Immersive learning using 360-Degree Videos in Professional Training Programmes for Teachers
Auch auf Deutsch verfügbar
Content of this page
Profile
- Project leadership
- Martin Berger (PHZH)
- Project team
- Tobias M. Schifferle (PHZH), Thomas Schmalfeldt (PHZH)
- Organisational unit
- F-BW (Bildungswissenschaftliche Forschung)
- Project phase
- Completed (1.1.2023 – 31.12.2024)
- Project type
- Research & development project
- Funding
- Research fund (PH Zurich)
Description
This project explores the potential that (immersive) 360-degree videos have for professional training at PH Zurich; the overall aim is developing the foundations for a meaningful (in terms of pedagogy) and feasible (in terms of technology) implementation of the tool. The focus is placed on the following questions:
- What design principles optimise the educational potential of (immersive) 360-degree videos in professional training programmes for teachers?
- How can the use of (immersive) 360-degree videos promote sustainable and meaningful innovation in practices at PH Zurich?
Methodology
The research questions are formulated using design-based research, a method that explicitly addresses innovation in education practices and that represents a suitable approach for designing technology-based learning environments. By drawing on relevant literature and empirical knowledge, possible uses of the technology are identified and tested in close collaboration with mentor teachers (analysis phase). In an iterative process, application prototypes are then developed and tested (prototyping phase). Over the course of the project, specific applications for the innovation of teacher-training programmes are created.
Project outcomes
As part of a design-oriented project, a prototype of an assignment with immersive 360° videography for teaching reflection was developed at the Zurich University of Teacher Education, Departments of Sekundarstufe II/Berufsbildung and Primarstufe. The starting point was an existing videography task (with classic videography), which was iteratively developed for the use of immersive 360° videos in close collaboration with mentoring teachers and students. The prototype forms the basis for a sustainable implementation of immersive 360° videography. In addition, the project aimed to gain general insights into the use of technology in the professional training of teachers.
The experiences from the project show that the independent use of immersive 360° videography in teacher training is considered pedagogically meaningful and technically feasible from the perspective of the participating students and mentoring teachers, provided that simple setups, guidelines and instructions are provided. For example, certain aspects of observation that were predestined by the technology were recommended for the 360° videography task, such as the engagement of learners in reflection. This was done to make the most of the unique possibilities offered by immersive 360° videography and to maximise its pedagogical value. The videography process was simplified in terms of technology and organisation so that students could work independently with minimal support, and technical support was limited to lending equipment and occasional assistance.
The project has produced “360° kits” (360° camera & VR glasses) with step-by-step instructions that can be borrowed by PHZH students and staff, as well as specific 360° videography tasks that can be used in internships.
Publications
Schifferle, Tobias; Berger, Martin; Schmalfeldt, Thomas (2024)
Immersives Lernen mit 360-Grad-Videos in der berufspraktischen Ausbildung von Lehrkräften der Primarstufe an der Pädagogischen Hochschule Zürich
In: Proceedings of DELFI Workshops 2024