Do classroom exemplars promote the application of principles in teacher education? A comparison of videos, animations, and narratives

Abstract

Students learned about teaching principles with a multimedia program that either did not include a classroom exemplar illustrating how to apply the learned principles to the teaching practice (control group) or included a classroom exemplar in video, animation, or text format. Across two experiments, video and animation groups reported more favorable attitudes towards learning and were better able to apply the learned principles than the control group. Text and control groups did not differ in their learning or attitudes towards learning, suggesting that format is an important factor in determining the effectiveness of classroom exemplars as pedagogical tools for teacher education. Results encourage the use of visual classroom exemplars to promote the application of theory into practice.

Interactive Multimodal Learning Environments

“…These instructional tools are usually presented in text or video formats and used either in the classroom or presented in interactive multimodal learning environments (Beck et al 2002;Lampert and Ball 1998). For example, videocases have been used as models, to demonstrate how an expert applies knowledge to solve a problem (Moreno and Ortegano-Layne 2007;Moreno and Valdez 2007;Wouters et al 2007) and to encourage the application of principles and theories to analyze a richly contextualized problem (Derry and Hmelo-Silver 2005;Wilkerson and Gijselaers 1996). Despite their popularity, only recently has research started to examine whether and how do students learn from cases (Lundeberg et al 1999).…”

Examining elementary preservice teachers’ perspectives concerning curriculum themes for video case integration

“…Video cases and case methods instruction offer an innovative pedagogical method for teacher education programs (Kim and Hannafin 2008;Moreno and Ortegano-Layne 2008) and can provide a natural medium for enhancing the sense of context and realism of academic content (Perry and Talley 2001). Video cases offer preservice teachers the ability to explore and evaluate many different classrooms, teachers, and styles of learning with the simple click of a mouse.…”

Educational Multimedia App for Dyslexia Literacy Intervention: A Preliminary Evaluation

“…Meanwhile, multimedia courseware embedded with exemplary videos and animations were able to promote positive attitudes towards learning and enhance motivation perceptions among learners, as compared to learners who learned without exemplars (Moreno & Ortegano-Layne, 2008). Furthermore, Goldman and Torrisi-Steele (2009) described a CD-ROM based courseware about human relationship education, which was designed as a teaching tool to replace lectures and tutorials, and as a revision tool for primary pre-service teachers.…”