Re-imagining Video-Based Online Learning

这个探索性项目的目标是创建、调查和提供一个在线视频模型的前景证据，该模型体现了比目前YouTube风格的课程更广泛的内容性质和教学方法的愿景。这一目标是通过开发和研究两个数学单元的视频来实现的--一个侧重于初中水平的比例推理，另一个侧重于高中水平的二次函数，使用一种可以应用于任何STEM内容领域的方法。媒体对可汗学院和广泛的大规模在线公开课的关注突显了广泛获得数学课的互联网现象，这些课程提供了许多好处，比如学生可以控制学习速度，比公立学校更早获得高级主题。然而，尽管在线视频中呈现的主题范围很广，但在内容的程序重点和呈现的说明性模式上却有着惊人的一致性。这个项目超越了现在使用的视频类型，主要是复制传统课堂体验的录音讲座，加深了我们对学生如何通过视频和观看他人学习--替代学习--而不是观看专家学习的理解。该项目解决了对替代方法的需求。为这个项目制作的视频不是依赖于说明性的风格，而是专注于成对的学生，突出他们的对话、解释和替代概念。这一替代方案有可能为学习科学做出贡献，并开发出一种可用的工具。尽管在线数学视频的可获得性大幅增长，但很少有研究调查学生从这些视频中学习。这个项目开发了对话密集的视频，在视频中，孩子们证明并解释他们的推理，阐明他们自己对数学情况的理解，以及支持和反对各种想法和策略。根据Wegerif(2007)的说法，这种在对话社区中的替代参与可以帮助学习者在讨论中从另一个人的角度出发，从而通过数字技术扩大学习空间。因此，这项拟议工作的主要贡献将是一套四项替代学习研究。两项定性研究调查了学习者通过观察视频中学生的对话而适用的特定意义和推理方式，以及每个单元中替代学习者的学习轨迹。两项定量研究通过比较(A)概念对话与概念解释条件和(B)对话概念与对话程序条件下的学习结果收益来分离和检验模型中对话和概念部分的有效性。拟议工作的另一个独创性标志是一套替代性的学习研究，通过以下几个方面为新兴文学做出贡献：(A)使用中学生而不是本科生；(B)探索更长的学习时间，这更有助于加深理解；(C)审查可能的推理的性质，而不仅仅是方法的有效性。

The goal of this exploratory project is to create, investigate, and provide evidence of promise for a model of online videos that embodies a more expansive vision of both the nature of the content and the pedagogical approach than is currently represented in YouTube-style lessons. This goal is pursued through the development and research of videos for two mathematics units--one focused on proportional reasoning at the middle grades level and the other focused on quadratic functions at the high school level, using an approach that could be applied to any STEM content area. The media attention on the Khan Academy and the wide array of massive open online courses has highlighted the internet phenomenon of widespread accessibility to mathematics lessons, which offer many benefits, such as student control of the pace of learning and earlier access to advanced topics than is often possible in public schools. Yet, despite the huge range of topics presented in online videos, there is surprising uniformity in the procedural emphasis of the content and in the expository mode of presentation. Moving beyond the types of videos now used, primarily recorded lectures that replicate traditional classroom experience, this project advances our understanding about how students learn from video and from watching others learn - vicarious learning - as opposed to watching an expert. This project addresses the need for an alternative approach. Rather than relying on an expository style, the videos produced for this project focus on pairs of students, highlighting their dialogue, explanations and alternative conceptions. This alternative has the potential to contribute to learning sciences and to develop a usable tool.Despite the tremendous growth in the availability of mathematics videos online, little research has investigated student learning from them. This project develops dialogue-intensive videos in which children justify and explain their reasoning, elucidate their own comprehension of mathematical situations, and argue for and against various ideas and strategies. According to Wegerif (2007), such vicarious participation in a dialogic community may help learners take the perspective of another in a discussion, thus "expanding the spaces of learning" through digital technology. Consequently, a major contribution of this proposed work will be a set of four vicarious learning studies. Two qualitative studies investigate the particular meanings and ways of reasoning that learners appropriate from observing the dialogue of the students in the videos, as well as the learning trajectories of vicarious learners for each unit. Two quantitative studies isolate and test the effectiveness of the dialogic and the conceptual components of the model by comparing learning outcome gains for (a) conceptual dialogic versus conceptual expository conditions, and (b) dialogic conceptual versus dialogic procedural conditions. Another mark of the originality of the proposed work is the set of vicarious learning studies that contributes to the emerging literature across several dimensions, by (a) using secondary students rather than undergraduates; (b) exploring longer periods of learning, which is more conducive to deeper understanding; and (c) examining the nature of reasoning that is possible, not just the effectiveness of the approach.