Isatt2013 presentation
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This study examined the use of an educational movie to trigger reflection on academic organizational cultures in a course at Oulu University of Applied Sciences in Finland. The 17-minute movie depicted an ordinary day for a university lecturer. It sparked classroom discussions after viewing. Analysis of video recordings and student surveys found that the movie lightened the mood and engaged students in intensive discussion about their own experiences. It helped the teacher provide personalized guidance by understanding student perspectives. Viewing the movie also helped students grasp the course concepts of organizational cultures. Discussions reflected that an increasing "corporate culture" in academia has reduced flexibility and ability to meet student needs, while also limiting research time.
Isatt2013 presentation
- 1. USE OF AN EDUCATIONAL MOVIE AS TRIGGER FOR REFLECTION ON ACADEMIC ORGANIZATIONAL CULTURES Tiiu Tenno, PhD; Asko Karjalainen, PhD & Blair Stevenson, PhD The School of Vocational Teacher Education, Oulu University of Applied Sciences, Finland ISATT - 16th Biennal Conference on Teachers and Teaching, July 1-5, 2013
- 2. The Educational Movie educational movie has specific educational purpose has been written and dramatized trigger film short effective typically used to activate students
- 3. THE CLAN FILM IS DESIGNED ESPECIALLY FOR TRAINING AND CONSULTING UNIVERSITY TEACHERS AND STAFF
- 4. The Educational Movie The Clan a fully dramatized 17 minute long film demonstrates explicit, real-life contexts by presenting unstructured problems in an academic environment the film script was constructed by applying the theory of subjective and objective layers of meaning
- 5. . one working day in the life of an ordinary university lecturer - hurry
- 6. . one working day in the life of an ordinary university lecturer meeting students
- 8. The Research Project Context: The School of Vocational Teacher Education at the Oulu University of Applied Sciences in Finland Course: Higher education institutions codes of laws, statutes and practices Course has been delivered since 2007 as an optional component of the teacher education program Key objective was to encourage participants to become active change agents in their own organizations Key teaching method was the use of dialogue Key assignment was writing reflections on the course topics
- 10. 1. What impact did the use of the educational movie have on student-teacher interactions in relation to the learning objectives? 2. What meaning structures were reflected upon and shared during the classroom discussions as a result of viewing the educational movie? Researchquestions
- 11. Data collection The data consisted of Video recordings of the resulting conversations between course participants after viewing the video. Recorded data consisted of two twenty minute sessions of classroom discussion during which the teacher was an active participant. Teachers field notes during the workshops concerning his own experiences and interaction with the students. A post-survey was conducted with participating students consisting of questions focusing on the students perceptions of the impact of the video on their ability to achieve the learning objectives of the course.
- 13. The strategy of data analysis Classroom discussion after viewing the video Observing the video footage data and analyzing discussion, phase 1 Observing the video footage data and analyzing discussion, phase 2 A final interpretation workshop (R3) =outsider- researcher (R1) =teacher- researcher (R2) =recorder- researcher Post-survey for the participating students
- 14. Process of data analysis 1. The researchers (R1, R2, R3) observed the video footage data independently; 2. An interpretation formula was made by the two researchers (R1 and R2) based on the MeM framework; 3. Interpretation workshops were held, during which two researchers selected, transcribed and interpreted the most meaningful expressions and sequences (R1 and R2); 4. A preliminary summary of the interpretations including a constructive hypotheses was made by the R1 researcher to summarize the cases; 5. R2 and R3 evaluated the interpretation in a critical reflection session which also included an analysis and interpretation of data drawn from the post-course survey; and 6. A final interpretation workshop was held with R1, R2, and R3. Graph
- 15. Example of the post- survey for the participating students
- 16. The MeM framework gives a two dimensional illustration for the ontological categories of the meaning structures.
- 17. FINDINGS
- 18. Research question 1: What impact did the use of the educational movie have on teacher-student interaction in relation to the course learning objectives? 1. The viewing of the movie lightened the mood among the students and allowed the participants to immediately enter into an intensive discussion. 2. Immediately after viewing the film, students were keen on articulating their own experiences, which in all cases were even more detailed than the fictional experience viewed on the film -> therapeutic function of the film. 3. By hearing students personal experiences, the teacher was able to give more personalized guidance and instruction during the course. 4. Viewing the movie promoted learning of the theory. Students during these sessions more easily grasped an understanding of the idea of organizational cultures discussed within the course.
