  Video meta-data

VISIBLE & INVISIBLE LEARNING OUTCOMES •  Memory enhancement •  Wider perspective on the surrounding natural

phenomena •  Appreciation of own and peers’ cultural landscapes •  Aesthetic attitude towards learning •  Interpretive openness •  Respect for the planet, other species, other people

LITERACIES & SKILLS DEVELOPED Students’s views of their own learning Teachers’ views of student learning

Scientific literacies Writing & speaking literacies

Group working skills Working together

Technical skills (e.g., filming, editing, using MoViE)

Digital literacies; responding to connected peers’ stories with stories and comments

Giving & receiving feedback Developing a beyond-the-local awareness and sense of schooling

THE STUDENTS’ VIEWS: SOME EXAMPLES Well, I learnt at least that warm air rises upwards.

You get more ideas [when you work in a group]. And from the other’s perspective or something like that.

And then I learnt to use this MoViE too.

[If somebody has commented your video], you get to see, that somebody has liked it or like, what he/she thinks about it.

THE TEACHERS’ VIEWS: SOME EXAMPLES

‘The story of Persephone theoretically would have ended for them on the day of the shooting. And yet, the story went on, and this is a completely new experience for them.’ GRS2C3

‘They do work with their digital story and upload it before I get into the classroom; they login Movie, and post comments, do remixes, insert background music. They feel differently.’ GRS1C6

‘Just this sense that there are other people in the world and they speak different languages and they see Disney characters differently than you and that they, you know, have the same water as you and what do they do, and they’re similar.’ (USCAS1C68 T2)

‘I have to say that, especially … two boys … normally they are quite quiet, but they made very great videos and they were very engaged and excited.’ (FIS4C6)

CONCLUSIONS •  Mobile videos and digital storytelling can be applied for various topics,

either in one subject or multidisciplinary •  Using mobile videos and digital storytelling in teaching promote

learning results that go beyond the topic related matter, e.g., 21st Century skills

•  Creative imagination mobilized •  Students find this kind of learning more engaging than the traditional

methods including textbooks and lecturing •  Learning moves out of the classroom; becomes embodied rather than

exclusively cognitive and, therefore, a more authentic experience

THANK YOU! JOHANNA.PENTTILA@HELSINKI.FI MARIANNA.VIVITSOU@HELSINKI.FI