Design and Implementation of Immersive Representations of Practice

This project will address the potential positive and negative impacts of using 360-degree video for bridging the gap between theory and practice in mathematics instruction by investigating how preservice teachers' tacit and explicit professional knowledge are facilitated using immersive video technology and annotations.

Full Description

Various researchers have documented that a large proportion of preservice teachers (PSTs) demonstrate less sophisticated professional knowledge for teaching both fractions and multiplication/division. Use of representations of practice (i.e., video, animation), and accompanying annotation technology, are effective in improving such professional knowledge, but PSTs continue to demonstrate a lack of precision in attending to or noticing particular mathematics in classroom scenarios. Fortunately, a new technology, 360-degree video, has emerged as a means of training novices for professional practice. This project will address the potential positive and negative impacts of using 360-degree video for bridging the gap between theory and practice in mathematics instruction. Specifically, PSTs demonstrate difficulty in synthesizing explicit knowledge learned in the college classroom with tacit professional knowledge situated in professional practice. The initial pilot of the technology resulted in PSTs demonstrating specific attention to the mathematics. The purpose of the project will be to investigate how PSTs' tacit and explicit professional knowledge are facilitated using immersive video technology and annotations (technologically embedded scaffolds). To do this, the project will examine where and what PSTs attend to when viewing 360-degree videos, both at a single point in the classroom and through incorporating multiple camera-perspectives in the same class. Additionally, the project will examine the role of annotation technology as applied to 360-degree video and the potential for variations in annotation technology. Findings will allow for an improved understanding of how teacher educators may support PSTs' tacit and explicit knowledge for teaching. The project will make video experiences publicly available and the platform used in the project to create these video experiences for teacher educators to use, create, and share 360-degree video experiences.

The project will examine how representations of practice can facilitate preservice teachers' professional knowledge for teaching fractions and multiplication/division. The project will: examine the effect of single versus multiple perspective in PSTs' professional knowledge; examine how PSTs use annotation technology in immersive video experiences, and its effect on PSTs' professional knowledge for teaching fractions and multiplication/division; and design a platform for teacher educators to create their own 360 video immersive experiences. Using an iterative design study process, the project team will develop and pilot single and multi-perspective 360-degree video experiences in grade 3-5 classrooms including developing a computer program to join multiple 360-degree videos. They will also develop an annotation tool to allow PSTs to annotate the single and multi-perspective 360 video experiences. Using a convergent mixed methods design, the project team will analyze the quantitative data using multiple regressions of pre-post data on mathematical knowledge for teaching and survey data on PSTs reported immersion and presence in viewing the videos to compare single and multi-perspective 360-degree video data. They will also qualitatively analyze heat maps generated from eye tracking, written responses from PSTs' noticing prompts, and field notes from implementation to examine the effect of single versus multiple perspectives. The team will use similar methods to examine how PSTs use the annotation technology and its effect. The results of the research and the platform will be widely disseminated.


Project Videos

2022 STEM for All Video Showcase

Title: Studying Mathematical Teacher Noticing with 360 Video

Presenter(s): Karl Kosko & Richard Ferdig

2021 STEM for All Video Showcase

 

Title: Immersive Representations of Practice in Teacher Education

Presenter(s): Karl Kosko, Christine Austin, Richard Ferdig, Enrico Gandolfi, Jennifer Heisler, & Maryam Zolfaghari

 

2020 STEM for All Video Showcase

 

Title: Use of 360 Video in Elementary Mathematics Teacher Education

Presenter(s): Karl Kosko, Christina Austin, Richard Ferdig, Enrico Gandolfi, Qiang Guan, Jennifer Heisler, Annette Kratcoski, Cheng-Chang Lu, Yuxin Yang, & Maryam Zolfaghari

 


PROJECT KEYWORDS

Project Materials

Title Type Post date Sort ascending
Toward a Better Understanding of the Nature of Pedagogical Content Knowledge for Fractions: The Role of Experience Resource
Using Fitbits and Heart Rate Variance (HRVa) to Understand Preservice Teacher Experiences in Extended Reality Resource
Innovative Research Approaches to Mathematics Teacher Noticing Resource
Gaze Analysis System for Immersive 360 Video for Preservice Teacher Education Resource
Exploring the Relationships Between Teacher Noticing, Ambisonic Audio, and Variance in Focus When Viewing 360 Video Resource
Exploring Teacher Knowledge and Noticing with Eye Tracking and 360 Video Resource
Evaluating How Extended Reality Delivery Device and Preservice Teacher Major Impact Presence in Immersive Learning Environments Resource
Professional Noticing as Student-Centered: Pre-service Teachers’ Attending to Students’ Mathematics in 360 Video Resource
Preservice Teachers’ Focus in 360 Videos: Understanding the Role of Presence, Ambisonic Audio, and Camera Placement Resource
Using the COVID-19 Pandemic to Create a Vision for XR-based Teacher Education Field Experiences Resource
Mathematics and Science Teacher Educators' Use of Representations of Practice: A Mixed Methods Study Resource
360 Video as an Immersive Representation of Practice: Interactions between Reported Benefits and Teacher Noticing Resource
Representations of Practice Used in Mathematics Methods Courses Resource
Situating Presence within Extended Reality for Teacher Training: Validation of the Extended Reality Presence Scale (XRPS) in Preservice Teacher Use of Immersive 360 Video Resource
Using 360-degree Video to Explore Teachers' Professional Noticing Resource
Conceptualizing a Shared Definition and Future Directions for Extended Reality (XR) in Teacher Education Resource
Design and Implementation of Immersive Representations of Practice Poster
Situating Presence Within Extended Reality for Teacher Training: Validation of the eXtended Reality Presence Scale (XRPS) in Preservice Teacher Use of Immersive 360 Video Resource
Effect and Influence of Ambisonic Audio in Viewing 360 Video Resource
Extended Reality Initiative: 360 Videos of Teaching/Learning Mathematics Resource