1. Interactive Classroom Explorer Stranmillis March 2006 Colin Harrison Daniel Pead Mary Bailey colin.harrison@nottingham.ac.uk

2. Introduction: representation, teacher learning and video ‘Almost all forms of learning involve information that is represented in different forms’ (van Someren et al, 1998).

3. Digital video for teachers: what problems can it solve?

4. Teachers Network.com: … a shortage of teachers nationwide, educators are entering school this fall with little or no hands-on classroom experience. Overcrowded classes, pressure to “teach to tests,” a more diversified student population added stress on this new crop of teachers….

5. Digital video for teachers: what problems can it solve? Teachers Network.com: Guidance in the form of professional development, via the Internet, is now available, an archive of wisdom and best practices from some of the greatest teachers on the front lines a series of interactive streaming videos, which offers practical instruction for the novice teacher, and serves as a form of “digital mentoring.”

6. Digital video for teachers: what problems can it solve? Teachers Network.com: But good resources good professional development

7. Vertical authority structure: Content Provider Classroom Video Printed support material Users ITT Students In-service Teachers Tutors Improved teaching Higher standards CD /VCR paper outcomes Traditional video for CPD

8. Interactive Classroom Explorer (ICE) Discussion Forum Content Provider Classroom Video Transcript/ Timeline Assignment / Introduction ICE users Discussion Forum Comments Video selections ITT Students In-service Teachers Tutors CD or Internet New content

9. Interactive Classroom Explorer (ICE)- paint 2003

10. Interactive Classroom Explorer (ICE)- screenshot

11. Interactive Classroom Explorer (ICE) provides these…. Video with control buttons

12. Interactive Classroom Explorer (ICE) provides these…. Video with control buttons Scrolling transcript

13. Interactive Classroom Explorer (ICE) provides these…. Video with control buttons Scrolling transcript Search window

14. Interactive Classroom Explorer (ICE) provides these…. Video with control buttons Scrolling transcript Search window ICE can hold and distribute pdf, video, Word files here

15. Interactive Classroom Explorer (ICE) provides these…. Video with control buttons Scrolling transcript Search window Online/ Offline Bulletin Board ICE can hold and distribute pdf, video, Word files here

16. Interactive Classroom Explorer (ICE) provides these…. Video with control buttons Scrolling transcript Search window Online/ Offline Bulletin Board Teacher response ICE can hold and distribute pdf, video, Word files here

17. Interactive Classroom Explorer (ICE) provides these…. Video with control buttons Buttons for creating ‘video quotations’ Scrolling transcript Search window Online/ Offline Bulletin Board Teacher response ICE can hold and distribute pdf, video, Word files here

18. Interactive Classroom Explorer (ICE) provides these…. Video with control buttons Buttons for creating ‘video quotations’ Scrolling transcript Search window Online/ Offline Bulletin Board Teacher response Teacher reply, including ‘video quotation’ ICE can hold and distribute pdf, video, Word files here

19. Interactive Classroom Explorer (ICE) The ICE user is encouraged not only to consider the merits of the exemplar video (video proposition ‘P’) -But also to actively consider its opposite, ie to challenge the authority status of the exemplar video (video proposition ‘not-P’) -And the capability of uploading new material, to be considered alongside that produced by those in authority, adds a whole new dimension (video proposition ‘or possibly Q’)

20. Interactive Classroom Explorer (ICE) Our current hypothesis: learning as association - A tentative propositional calculus based on a set of six relational links between representations: Boolean [P + Q, P ν Q, P + ¬ Q] ‘P plus Q’ Identity [P = Q, P ≠ Q] ‘P is the same as Q’ Existential [ P] ‘P is real; this is how it is] Modal [ Δ P, ¬ Δ Q] ‘P is necessary, Q isn’t’ Causality [P Q] ‘If P then Q’ Truth value (P or ) [true or false]

21. So what did ICE deliver?

30. Using ICE over the Internet ICE did prompt critical reflection on video, though not all teachers were able to upload video quotations It was possible to identify P, not-P and perhaps Q statements in the postings Teachers found it easier to post their own responses than to comment on those of others It’s incredibly difficult to explain how ICE works and what it does via the software only….

31. Looking ahead…. Key issues for the future: - Work on scaling up for wider populations - Gain deeper insights into teachers’ internalised representations - Explore teachers’ discourse - Work with a wider range of research partners - Make the software available as freeware

32. Thanks to: - Gatsby for funding ICE - Daniel Pead and Mary Sheard - And the team at Labyrinth Software Contact: colin.harrison@nottingham.ac.uk