THE USE OF VIDEO NARRATION TO DEVELOP SOFT SKILLS IN INITIAL TEACHER TRAINING
Article Sidebar
Published:
Jun 17, 2020
Keywords:
Video Narration, Soft Skills, Higher Education, Teacher Education, Educational Technology, Technology Enhanced Learning (TEL)
Main Article Content
Abstract
The narrative dimension allows us to understand reality and to organize knowledge in a hermeneutical and open way. It is also able to generate reflective learning and to stimulate skills that are not necessarily subject related. When narration turns into video narration, video production and artefact building processes can promote the development of soft skills, to be improved during the academic path and put into practice in future professional actions. This article presents the main results of an empirical study of a blended/hybrid digital video-narrative laboratory proposed to 132 university students doing undergraduate initial teacher training, extrapolated from a wider mix-method research study conducted at the university level. The study currently has the limitations of focusing on a single teaching area, but the encouraging results could be a stimulus to expand research on the use of video across the entire teacher training curriculum.
Article Details
Section
Articles - Special Issue
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons CC BY 4.0 Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
References
Angeli, C. (2015). Technological pedagogical content knowledge: A framework for preparing teachers in technology integration. In M. Rui, L. Messina, & T. Minerva (Eds.), Proceedings della Multiconferenza Ememitalia2015, Teach different! (pp. 2-6). Genova, IT: De Ferrari Ed. Retrieved from http://www.ememitalia.org/phocadownload/attiEMEMITALIA2015.pdf
Arcagni, S. (2016). Visioni digitali. Vedo, web e nuove tecnologie. Torino, IT: Einaudi.
Blomberg, G., Renkl, A., Sherin, M.G., Borko, H., & Seidel, T. (2013). Five research-based heuristics for using video in pre-service teacher education. Journal for Educational Research, 5(1), 90-114. Retrieved from https://www.researchgate.net/publication/256639966_Five_research-based_heuristics_for_using_video_in_pre-service_teacher_education
Brame, C. J. (2016). Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE Life Sciences Education, 15(4), es6. doi: 10.1187/cbe.16-03-0125
Bronfenbrenner, U. (Ed.) (2005). Making human beings human. Bioecological perspectives on human development. New York, NY, USA: Sage.
Bruner, J. (1993). La mente a più dimensioni. Roma-Bari, IT: Laterza.
Calandra, B. (2014). A process of guided, video-based reflection. In B. Calandra & P.J. Rich (Eds.), Digital video for teacher education. Research and practice (pp. 137-145). Abingdon, UK: Routledge.
Campbell, L. O., & Cox, T. D. (2018). Digital video as a personalized learning assignment: A qualitative study of student authored video using the ICSDR Model. Journal of the Scholarship of Teaching and Learning, 18(1), 11-24. doi: 10.14434/josotl.v18i1.21027
Corazza, L. (2017). Apprendere con i video digitali. Milano, IT: Franco Angeli.
Corbetta, P. (2003). La ricerca sociale: metodologia e tecniche. Le ricerche quantitative, vol. 2. Bologna, IT: Il Mulino.
Dal Bon, C., & Ferranti, C., (2019). Il video nella didattica universitaria: esperienze di utilizzo di una piattaforma di digital media integrata con Moodle. In Atti di Moodle Moot Italia, Milano, 13-15 dicembre 2018, (pp. 17-24). Milano, IT: MediaTouch 2000. Retrieved from https://www.aium.it/mod/data/view.php?d=27&rid=398
De Rossi, M. (2017). Questioni metodologiche, soft skill e integrazione delle ICT. Methodological demands, soft skill and ICT integration. Formazione & Insegnamento, 15(1), 193-204. doi: 107346/-fei-XV-01-1_15. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/view/2174/1983
De Rossi, M., & Restiglian, E. (2019). Hybrid solutions for didactics in higher education: An interdisciplinary workshop of ‘Visual Storytelling’ to develop documentation competences. Tuning Journal for Higher Education, 6(2), 175-203.
