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Video and the pedagogy of expansive learning: Insights from a research-intervention in engineering education

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)peer-review

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Video and the pedagogy of expansive learning : Insights from a research-intervention in engineering education. / Moffitt, Philip; Bligh, Brett.

Video Pedagogy: Theory and Practice. ed. / Dilani Gedera; Arezou Zalipour. Cham : Springer, 2021. p. 123-145.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNChapter (peer-reviewed)peer-review

Harvard

Moffitt, P & Bligh, B 2021, Video and the pedagogy of expansive learning: Insights from a research-intervention in engineering education. in D Gedera & A Zalipour (eds), Video Pedagogy: Theory and Practice. Springer, Cham, pp. 123-145. https://doi.org/10.1007/978-981-33-4009-1_7

APA

Moffitt, P., & Bligh, B. (2021). Video and the pedagogy of expansive learning: Insights from a research-intervention in engineering education. In D. Gedera, & A. Zalipour (Eds.), Video Pedagogy: Theory and Practice (pp. 123-145). Springer. https://doi.org/10.1007/978-981-33-4009-1_7

Vancouver

Moffitt P, Bligh B. Video and the pedagogy of expansive learning: Insights from a research-intervention in engineering education. In Gedera D, Zalipour A, editors, Video Pedagogy: Theory and Practice. Cham: Springer. 2021. p. 123-145 https://doi.org/10.1007/978-981-33-4009-1_7

Author

Moffitt, Philip ; Bligh, Brett. / Video and the pedagogy of expansive learning : Insights from a research-intervention in engineering education. Video Pedagogy: Theory and Practice. editor / Dilani Gedera ; Arezou Zalipour. Cham : Springer, 2021. pp. 123-145

Bibtex

@inbook{fc024b1be139432b9477d4af00bcbeda,
title = "Video and the pedagogy of expansive learning: Insights from a research-intervention in engineering education",
abstract = "Video is used in pedagogy in diverse ways and celebrated in scholarship for its sensuous and multimodal potential. Yet its use rarely challenges established pedagogical goals, and dominant research narratives seek to analytically isolate video or document its application in bounded tasks. In this chapter, by contrast, we scrutinise the use of video across a wider pedagogical process—an expansive learning process in which participants strive to overcome existing practices and construct culturally novel knowledge. We analyse data from a Change Laboratory project in an undergraduate engineering setting. A joint team of learners, lecturers and institutional managers collaborated in a series of task-based workshops to develop new ways for learners to collaborate with external engineers, in ways previously obstructed by institutional technologies and policies. Video played a range of roles, especially when participants described problems, negotiated procedures and imagined future ways of working. Importantly, video use oscillated as participants{\textquoteright} goals shifted and developed, and the chapter is thus structured to examine video use longitudinally throughout the pedagogical process. The narrative also reflects on how participants{\textquoteright} use of video diverged, sometimes substantially, from our prior design expectations. We conclude by highlighting the importance of conceptualising video as part of a wider constellation of mediating artefacts, whose alignment is consequential; recognising the validity of learners{\textquoteright} goals where they regulate unanticipated uses of video; and understanding how people build relationships with video artefacts cumulatively, through sequences of interaction and meaning-making.",
author = "Philip Moffitt and Brett Bligh",
year = "2021",
month = mar,
day = "25",
doi = "10.1007/978-981-33-4009-1_7",
language = "English",
isbn = "9789813340084",
pages = "123--145",
editor = "Dilani Gedera and Arezou Zalipour",
booktitle = "Video Pedagogy",
publisher = "Springer",

}

RIS

TY - CHAP

T1 - Video and the pedagogy of expansive learning

T2 - Insights from a research-intervention in engineering education

AU - Moffitt, Philip

AU - Bligh, Brett

PY - 2021/3/25

Y1 - 2021/3/25

N2 - Video is used in pedagogy in diverse ways and celebrated in scholarship for its sensuous and multimodal potential. Yet its use rarely challenges established pedagogical goals, and dominant research narratives seek to analytically isolate video or document its application in bounded tasks. In this chapter, by contrast, we scrutinise the use of video across a wider pedagogical process—an expansive learning process in which participants strive to overcome existing practices and construct culturally novel knowledge. We analyse data from a Change Laboratory project in an undergraduate engineering setting. A joint team of learners, lecturers and institutional managers collaborated in a series of task-based workshops to develop new ways for learners to collaborate with external engineers, in ways previously obstructed by institutional technologies and policies. Video played a range of roles, especially when participants described problems, negotiated procedures and imagined future ways of working. Importantly, video use oscillated as participants’ goals shifted and developed, and the chapter is thus structured to examine video use longitudinally throughout the pedagogical process. The narrative also reflects on how participants’ use of video diverged, sometimes substantially, from our prior design expectations. We conclude by highlighting the importance of conceptualising video as part of a wider constellation of mediating artefacts, whose alignment is consequential; recognising the validity of learners’ goals where they regulate unanticipated uses of video; and understanding how people build relationships with video artefacts cumulatively, through sequences of interaction and meaning-making.

AB - Video is used in pedagogy in diverse ways and celebrated in scholarship for its sensuous and multimodal potential. Yet its use rarely challenges established pedagogical goals, and dominant research narratives seek to analytically isolate video or document its application in bounded tasks. In this chapter, by contrast, we scrutinise the use of video across a wider pedagogical process—an expansive learning process in which participants strive to overcome existing practices and construct culturally novel knowledge. We analyse data from a Change Laboratory project in an undergraduate engineering setting. A joint team of learners, lecturers and institutional managers collaborated in a series of task-based workshops to develop new ways for learners to collaborate with external engineers, in ways previously obstructed by institutional technologies and policies. Video played a range of roles, especially when participants described problems, negotiated procedures and imagined future ways of working. Importantly, video use oscillated as participants’ goals shifted and developed, and the chapter is thus structured to examine video use longitudinally throughout the pedagogical process. The narrative also reflects on how participants’ use of video diverged, sometimes substantially, from our prior design expectations. We conclude by highlighting the importance of conceptualising video as part of a wider constellation of mediating artefacts, whose alignment is consequential; recognising the validity of learners’ goals where they regulate unanticipated uses of video; and understanding how people build relationships with video artefacts cumulatively, through sequences of interaction and meaning-making.

U2 - 10.1007/978-981-33-4009-1_7

DO - 10.1007/978-981-33-4009-1_7

M3 - Chapter (peer-reviewed)

SN - 9789813340084

SP - 123

EP - 145

BT - Video Pedagogy

A2 - Gedera, Dilani

A2 - Zalipour, Arezou

PB - Springer

CY - Cham

ER -