Using Research-Based Interactive Video Vignettes to Enhance Out-of-Class Learning in Introductory Physics

• Autores: Priscilla Laws, Maxine C. Willis, David P. Jackson, Katheleen Kienig, Robert Teese
• Localización: The Physics Teacher, ISSN 0031-921X, Vol. 53, Nº. 2, 2015, pág. 114
• Idioma: inglés
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• Resumen

  • Ever since the first generalized computer-assisted instruction system (PLATO1) was introduced over 50 years ago, educators have been adding computer-based materials to their classes. Today many textbooks have complete online versions that include video lectures and other supplements. In the past 25 years the web has fueled an explosion of online homework and course management systems, both as blended learning and online courses. Meanwhile, introductory physics instructors have been implementing new approaches to teaching based on the outcomes of Physics Education Research (PER). A common theme of PER-based instruction has been the use of active-learning strategies designed to help students overcome alternative conceptions that they often bring to the study of physics. 2 Unfortunately, while classrooms have become more active, online learning typically relies on passive lecture videos or Kahn-style3 tablet drawings. To bring active learning online, the LivePhoto Physics Group has been developing Interactive Video Vignettes (IVVs) that add interactivity and PER-based elements to short presentations. These vignettes incorporate web-based video activities that contain interactive elements and typically require students to make predictions and analyze real-world phenomena.