Video Mosaic Research at UW has four strands.
1. Instructional Design. Using design-based research methods, we are developing thoughtfully conceived, systematically improved instructional modules that use VMC videos to improve teacher reasoning about mathematics and children's mathematical thinking. These modules, which are publicly available and shared online through this site, are implemented in the Moodle environment for an online course in Human Abilities and Learning (HAL Online), a course for educators taught at UW-Madison. However, these modules can easily be adapted for other course management environments and other teacher professional development courses.
2. Workflow Representations. We are developing a unique system of visual display that will: 1. Support Internet sharing of adaptable instructional interventions and data about those interventions with other researchers and teachers; 2. Support design-based researchers in The Learning Sciences by allowing them to visually depict designed instructional interventions and their output at varying levels of detail. This will help researchers judge the impact of specific design changes when comparing interventions across iterations and sites. This work is inspired by the work of Edward Tufte, the literature on workflow representations from business and the physical sciences, and the Social Infrastructure Framework (Bielaczyc, 2006). Go to Workflow Representation site
3. Analyses of reasoning in discourse. A primary type of output from an instructional workflow is discourse. We are conducting analyses of discourse collected from HAL Online to understand the development of teacher reasoning. We are developing coding schemes that will guide our analyses and inform the development of assessment rubrics. Our focus is on student development of critical thinking and argumentation skills and how these skills relate to engaging in lifelong learning and can be facilitated through peer discourse. Our overarching interest is to identify what productive online discourse is and use this knowledge to develop instructional units that foster engagement in learning-rich discourse for all learners.
4. Assessment. We are developing and validating instruments and methods for measuring the impact of instructional interventions that focus generally on improving educators' ability to engage in lifelong learning through critical thinking and argumentation, and more specifically on future elementary and middle school teachers' ability to reason about mathematics and children's mathematical thinking. Deliverables include both an instrument for measuring content knowledge associated with teaching combinatorics at the elementary-middle school level using a constructivist approach; and scoring systems for judging the quality of college students' online discourse and reflections, scorable output from our instructional modules.