De Rossi, M., & Ferranti, C. (2017). Learning by design nell’intersezione tra discipline, metodologie didattiche e tecnologie. Italian Journal of Educational Reasearch, Special number 2017, 241-254. Retrieved from https://ojs.pensamultimedia.it/index.php/sird/article/download/2502/2248/9081
De Rossi, M., & Petrucco, C. (Eds.) (2013). Le narrazioni digitali per l’educazione e la formazione. Roma, IT: Carocci.
De Rossi, M., & Trevisan, O. (2018). Technological pedagogical content knowledge in the literature: How TPCK is defined and implemented in initial teacher education. Italian Journal of Educational Technology, 26(1), 7-23. doi: 10.17471/2499-4324/988
Dettori, G., Giannetti, T., Paiva, A., & Vaz, A. (Eds.) (2006). Technology-mediated narrative environments for learning. Rotterdam, NL: SensePublishers.
European Commission's Science and Knowledge Service (2017). Digital competence framework for educators (DigCompEdu). Retrieved from https://ec.europa.eu/jrc/en/digcompedu
Ferranti, C., Dal Bon, C., & Toffanin, M. (2018). Esperienze di didattica universitaria attraverso una piattaforma video: la prospettiva del docente e le proposte di student engagement. In Exploring the Micro, Meso and Macro, EDEN Annual Conference Proceedings, Genova 17-20 June, 2018 (pp. 653-662). Retrieved from http://www.eden-online.org/wp-content/uploads/2018/06/Annual_2018_Genova_Proceedings.pdf
Gaudin, C., & Chaliès S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41-67.
Grimaldi, R. (2000). Elementi di metodologia e tecniche della ricerca sociale. Milano, IT: FrancoAngeli.
Jamissen, G., Hardy, P., Nordkvelle, Y., & Pleasants, H. (Eds.) (2017). Digital storytelling in higher education. international perspectives. New York, NY, USA: Springer.
Kaneklin, C., & Scaratti C. (Eds.) (1998). Formazione e narrazione: costruzione di significato e processi di cambiamfeento personale e organizzativo. Milano, IT: Raffaello Cortina.
Lofthouse, R. M. (2019). Narratives of collaboration in practice; discourses, dimensions and diversity in collaborative professional development. In Teacher Education Policy in Europe (TEPE), “Quality Teachers and Quality Teacher Education: Research, Policy and Practice”, 16-18 May 2019, Krakow, Poland.
Mahasneh, J. K., & Thabet, W. (May 25, 2016). Developing a normative soft skills taxonomy for construction education. Journal of Civil Engineering and Architecture Research, 3(5), 1468-1486. Retrieved from https://www.researchgate.net/profile/Jaser_Mahasneh3/publication/327350993_Developing_a_Normative_Soft_Skills_Taxonomy_for_Construction_Education/links/5b89c851299bf1d5a735a89e/Developing-a-Normative-Soft-Skills-Taxonomy-for-Construction-Education.pdf
Masats, D., & Dooly, M. (2011). Rethinking the use of video in teacher education: A holistic approach. Teaching and Teacher Education, 27(7), 1151-1162.
McDrury, J., & Alterio, M. (2003). Learning through storytelling in higher education. London, UK: Kogan Page.
McEvan, H. (1997). The functions of narrative and research on teaching. Teaching and Teacher Education, 13(1), 85-92.
Mills, A. J., Durepos, G., & Wiebe, E. (2010). Encyclopedia of case study research. Thousand Oaks, CA: SAGE Publications. doi: 10.4135/9781412957397
OECD. (2015). Students, computers and learning: Making the connection. Paris, FR: OECD Publishing. doi: 10.1787/9789264239555-en
Pappas, I. O., Giannakos, M. N., & Mikalef, P. (2017). Investigating students’ use and adoption of with-video assignments: lessons learnt for video-based open educational resources. Journal of Computing in Higher Education, 29(1), 160-177. doi: 10.1007/s12528-017-9132-6
Perrenoud, P. (2003). Costruire competenze a partire dalla scuola. Roma, IT: Anicia.
