The relevance of the study of educational video blogging is determined by the rapid spread of online learning technologies. Video blogs are embedded in online courses or are an independent educational product in the form of a teacher’s channel filming videos on their subject, helping in self-study, building individual educational routes.
The purpose of the article is to study the conceptual foundations and meanings in the subject field of educational video blogging. The objectives of the study involve highlighting the advantages and limitations of using video blogs based on the analysis of English language publications.
Search queries in leading databases made it possible to form an array of publications. Familiarization with the content of articles and / or their annotations filled three approaches to interpretations with meaning – video blogging as an educational technology, as a means of communication, and as a way to promote the image of a teacher.
The results of the article were the allocation of an additional meaning of educational blogging as a tool for reflection of students and teachers, as well as an emphasis on the professional identity of teachers who blog. Educational blogging goes beyond formal education both in content and in the formats of presentation of material. Experiments in this area demonstrate the possibilities for cognitive development of students, implementation of information and communication tasks, as well as a motivational effect.
Different types of educational video blogs are considered as tools for organizing training and self-study. Video blogs as a means of self-presentation are transformed into a tool for self-reflection of the teacher and the student. Video blogging as a way to promote the image of a teacher is transformed in the direction of developing a professional community, forming digital literacy and digital identity.
Author : Alexandra Filipova
“Unpacking” Agency in the School Project: Prospects for a Participatory Approach
School has become more project-oriented. There is tremendous potential for student agency here. Children’s agency can be revealed through a participatory approach to childhood sociology.
The analysis model is based on the principles of participatory methodology and interpretive reproduction by Corsaro. Three groups of variables are identified: the subjectivity of the child, the balance of power between the child and the adult, and the joint creativity of the participants.
The empirical basis of the study is the “Green School” case, implemented online with the participation of five schoolchildren and one teacher from the Khabarovsk Territory. Observation, interviews, focus groups, and text analysis were used for the monographic analysis of the “case”.
In a space of “equal participation”, where students and a teacher are co-participants and co-researchers, children’s agency can be disclosed. Children maximally expresses themselves through free choice, gaining personal experience in the process of making decisions. Responsibility arises not as an “obligation”, but as a motivation for learning: “how can we do it to make it better”. The results of this work can be used by educators in organizing project-based research activities for students, utilizing sociological methods adapted to the study of children.