Using videos captured in the students' workplaces as authentic instructional materials
Key words:
Metacognition
Learning objective | Time | Modality | Audience | Technologies |
|---|---|---|---|---|
Perform a procedure correctly and be able to self-reflect on the accomplished work | 2 lessons units | Individual, class | Car mechanics, Cooks | Headband camera, hypervideo software |
Overview
In this scenario, apprentice car mechanics and chefs used a headband camera to record videos of professional procedures (e.g., cutting vegetables) at the workplace. Videos were used by the teacher to create 3-to-5-minutes hypervideos (videos organised in chapters and enriched with additional learning materials such as texts, images, tasks, etc.) and later reused during lessons throughout the whole year.
Description of the teaching approach
This scenario is framed in the context of learning across multiple sites. Even though learning in VET happens in various locations, what students learn sometimes remains anchored in the original context and does not transfer to other situations. In the activities proposed in this scenario, apprentices are asked by the teacher to capture and document specific procedures (e.g., cutting food) via the use of a camera or a smartphone. The captured video is later shared with the classmates and used as the source material for multiple lessons. This use of technology allows apprentices to share and reflect on their meaningful experiences with the teachers and their classmates.
Recipe
DIY
Ivideo.education
This scenario can be accomplished in Ivideo.education by uploading the completed and edited videos in the platform. As the teacher, you can create “active points” and “chapters” for the apprentices using the “Editor Mode” or, alternatively, teachers can ask apprentices to create points and chapters on their own.
Realto
This scenario can be accomplished in Realto by uploading the completed and edited videos in the platform as a “Post”. The teacher can create the chapters for the apprentices to view and students can add their comments. Alternatively, the teacher can leave the apprentices free to click on the video and create their own chapters.
Tips and tricks
This scenario can be replicated in different learning contexts and professions and can be used for multiple different tasks.
Be careful when choosing which procedure to record; companies may prohibit students from recording procedures for confidentiality reasons. You may want to consult with some workplace supervisors before setting this scenario up.
You can also ask your students to take pictures of their work, so that you can illustrate your own lessons with their own work and experience. For instance, your gardener apprentices can take pictures of the plants they are working on for you to use them in your lessons.
You can take a look at peer-writing scenarios to see how you could use the videos in a didactical scenario.
Source
Motta, E., Cattaneo, A., & Gurtner, J. L. (2014). Mobile devices to bridge the gap in VET: Ease of use and usefulness as indicators for their acceptance. Journal of Education and Training Studies, 2(1), 165-179.