Finally, the empirical demonstration should be followed by directly addressing the concerns of educators about any possible detrimental effect on reading comprehension skills as a function of any reduction in reliance on textbook-based learning. That component would consist of outlining criteria and limitations for using video-based instructional methods to ensure that it does not have any negative effect on that crucial aspect of primary and secondary education.
Moral Purpose Statement for Change and Stakeholder Issues
Educators have a fundamental responsibility to provide all of their students with the best possible opportunity to maximize their educational opportunity. That responsibility includes overcoming learned prejudices that may limit our ability to recognize valuable educational approaches and methods. One example of such prejudices would include the assumption among professional educators that video-based learning is inferior to traditional textbook-based learning and therefore inappropriate as the basis for substantive academic instruction.
In terms of different classes of stakeholders, it is anticipated that educators would respond best to the empirical evidence documenting the effectiveness of video-based learning. Their primary concern is for the effect of methodological changes on their students. Therefore, to achieve buy-in among this group of stakeholders, the presentation to them should emphasize the educational equivalence of video-based and traditional learning methodologies. It is also anticipated that another group of stakeholders, parents, will have concerns about allowing their children to "watch television" in school. Their primary concern is that their children receive the highest-quality academic instruction and that they do not be allowed to engage in quasi-entertainment instead of "serious" learning.
Therefore, to achieve buy-in among this group of stakeholders, the presentation to them should emphasize the degree to which the properly-designed, implemented, and supervised incorporation of this non-traditional teaching methodology promotes comparable substantive learning to that achieved by traditional...
Likewise, this group of stakeholders should also respond positively to anecdotal evidence of the variety of optimal learning methods among different learners and of the fact that the absorption of substantive information is identical whether it is a function of reading or watching videos.
Prevailing Mental Model within the Organization
The prevailing mental models within the organization that could conceivably present barriers to implementing the proposed change are: (1) the presumption that all learners benefit optimally from textbook and lecture-based teaching methodologies, (2) the concern that lesson retention from video-based learning is inferior to traditional methods; and (3) that replacing any portion of traditional textbook-based learning with video-based learning necessarily undermines optimal achievement of reading comprehension progress among learners.
Corresponding Challenges and Issues in Relation to Change
The main challenge in relation to the first potential barrier is to increase the knowledge among stakeholders pertaining to the empirical evidence of the value and effectiveness of video-based learning under appropriate circumstances and methodological designs. The main challenge in relation to the second potential barrier is to increase the knowledge among stakeholders pertaining to the empirical evidence comparing lesson retention rates between video-based learning and traditional learning. Finally, the main challenge in relation to the third potential barrier is to present clearly-defined criteria for limiting the use of video-based instruction to substantive courses; to ensure that students receive adequate instruction to support optimal reading comprehension in other modules; and to implement any video-based instructional programming in a manner that carefully controls and prevents any diminution of the quality of the
learning environment.
References
Choi, H.J. And Johnson, S.D. "The Effect of Problem-Based Video Instruction on Learner Satisfaction, Comprehension, and Retention in College Courses." British
Journal of
Educational Technology, Vol. 38, No. 5 (2007): 885 -- 895.
Duffy, F.M. "
Paradigms, Mental Models, and Mindsets: Triple Barriers to Transformational Change in School Systems: PART 1." International Journal of Educational Leadership Preparation, Vol. 4, No. 3 (July - September, 2009).
Franciszkowicz, M. "Video-Based Additional Instruction." Journal of the Research
Center for Educational Technology, Vol. 4, No. 2 (2008): 5 -- 14.