- 19. Research question 2: What meaning structures were reflected upon and shared during the classroom discussions as a result of viewing the educational movie? Coporate culture has taken root in academy? Academic work has gradually become business-like in structure within which the demands on staff have become results-based and administrative mechanisms created by the organizations have left little room for individual freedom and academic flexibility. By working under this corporate culture, university teachers described themselves as increasingly losing the ability to meet students needs as a good teacher; While at the same time, they did not have time to concentrate on the production of high quality research neither.
- 20. Tiiu Tenno tiiu.tenno@oamk.fi The School of Vocational Teacher Education Oulu Uusikatu 2 90100 OULU FI
Editor's Notes
- #2: Activation QDo you use movies in your teaching?What kind of movies?Du you make videos with your students?
- #4: The educational movie used, titled The Clan, was especially designed for training and consulting university teachers and staff.
- #5: It is a fully dramatized, 17 minute long film with a fictional plot based on one working day in the life of an ordinary university lecturer. The film script was constructed by applyaing the theory of subjective and objective layers of meaningas outlined in the Meaning Matrix framework (MeM) detailed below.The video demonstrated explicit, real-life contexts by presenting unstructured problems in an academic environment that allowed viewers (course participants) to reflect on their own challenges within their respective academic organizations. Ultimately, the specific goal for the use of the film in this course was to have participants reflect on their shared meaning structures about academic organizations by using multi-frame thinking.
- #6: Actors in Clan are teacher, secretary, students, co-workers and bosses.
- #9: The research project was carried out in the School of Vocational Teacher Education in Oulu 2012-2013.Higher education institutions codes of laws, statutes and practicesOne such video in the form of an educational movie was used as part of a recent 2011 course titled Higher education institutions codes of laws, statutes and practices offered at the School of Vocational Teacher Education at the Oulu University of Applied Sciences in Finland. This course was delivered to academic staff with the key objective of promoting a heightened awareness of organizational cultures and encouraging participants to become active change agents in their own organizations. The teaching methods used in the course are interactive and based primarily on a series of dialogues between the teacher and students during two four-hour workshops. The major assignment for the course focuses on course participants providing reflections on the course topics.
- #12: Some photos about data collection
- #14: R1 participate in classroomdiscussion.
- #15: (R1) =teacher-researcher (R2) =recorder-researcher(R3) =outsider-researcherThe research process is validated and we continue our reasearch with the next round of data collection.
- #16: Ourconclusionswere made certainusingpost-survey for students.
- #17: Conscious KON-SHUS == tietoinentarkoituksellinen quietly KU-AITLI == hiljaa latent LEI-TENT == piilev辰teach, taught TOOD == opettaaopettisocial pressure PRESR == sosiaalinenpaineV辰likysymys!!!! Avaa matrix! The MeM framework gives a two dimensional illustration for the ontological categories of the meaning structures. Interpretations of collected data and associated analysis were conducted using an interpretation formula based on this framework in order to articulate and trace the social meaning structures discussed by participants and was further used to design The Clan educational movie. In thisstudy, the MeM anchored the observations and interpretations in order to make estimates about the impact of the designed video. Sosiaalinen konstruktionismi kytkeytyy perusl辰ht旦kohdiltaan l辰helle objektiivista hermeneutiikkaa ja Ulrich Overmannin merkitysteoriaa, jonka mukaan merkityksenanto voi olla vain rajatussa mieless辰 subjektiivinen tapahtuma. Yksil旦 rakentaa merkitysmaailmaansa kulttuurisidonnaisen kielen avulla tietyn sosiaalisen todellisuuden ohjaamana, jolloin subjektiivisten merkitysten tausta ja motiivit ovat aina jollakin tavalla my旦s sosiaalisen todellisuuden sis辰lt辰mien intersubjektiivisten merkitysrakenteiden m辰辰ritt辰mi辰.
- #19: Moreactive, moreeffective, savedtime