Petrucco, C., & De Rossi, M. (2009). Narrare con il digital storytelling a scuola e nelle organizzazioni. Roma, IT: Carocci.
Ranieri, M., & Manca, S. (2013). I social network nell’educazione. Basi teoriche, modelli applicativi e linee guida. Trento, IT: Erickson.
Restak, R. (2004). The new brain: How the modern age is rewiring your mind. London, UK: Rodale.
Rivoltella, P.C. (2012). Neurodidattica. Insegnare al cervello che apprende. Milano, IT: Raffaello Cortina.
Santagata, R., & Angelici, G. (2010). Studying the impact of the lesson analysis framework on preservice teachers’ abilities to reflect on videos of classroom teaching. Journal of Teacher Education, 61(4), 339-349.
Santagata, R., Zannoni, C., & Stigler, J. W. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual-based field experience. Journal of Mathematics Teacher Education, 10(2), 123-140. doi: 10.1007/s10857-007-9029-9
Schank, R. (1990). Tell me a story: A new look at real and artificial memory. New York, NY, USA: Charles Scribner’s Sons.
Schank, R. (2013). Stories are all we know. In M. De Rossi & C. Petrucco (Eds.), Le narrazioni digitali per l’educazione e la formazione (pp. 52-60). Roma, IT: Carocci.
Seidel, T., & Stürmer, K. (2014). Modeling and measuring the structure of professional vision in preservice teachers. American Educational Research Journal, 51(4), 739–771.
Seidel, T., Blomberg, G., & Renkl, A. (2013). Instructional strategies for using video in teacher education. Teaching and Teacher Education, 34, 56-65. doi: 10.1016/j.tate.2013.03.004
Shareia, B. F. (2016). Qualitative and quantitative case study research method on social science: Accounting perspective. Dimension, 2(5), 23.
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers and Education, 94, 252-275. doi: 10.1016/j.compedu.2015.11.008
Tiernan, P. (2015). An inquiry into the current and future uses of digital video in university teaching. Education and Information Technologies, 20(1), 75-90. doi: 10.1007/s10639-013-9266-8
Tiernan, P., & Gurrin, C. (2012). Towards developing a collaborative video platform for learning. International Journal of Digital Society, 3(3), 663-669. Retrieved from https://infonomics-society.org/wp-content/uploads/ijds/published-papers/volume-3-2012/A-Collaborative-Video-Platform-for-Learning-From-Framework-to-Action.pdf
Timchenko, O. (2006). Narrative for motivation and meaning making. In G. Dettori, T. Giannetti, A. Paiva, & A. Vaz (Eds.), Technology-mediated narrative environments for learning (pp. 115-22). Rotterdam, NL: SensePublishers.
Traxler, J. (2009). Learning in a mobile age. International Journal of Mobile and Blended Learning, 1(1), 1–12. Retrieved from https://www.igi-global.com/viewtitlesample.aspx?id=2754&ptid=34608&t=LearninginMobileAge
Trentin, G., & Bocconi, S. (2014). The effectiveness of hybrid solutions in higher education: A call for hybrid-teaching instructional design. Educational Technology, 54(5), 12-21. Retrieved from https://www.researchgate.net/publication/265333799_The_Effectiveness_of_Hybrid_Solutions_in_Higher_Education_A_Call_for_Hybrid-Teaching_Instructional_Design
Turner, P., & Turner, S. (2003). Telling tales: Understanding the role of narrative in the design of taxonomic software. Design Studies, 24(6), 537-47. Retrieved from https://www.academia.edu/17456685/Telling_tales_understanding_the_role_of_narrative_in_the_design_of_taxonomic_software
Vaiola, P. (2016). I rischi e le opportunità del digitale a scuola. Spunti di riflessione per progettare la formazione dei docenti. Form@re, 2(16), 180-193. doi: 10.13128/formare-18196
van den Akker, J. (1999). Principles and methods of development research. J. van den Akker, R.M. Branch, K. Gustafson, N. Nieveen, & T. Plompt (Eds.), Design approaches and tools in education and training (pp. 1-14). Dordrecht, NL: Springer Science.
