Video-Based Teaching Playgrounds: Designing Online Learning Opportunities to Foster Professional Noticing of Teaching Practices

• Published in: TechTrends Vol. 63; no. 2; pp. 160 - 169
• Main Authors: Johnson, Heather Lynn, Dunlap, Joanna C., Verma, Geeta, McClintock, Evan, DeBay, Dennis J., Bourdeaux, Brandy
• Format: Journal Article
• Language: English
• Published: New York Springer US 01-03-2019; Springer; Springer Nature B.V
• Subjects: CAI; Communities of Practice; Computer assisted instruction; Design; Distance learning; Education; Educational Technology; Experiential Learning; Guidelines; Instructional Effectiveness; Learning and Instruction; Mathematics Instruction; Metacognition; Methods Courses; Online Courses; Original Paper; Playgrounds; Science Instruction; Teacher Education Programs; Teachers; Teaching; Teaching Methods; Video Technology; Mathematics teacher education; Teacher noticing; Teacher preparation; Online learning; Science teacher education
• ISSN: 8756-3894; 1559-7075
• DOI: 10.1007/s11528-018-0286-5

In this article, we share design guidelines for the development and use of online, video-based
teaching playgrounds
, which provide opportunities for prospective teachers to engage in professional noticing of teaching practices. Through teaching playgrounds, we provide an instantiation of the Presence+Experience framework, which combines the Community of Inquiry model with Kolb’s experiential learning cycle. Teaching playgrounds offer a viable mechanism for instructors and designers to incorporate
high touch
learning experiences into
high tech
online teacher preparation courses. Using quantitative methods, we demonstrate the efficacy of online content methods courses incorporating teaching playgrounds. We address implications for the incorporation of online content methods courses in mathematics and science teacher education programs.