Video

Situating Teacher Movement, Space, and Relationships to Pedagogy: A Visual Method and Framework

In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called “interaction geography.” Our analysis proposes an integrative framework to study classroom interactions and teacher movement over space and time comprised of four salient characteristics within lessons: trails, landmarks, material routines, and circulation patterns.

Author/Presenter

Ben Rydal Shapiro

Ilana Seidel Horn

Sierra Gilliam

Brette Garner

Year
2024
Short Description

In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called “interaction geography.”

Supporting Students’ Participation in Collective Argumentation: Use of Displays in a Secondary Mathematics Classroom

Thoughtful and purposeful displays can support students’ participation in argumentation. This report addresses how displays are used within collective argumentation. We examined a secondary mathematics teacher’s and her students’ use of displays during selected episodes of collective argumentation. From video classroom observations and interviews with the teacher, we extracted several kinds of displays according to their functions and then investigated how these displays supported collective argumentation as direct contributions to the argument or actions supporting the argumentation.

Author/Presenter

Jonathan Foster

AnnaMarie Conner

Yuling Zhuang

Laura Singletary

Hyejin Park

Lead Organization(s)
Year
2024
Short Description

Thoughtful and purposeful displays can support students’ participation in argumentation. This report addresses how displays are used within collective argumentation. We examined a secondary mathematics teacher’s and her students’ use of displays during selected episodes of collective argumentation.

Using Fitbits and Heart Rate Variance (HRVa) to Understand Preservice Teacher Experiences in Extended Reality

Extended reality (XR) is increasingly used to support preservice and inservice teacher training. Its use in teacher education has shown promise in improving future educators’ engagement, self-confidence, and noticing skills. Despite this evidence, the field lacks innovative measures to assess outcomes such as those offered through biometric data collection. This article addresses this gap by presenting the findings of a study involving 18 PSTs, who watched a 360 video of an elementary classroom while their heart rate data was gathered.

Author/Presenter

Richard Ferdig

Karl Kosko

Enrico Gandolfi

Lead Organization(s)
Year
2023
Short Description

Extended reality (XR) is increasingly used to support preservice and inservice teacher training. Its use in teacher education has shown promise in improving future educators’ engagement, self-confidence, and noticing skills. Despite this evidence, the field lacks innovative measures to assess outcomes such as those offered through biometric data collection. This article addresses this gap by presenting the findings of a study involving 18 PSTs, who watched a 360 video of an elementary classroom while their heart rate data was gathered.

Gaze Analysis System for Immersive 360 Video for Preservice Teacher Education

Author/Presenter
Chris Lenart

Pegah Ahadian

Yuxin Yang

Simon Suo

Ashton Corsello

Karl Kosko

Qiang Guan

Lead Organization(s)
Year
2023
Short Description

Unified systems for multi-sensor devices, particularly eye-tracking in Virtual Reality (VR), are intricate and often require the listening and streaming of multichannel data. In this project, we propose a visual analysis framework for replicating a participant's viewing involvement by interpreting head movements as rotations and point-of-gaze (POG) as on-screen indicators.

Exploring the Relationships Between Teacher Noticing, Ambisonic Audio, and Variance in Focus When Viewing 360 Video

A growing body of research has supported the implementation of innovative and immersive video for teaching and learning across the lifespan. Immersive video, delivered through eXtended Reality (XR) tools like 360 video, provides users with new ways to see real or created environments. Unfortunately, most of the existing research has highlighted immersive video without accompanying immersive audio. This use of monophonic audio can create a disconnect for viewers as they experience close to real world video with sounds that do not match a real-world environment.

Author/Presenter

Richard E. Ferdig

Karl W. Kosko

Enrico Gandolfi 

Lead Organization(s)
Year
2023
Short Description

A growing body of research has supported the implementation of innovative and immersive video for teaching and learning across the lifespan. Immersive video, delivered through eXtended Reality (XR) tools like 360 video, provides users with new ways to see real or created environments. Unfortunately, most of the existing research has highlighted immersive video without accompanying immersive audio. The purpose of this study was to respond to this gap in the literature by exploring the use of ambisonic audio and its impact on preservice teacher noticing and variability of viewing focus when watching 360 video.

Exploring Teacher Knowledge and Noticing with Eye Tracking and 360 Video

Professional noticing involves attending to and interpreting children’s mathematical reasoning. In a similar manner, pedagogical content knowledge (PCK) is defined as the knowledge teachers need to interpret and respond to children’s reasoning. The present study reports on an initial exploration of the relationship between these two constructs using eye-tracking technology and the PCK-Fractions measure. Results suggest a relationship between where teachers spend time focusing and their PCK scores.

Author/Presenter

Karl W. Kosko

Christine K. Austin

Maryam Zolfaghari

Lead Organization(s)
Year
2023
Short Description

Professional noticing involves attending to and interpreting children’s mathematical reasoning. In a similar manner, pedagogical content knowledge (PCK) is defined as the knowledge teachers need to interpret and respond to children’s reasoning. The present study reports on an initial exploration of the relationship between these two constructs using eye-tracking technology and the PCK-Fractions measure.

Evaluating How Extended Reality Delivery Device and Preservice Teacher Major Impact Presence in Immersive Learning Environments

Author/Presenter

Enrico Gandolfi

Richard E. Ferdig

Karl W. Kosko

Lead Organization(s)
Year
2023
Short Description

Teacher education has begun to embrace the use of 360 videos to improve preservice teachers' (PSTs) engagement and immersion. While recent research on such use is promising overall, there are specific questions that have been left unanswered about the construct of presence in 360 videos. More specifically, research has yet to fully explore how video delivery devices and PST characteristics may impact presence. The purpose of this study was to respond to this gap in the literature by examining PST major, delivery device (ie, head mounted display vs. flat screen), and the interaction between the two in informing presence.

The STEM Observation Protocol Training Course

This is the project-created training course for new users to learn about the STEM-OP and how to use it.

Author/Presenter

STEM-OP Project Team

Year
2023
Short Description

This is the project-created training course for new users to learn about the STEM-OP and how to use it.

The STEM Observation Protocol Training Course

This is the project-created training course for new users to learn about the STEM-OP and how to use it.

Author/Presenter

STEM-OP Project Team

Year
2023
Short Description

This is the project-created training course for new users to learn about the STEM-OP and how to use it.

The STEM Observation Protocol Training Course

This is the project-created training course for new users to learn about the STEM-OP and how to use it.

Author/Presenter

STEM-OP Project Team

Year
2023
Short Description

This is the project-created training course for new users to learn about the STEM-OP and how to use it.