Wallace, H., & VanderMolen, J. (2019). Teaching health education through the development of student centered video assignment. Frontiers in Public Health, 7. doi: 10.3389/fpubh.2019.00312
Xu, Y., Park, H., & Baek, Y. (2011). A new approach toward digital storytelling: An activity focused on writing self-efficacy in a virtual learning environment. Journal of Educational Technology & Society, 14(4), 181-191. Retrieved from https://www.jstor.org/stable/jeductechsoci.14.4.181?seq=1#metadata_info_tab_contents
Arcagni, S. (2016). Visioni digitali. Vedo, web e nuove tecnologie. Torino, IT: Einaudi.
Blomberg, G., Renkl, A., Sherin, M.G., Borko, H., & Seidel, T. (2013). Five research-based heuristics for using video in pre-service teacher education. Journal for Educational Research, 5(1), 90-114. Retrieved from https://www.researchgate.net/publication/256639966_Five_research-based_heuristics_for_using_video_in_pre-service_teacher_education
Brame, C. J. (2016). Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE Life Sciences Education, 15(4), es6. doi: 10.1187/cbe.16-03-0125
Bronfenbrenner, U. (Ed.) (2005). Making human beings human. Bioecological perspectives on human development. New York, NY, USA: Sage.
Bruner, J. (1993). La mente a più dimensioni. Roma-Bari, IT: Laterza.
Calandra, B. (2014). A process of guided, video-based reflection. In B. Calandra & P.J. Rich (Eds.), Digital video for teacher education. Research and practice (pp. 137-145). Abingdon, UK: Routledge.
Campbell, L. O., & Cox, T. D. (2018). Digital video as a personalized learning assignment: A qualitative study of student authored video using the ICSDR Model. Journal of the Scholarship of Teaching and Learning, 18(1), 11-24. doi: 10.14434/josotl.v18i1.21027
Corazza, L. (2017). Apprendere con i video digitali. Milano, IT: Franco Angeli.
Corbetta, P. (2003). La ricerca sociale: metodologia e tecniche. Le ricerche quantitative, vol. 2. Bologna, IT: Il Mulino.
Dal Bon, C., & Ferranti, C., (2019). Il video nella didattica universitaria: esperienze di utilizzo di una piattaforma di digital media integrata con Moodle. In Atti di Moodle Moot Italia, Milano, 13-15 dicembre 2018, (pp. 17-24). Milano, IT: MediaTouch 2000. Retrieved from https://www.aium.it/mod/data/view.php?d=27&rid=398
De Rossi, M. (2017). Questioni metodologiche, soft skill e integrazione delle ICT. Methodological demands, soft skill and ICT integration. Formazione & Insegnamento, 15(1), 193-204. doi: 107346/-fei-XV-01-1_15. Retrieved from https://ojs.pensamultimedia.it/index.php/siref/article/view/2174/1983
De Rossi, M., & Restiglian, E. (2019). Hybrid solutions for didactics in higher education: An interdisciplinary workshop of ‘Visual Storytelling’ to develop documentation competences. Tuning Journal for Higher Education, 6(2), 175-203.
De Rossi, M., & Ferranti, C. (2017). Learning by design nell’intersezione tra discipline, metodologie didattiche e tecnologie. Italian Journal of Educational Reasearch, Special number 2017, 241-254. Retrieved from https://ojs.pensamultimedia.it/index.php/sird/article/download/2502/2248/9081
De Rossi, M., & Petrucco, C. (Eds.) (2013). Le narrazioni digitali per l’educazione e la formazione. Roma, IT: Carocci.
De Rossi, M., & Trevisan, O. (2018). Technological pedagogical content knowledge in the literature: How TPCK is defined and implemented in initial teacher education. Italian Journal of Educational Technology, 26(1), 7-23. doi: 10.17471/2499-4324/988
Dettori, G., Giannetti, T., Paiva, A., & Vaz, A. (Eds.) (2006). Technology-mediated narrative environments for learning. Rotterdam, NL: SensePublishers.
