VirtualPREX
Virtual Professional Experience
Innovative assessment using a 3D virtual world with
pre-service teachers
VirtualPrex is a mechanism whereby pre-service teachers can gain skills, confidence and techniques to support their real life professional experience prior to practicum by the use of virtual worlds.
About the Project
Aims
Outcomes
Phases
How to use SL and VirtualPREX tools
VirtualPREX classrooms
VirtualPREX role-plays
Machinima
Assessment
Dissemination
Contacts - Project Team
Assessment using Machinima
Introduction
Use pre-existing
Construct own
Develop rubric
Annotate
Resources
References
Sponsored by:
Support
for this
project has been provided by the Australian Learning and Teaching
Council Ltd, an initiative of the Australian Government Department of
Education, Employment and Workplace Relations.
The views expressed in this website do not necessarily reflect the
views of the Australian Learning and Teaching Council.Suggested assessment activities using machinima
4. Annotation of video (machinima)
Instructions for teacher educators
The VirtualPREX website (http://www.virtualprex.com/machinima.html) contains example machinima that can be used for learning and assessment activities. When using machinima for assessment tasks the teacher educator can list the types of scenarios that are relevant for particular learning outcomes. For example, the pre-service teacher might be asked to look for examples of particular strategies that the teacher has used to engage students in the acquisition of knowledge and skills in a particular discipline; they may be asked to reflect on what were effective practices observed in the machinima or what appeared to be ineffective in engaging students and propose alternative strategies and practices. Observing machinima can be coupled with analysis and critique where the pre-service teacher can concentrate on aspects of behaviour management, examples of particular engagement strategies, communication skills (verbal, non-verbal, special awareness), how teachers might motivate students to stay on task.
Pre-service teachers will observe a single machinima and annotate the video at key points with their analysis and critique of the key strategies used by teachers for engaging students in learning in the classroom.
Examples of how teachers can use media annotation tools can be found at:
• http://www.ascilite.org.au/ajet/ajet27/colasante.html
• http://mams.rmit.edu.au/0fbx30o9buylz.pdf
Instructions for pre-service teachers
Key components for Activity A:
1. View the machinima [insert machinima title and link] first without annotating.
2. View machinima again, this time annotating for selected instances of evidence for the aspects outlined in the rubric.
3. Provide an overall reflection on the approach adopted by the teacher to engaging the students in productive learning.
4. Your educator will provide feedback on your annotations and reflections.
5. Rubric A for annotation of machinima
| Observed in machinima | No evidence | Some evidence (example) |
Extensive evidence (examples) |
| Pre-service teacher provided evidence that they could teach appropriate small group activities and lessons | |||
| Pre-service teacher provided evidence that they could establish clear and achievable learning goals for students | |||
| Pre-service teacher provided evidence that they could engage students in productive learning |
Key components of Activity B:
1. View the annotated machinima [insert machinima title and link] adding your own comments in response to the annotations; provide evidence for your comments by citing instances where the annotation is supported by actions in the machinima and where you think there is no evidence to support the annotation.
2. Peer review the overall reflection in the annotated machinima by citing scenes from the machinima to either support the reflection or citing scenes that provide evidence contrary to the reflection.
Rubric B for annotation of machinima
| Observed in machinima | No evidence | Some evidence (example) |
Extensive evidence (examples) |
| Evidence of lesson plan effectiveness | |||
| Learning activities were contextual | |||
| Evidence of strategy behind approach to student engagement | |||
| Evidence of strategy behind approach to classroom management |
