Promoting peer observation and self-reflection through 360 degree instructional videos
2016 Mini-grant Project
The overarching objective of this project is to provide technology-based resources — online 360 degree videos — to enhance teaching strategies of university professors by fostering their ability to learn from peers and reflect on their practice. Ultimately, the present project will contribute to strengthen SALTISE’s community of practice by promoting instructors’ exchange of teaching experiences.
Reflection upon ones teaching practice and peer observation are two key factors in the improvement of teaching and learning in higher education settings (Borrego & Henderson, 2014; Hammersley-Fletcher & Orsmond, 2005; Henderson, Beach and Finkelstein, 2011). Even though literature supports the relevance of these two aspects in enhancing teaching practices, neither has been adopted as a regular practice among instructors.
This situation might be explained in part by the lack of time that instructors can allocate to peer observation and reflective exercises, and logistic difficulties (i.e. accessibility to good student-centered classrooms). In the present project, we propose to produce a set of online tools to promote peer observation (of high-quality instruction) and reflection among instructors.
By using a virtual peer observation resource (360 degree videos), instructors will be able to experience a student centered classroom from a student and/or instructor perspective. In addition, an integrated discussion board will help instructors reflect and exchange experiences, knowledge and ideas that will elicit their reflection on their current teaching strategies. We consider that the present proposal aligns with SALTISE’s educational and pedagogical goals
Mini-grant funds will be used to produce three videos. Each video will consist of a short recording session (4 to 5 minutes) of an exemplar learning activity. Viewers will experience what it looks like to be in the classroom: they can listen to students’ conversations, observe instructors’ activities and learners’ responses to different teaching strategies. Instructors who watch the video will also be able to zoom in and out around the classroom and perform virtual tours while the activity is happening.
Thus, the viewer can “play the role” of a student or the instructor in the classroom. The videos will be available online to be viewed on computers, smart TVs, mobile phones, tablets or virtual reality headsets. The technology used to create the videos has been invented by RAEDEF, a Montreal-based multimedia start-up company. The following link provides an example of what the 360 degree videos look like (you can scroll or move the screen to walk around the room – the dark spot where RAEDEF’s logo appears can be used to put SALTISE’s logo. We recommend watching the video using different devices – smartphone – tablet – laptop- to experience how it “feels”) https://www.youtube.com/watch?v=I7V5M1hfv88&feature=youtu.be
VIDEO LINK is no longer available at this time
To produce the videos, three SALTISE instructors will be hand-selected to record one of their favorite learning activities. The criterion to select these instructors will be the use of evidencebased student centered teaching strategies in their classrooms. The videos will be edited in such a way that they will focus on what are considered “critical components” of a specific researchbased instructional strategy (Cutler & Borrego, 2013), resulting on videos between 4 and 5 minutes long. The videos will be posted on SALTISE’s resource section. We will work with the SALTISE webmaster to create a discussion board attached to the videos allowing fruitful conversations between community members. Instructors who were recorded will attend ‘viewing sessions’ where faculty developers and other instructors will highlight important aspect of the class and suggest improvements for future sessions.
Previous SALTISE mini grants have funded projects where the main audience are students at CEGEP and/or University level. However, this proposal will target instructors as the main audience. Our learners will be professors interested in learning about evidence based student-centered instructional strategies and/or instructors interested in improving their own practice.
As a result of viewing the 360 degree videos, instructors will be able to:
Understand different student-centered instructional strategies by observing peer instructors at university and CEGEP level.
Foster reflection on their teaching practice through meaningful interaction with other instructors via online.
Through the 360 degree videos SALTISE community will be benefited by:
Promoting a culture of peer observation among SALTISE members
Outreaching SALTISE initiatives to a broader audience
Examining the impact of the 360 degree videos on instructional change.
We believe this project offers utility to both changes in practice as well as research. In addition to professional development opportunities, the use of the videos also offers different research options to learn about their role in the development process. We currently would like to learn how the 360 degree videos may influence the fidelity of implementation when adopting a strategy. Levels of fidelity of implementation can be analyzed by measuring the number of critical components used in the adoption process.
The financial resources provided by the mini-grant will be used to pay for the production of three 360 degree videos. RAEDEF will be the company responsible for producing (recording and editing) the videos. No other costs are currently projected.
In order to evaluate the impact of the project, a survey will be delivered to the communities of practice in the SALTISE network (i.e. ETS, DALC, McGill’s Teaching Enhancement Initiative, UQAM, Concordia)
In a long term, it is expected to produce more videos and maintain fruitful conversations on the discussion board in order to expand and strengthen SALTISE’s community of practice.
We predict that the technology will increase in its sophistication over the next few years, and we may have a voice in pushing its development according to these professional development needs. We envision this to be a first phase of a long term practice-research program.
Knowledge and Skills Brought to the Project
Our experience in designing and implementing faculty development initiatives and engaging in communities of practice will be the strongest assets to be brought to the project. In addition, we will also provide our expertise in student-centered teaching practices in higher education.