European Commission's Science and Knowledge Service (2017). Digital competence framework for educators (DigCompEdu). Retrieved from https://ec.europa.eu/jrc/en/digcompedu
Ferranti, C., Dal Bon, C., & Toffanin, M. (2018). Esperienze di didattica universitaria attraverso una piattaforma video: la prospettiva del docente e le proposte di student engagement. In Exploring the Micro, Meso and Macro, EDEN Annual Conference Proceedings, Genova 17-20 June, 2018 (pp. 653-662). Retrieved from http://www.eden-online.org/wp-content/uploads/2018/06/Annual_2018_Genova_Proceedings.pdf
Gaudin, C., & Chaliès S. (2015). Video viewing in teacher education and professional development: A literature review. Educational Research Review, 16, 41-67.
Grimaldi, R. (2000). Elementi di metodologia e tecniche della ricerca sociale. Milano, IT: FrancoAngeli.
Jamissen, G., Hardy, P., Nordkvelle, Y., & Pleasants, H. (Eds.) (2017). Digital storytelling in higher education. international perspectives. New York, NY, USA: Springer.
Kaneklin, C., & Scaratti C. (Eds.) (1998). Formazione e narrazione: costruzione di significato e processi di cambiamfeento personale e organizzativo. Milano, IT: Raffaello Cortina.
Lofthouse, R. M. (2019). Narratives of collaboration in practice; discourses, dimensions and diversity in collaborative professional development. In Teacher Education Policy in Europe (TEPE), “Quality Teachers and Quality Teacher Education: Research, Policy and Practice”, 16-18 May 2019, Krakow, Poland.
Mahasneh, J. K., & Thabet, W. (May 25, 2016). Developing a normative soft skills taxonomy for construction education. Journal of Civil Engineering and Architecture Research, 3(5), 1468-1486. Retrieved from https://www.researchgate.net/profile/Jaser_Mahasneh3/publication/327350993_Developing_a_Normative_Soft_Skills_Taxonomy_for_Construction_Education/links/5b89c851299bf1d5a735a89e/Developing-a-Normative-Soft-Skills-Taxonomy-for-Construction-Education.pdf
Masats, D., & Dooly, M. (2011). Rethinking the use of video in teacher education: A holistic approach. Teaching and Teacher Education, 27(7), 1151-1162.
McDrury, J., & Alterio, M. (2003). Learning through storytelling in higher education. London, UK: Kogan Page.
McEvan, H. (1997). The functions of narrative and research on teaching. Teaching and Teacher Education, 13(1), 85-92.
Mills, A. J., Durepos, G., & Wiebe, E. (2010). Encyclopedia of case study research. Thousand Oaks, CA: SAGE Publications. doi: 10.4135/9781412957397
OECD. (2015). Students, computers and learning: Making the connection. Paris, FR: OECD Publishing. doi: 10.1787/9789264239555-en
Pappas, I. O., Giannakos, M. N., & Mikalef, P. (2017). Investigating students’ use and adoption of with-video assignments: lessons learnt for video-based open educational resources. Journal of Computing in Higher Education, 29(1), 160-177. doi: 10.1007/s12528-017-9132-6
Perrenoud, P. (2003). Costruire competenze a partire dalla scuola. Roma, IT: Anicia.
Petrucco, C., & De Rossi, M. (2009). Narrare con il digital storytelling a scuola e nelle organizzazioni. Roma, IT: Carocci.
Ranieri, M., & Manca, S. (2013). I social network nell’educazione. Basi teoriche, modelli applicativi e linee guida. Trento, IT: Erickson.
Restak, R. (2004). The new brain: How the modern age is rewiring your mind. London, UK: Rodale.
Rivoltella, P.C. (2012). Neurodidattica. Insegnare al cervello che apprende. Milano, IT: Raffaello Cortina.
