Educating people is essentially a social interaction process. It relies heavily on communication skills and group dynamics. Both can be studied with Viso® - the AV and feedback software suite - or The Observer® XT - professional data integration and research software. This type of research is typically video based and carried out in real life situations. Examples of research topics
- Teacher-student interaction (see screenshot below)
- Shared book reading
- The effectiveness of special education programs for young children with developmental delay
- The engagement of students with behavior problems
Viso - easily provide feedback in education
Viso® creates the perfect set up for your facility. You can view recordings live or directly afterwards in any preferred location. Because there is no delay in the debriefing, the educator’s attention can be completely focused on the learners’ behavior. No matter what kind or research field you are in, Viso is the most user-friendly tool available on the market today.
Lab and research solution for classroom observations
A portable lab allows video recording from different viewpoints. The Observer XT is used to code the video and analyze the data. Combine continuous and instantaneous sampling, which is very useful especially in a classroom situation. Just follow the behavior of the teacher continuously, while sampling all the children instantaneously, for example see what they are doing once every two minutes.
Read an interesting case study from Martijn van Schaik "Looking at learning in practice. Classroom observation with Noldus Observer XT". You can also read what others think about this coding solution. The Observer XT featured in the Journal of Special Education Technology:"The Observer XT appears to be the best coding solution" is the closing of the Associate Editor's Column in the Journal of Special Education Technology. The writers, Dave Edyburn and James Basham, recognize the ongoing interest in observational data collection systems. As a result, they have highlighted four software products. Interested? Please read the column to get to know more about The Observer XT.
- Schaik, M. van; Oers, B. van; Terwel, J. (2011). Towards a knowledge-rich learning environment in preparatory secondary education. British Educational Research Journal, 37(1), 61-81.
- Edyburn, D.; Basham, J. (2008). Research and Practice. Collecting and Coding Observational Data. Journal of Special Education Technology, 23 (2), 56-60.
A diverse collection of scientific articles citing Noldus products are published in renowned journals each week. The following list is only a small selection of scientific publications in educational studies:
- Baker, J.A.; Clark, T.P.; Maier, K.S.; Viger, S. (2008). The differential influence of instructional context on the academic engagement of students with behavior problems. Teaching and teacher education, 24, 1876-1883.
- Blayone, T.J.B.; Mykhailenko, O.; vanOostveen, R.; Barber, W. (2017). Ready for digital learning? A mixed-methods exploration of surveyed technology competencies and authentic performance activity. Education and Information Technologies, doi:10.1007/s10639-017-9662-6.
- Bocquillon, M.; Derobertmasure, A. (2017). The interaction between supervisor and trainee teacher in the context of video feedback a statistical analysis of qualitative data. Reflective Practice, 19:1, 118-134.
- Brown, K.; Kennedy, H. (2011). Learning through conversation: Exploring and extending teacher and children’s involvement in classroom talk. School Psychology International, DOI: 10.1177/0143034311406813.
- Drape, T.A.; Westfall-Rudd, D.; Doak, S.; Guthrie, J.; Mykerezi, P. (2013). Technology intergration in an agriculture associate's degree program: a case study guided by rogers diffusion of innovation. NACTA Journal, 24-35.
- Kandalla, M.; Bhat, P. (2010). Early Social Skills as a Function of Gender: An Observational Study of Children Between 3-8 Years in Andhra Pradesh, India. Proceedings of Measuring Behavior 2010, 7th International Conference on Methods and Techniques in Behavioral Research (Eindhoven, The Netherlands, 24-27 August 2010), 235-238.
- Klein, P.S.; Adi-Japha, E.; Hakak-Benizri, S. (2010). Mathematical thinking of kindergarten boys and girls: similar achievement, different contributing processes. Educational Studies in Mathematics, 73, 233-246.
- Lefstein, A.; Snell, J. (2013). Beyond a unitary conception of pedagogic pace: quantitative measurement and ethnographic experience. British Educational Research Journal, 39 (1), 73-106.
- Leng, B.A. de; Dolmans, D.H.J.M.; Donkers, H.L.M.; Muijtens, A.M.M.; Vleuten, C.P.M. van der (2010). Instruments to explore blended learning: Modifying a method to analyse online communication for the analysis of face-to-face communication. Computers & Education, 55, 644-651.
- Li, H.; Rao, N.; Kam Tse, S. (2011). Bridging the gap: a longitudinal study of the relationship between pedagogical continuity and early Chinese literacy acquisition. Early years, 31 (1), 57-70.
- Snell, J. (2011). Interrogating video-data: Systematic quantitative analysis versus micro-ethnographic analysis. International Journal of Social Research Methodology, 14(3), 253–258.
- McAuliffe, M.D.; Hubbard, J.A.; Romano, L.J. (2009). The role of teacher cognition and behavior in children’s peer relations. Journal of abnormal child psychology, 37(5), 665-677.
- Smith, F.; Hardman, F.; Higgins, S. (2007). Gender inequality in the primary classroom: will interactive whiteboards help? Gender and education, 19(4), 455-469.
Blog posts on classroom observation