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The study investigated how the availability of different types of scaffolds impacted what preservice teachers were able to learn and notice from video. The sample (n = 41) was drawn from three randomly distributed sections of a science methods course. Data were collected through interviews, observations, and pre/post-treatment lesson plan artifacts. Results indicated that the impact of the availability of scaffolds is dependent on their alignment with the stated learning objectives of the video they are designed to support. Scaffolds such as onscreen text and teacher commentary can be used effectively to draw attention to specific content and prompt preservice teachers to notice pre-identified classroom interactions. Recommendations for the creation and use of video-based materials with teachers are presented.

Stein Brunvand is an Associate Professor in the College of Education, Health, and Human Services at the University of Michigan-Dearborn. He earned his PhD in Learning Technologies at the University of Michigan. Prior to that, he taught elementary school for six years. Stein is interested in the enhancement of learning environments through the integration of technology and enjoys working with preservice and practicing teachers to learn about how this can be done more effectively. He has conducted research on the impact of research-based professional development on the integration of technology in K-12 classrooms and explored the use of e-portfolios in teaching and learning with undergraduate and graduate students. Dr. Marouane Kessentini, University of Michigan-DearbornDr. Marouane Kessentini is an Assistant Professor in the Department of Computer and Information Science at the University of Michigan Dearborn. He is the founder of the Search-Based Software Engineering (SBSE) research lab. He has several collaborations with different industrial companies on the use computational search, machine learning and evolutionary algorithms to address several software engineering problems such as software quality, software testing, software migration, software evolution, etc. He received his Phd from University of Montreal in 2012 and a Presidential BSc Award from the President of Tunisia in 2007. He received many grants from both industry and federal agencies and published around 75 papers in search-based software engineering journals and conferences, including 3 best paper awards. He has served as program committee member in several major conferences (GECCO, MODELS, ICMT, SSBSE, etc.), an editorial board member of several journals (SQJ, ASE, IST, TEVC and EMSE), and an organization member of many conferences and workshops. He was also the co-chair of the SBSE track at the GECCO2014 and GECCO2015 conferences and he is now the general chair of of the 8th IEEE Search Based Software Engineering Symposium (SSBSE2016). He is also the founder of the North American Symposium on Search Based Software Engineering, funded by the National Science WIP: Introducing Active Learning in a Software Engineering Course AbstractThis paper describes the authors' experiences introducing active learning opportunities in junior level software engineering courses. The project team critically examined existing software engineering courses at our institutions and created new active learning style instructional materials for selected course topics. We devised delivery strategies that incorporated academic research findings and industry best practices. Based on our assessment data, we believe that students participating in the activities created for our courses are better equipped with fundamental theoretical knowledge and invaluable hands-on experiences that can measurably increase their ability to contribute to the software industry.

The proliferation of Web 2.0 technologies has made it possible for teachers to create a variety of engaging online learning activities for students of all ages. However, for students with learning disabilities, the prospect of having to search, read, and analyze information online can be overwhelming. This article reviews a variety of tools and techniques that teachers can use to help make online learning more manageable for students with disabilities. These free tools focus on removing the clutter and distractions often found online and helping direct student attention towards the relevant content.

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