Santagata, R., & Angelici, G. (2010). Studying the impact of the lesson analysis framework on preservice teachers’ abilities to reflect on videos of classroom teaching. Journal of Teacher Education, 61(4), 339-349.
Santagata, R., Zannoni, C., & Stigler, J. W. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual-based field experience. Journal of Mathematics Teacher Education, 10(2), 123-140. doi: 10.1007/s10857-007-9029-9
Schank, R. (1990). Tell me a story: A new look at real and artificial memory. New York, NY, USA: Charles Scribner’s Sons.
Schank, R. (2013). Stories are all we know. In M. De Rossi & C. Petrucco (Eds.), Le narrazioni digitali per l’educazione e la formazione (pp. 52-60). Roma, IT: Carocci.
Seidel, T., & Stürmer, K. (2014). Modeling and measuring the structure of professional vision in preservice teachers. American Educational Research Journal, 51(4), 739–771.
Seidel, T., Blomberg, G., & Renkl, A. (2013). Instructional strategies for using video in teacher education. Teaching and Teacher Education, 34, 56-65. doi: 10.1016/j.tate.2013.03.004
Shareia, B. F. (2016). Qualitative and quantitative case study research method on social science: Accounting perspective. Dimension, 2(5), 23.
Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers and Education, 94, 252-275. doi: 10.1016/j.compedu.2015.11.008
Tiernan, P. (2015). An inquiry into the current and future uses of digital video in university teaching. Education and Information Technologies, 20(1), 75-90. doi: 10.1007/s10639-013-9266-8
Tiernan, P., & Gurrin, C. (2012). Towards developing a collaborative video platform for learning. International Journal of Digital Society, 3(3), 663-669. Retrieved from https://infonomics-society.org/wp-content/uploads/ijds/published-papers/volume-3-2012/A-Collaborative-Video-Platform-for-Learning-From-Framework-to-Action.pdf
Timchenko, O. (2006). Narrative for motivation and meaning making. In G. Dettori, T. Giannetti, A. Paiva, & A. Vaz (Eds.), Technology-mediated narrative environments for learning (pp. 115-22). Rotterdam, NL: SensePublishers.
Traxler, J. (2009). Learning in a mobile age. International Journal of Mobile and Blended Learning, 1(1), 1–12. Retrieved from https://www.igi-global.com/viewtitlesample.aspx?id=2754&ptid=34608&t=LearninginMobileAge
Trentin, G., & Bocconi, S. (2014). The effectiveness of hybrid solutions in higher education: A call for hybrid-teaching instructional design. Educational Technology, 54(5), 12-21. Retrieved from https://www.researchgate.net/publication/265333799_The_Effectiveness_of_Hybrid_Solutions_in_Higher_Education_A_Call_for_Hybrid-Teaching_Instructional_Design
Turner, P., & Turner, S. (2003). Telling tales: Understanding the role of narrative in the design of taxonomic software. Design Studies, 24(6), 537-47. Retrieved from https://www.academia.edu/17456685/Telling_tales_understanding_the_role_of_narrative_in_the_design_of_taxonomic_software
Vaiola, P. (2016). I rischi e le opportunità del digitale a scuola. Spunti di riflessione per progettare la formazione dei docenti. Form@re, 2(16), 180-193. doi: 10.13128/formare-18196
van den Akker, J. (1999). Principles and methods of development research. J. van den Akker, R.M. Branch, K. Gustafson, N. Nieveen, & T. Plompt (Eds.), Design approaches and tools in education and training (pp. 1-14). Dordrecht, NL: Springer Science.
Wallace, H., & VanderMolen, J. (2019). Teaching health education through the development of student centered video assignment. Frontiers in Public Health, 7. doi: 10.3389/fpubh.2019.00312
Xu, Y., Park, H., & Baek, Y. (2011). A new approach toward digital storytelling: An activity focused on writing self-efficacy in a virtual learning environment. Journal of Educational Technology & Society, 14(4), 181-191. Retrieved from https://www.jstor.org/stable/jeductechsoci.14.4.181?seq=1#metadata_info_tab_contents