Læring med videoteknologi – peer feedback og videosupervision
DOI:
https://doi.org/10.7146/lom.v9i16.24373Keywords:
videooptagelser, peer feedback, supervisionAbstract
Denne artikel beskriver, hvordan underviserne arbejder med gradvist at indføre de beskrevne scenarier for at sikre løbende succes. Metoder og undervisningspraksis er løbende blevet justeret for at optimere de studerendes læring. Forventeligt bliver designet afprøvet i formative prøver i takt med indførelsen af den nye eksamenslovgivning.
Undervisningen i praktisk færdighedstræning har gennem tiden været præget af mesterlæreprincippet. Undervisningsscenarierne, som vi indfører nu, bygger på nutidig pædagogik, hvor videosupervision og peer feedback vægtes højt sammen med Activity, Individuality og Relevance (jf FAIR-principperne) (Harden & Laidlaw 2013; Hattie og Timberley 2007). Inkludering af IT og videoudstyr kan hjælpe studerende både i øvelser med online peer-feedback og i den asynkrone videosupervision med underviser. At den studerende kan kigge med på sin egen udførelse i supervisionsdelen er en af de største gevinster i det nye didaktiske design. Endvidere er vores indsatser med peer-feedback blevet videreudviklet med rubrics, som specifikt er målrettet på at give feedback på den praktiske udøvelse af færdighederne. Dokumentationsmaterialet rummer bl.a. de studerendes selvvurderede læringsudbytte målt ved hhv. at give og modtage feedback.
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