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Video-Based Teaching Playgrounds: Designing Online Learning Opportunities to Foster Professional Noticing of Teaching Practices

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Abstract

In this article, we share design guidelines for the development and use of online, video-based teaching playgrounds, which provide opportunities for prospective teachers to engage in professional noticing of teaching practices. Through teaching playgrounds, we provide an instantiation of the Presence+Experience framework, which combines the Community of Inquiry model with Kolb’s experiential learning cycle. Teaching playgrounds offer a viable mechanism for instructors and designers to incorporate high touch learning experiences into high tech online teacher preparation courses. Using quantitative methods, we demonstrate the efficacy of online content methods courses incorporating teaching playgrounds. We address implications for the incorporation of online content methods courses in mathematics and science teacher education programs.

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Correspondence to Heather Lynn Johnson.

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Heather Lynn Johnson declares that she has no conflict of interest.

Joanna C. Dunlap declares that she has no conflict of interest.

Geeta Verma declares that she has no conflict of interest.

Evan McClintock declares that he has no conflict of interest.

Dennis J. DeBay declares that he has no conflict of interest.

Brandy Bourdeaux declares that she has no conflict of interest.

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Johnson, H.L., Dunlap, J.C., Verma, G. et al. Video-Based Teaching Playgrounds: Designing Online Learning Opportunities to Foster Professional Noticing of Teaching Practices. TechTrends 63, 160–169 (2019). https://doi.org/10.1007/s11528-018-0286-5

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  • DOI: https://doi.org/10.1007/s11528-018-0286-5

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