Four phases of video streaming:A case study of medical teaching

Denne artikel undersøgervideostreamingi forskellige undervisningssituationermed varierende grader af studenteraktivering ligefra forelæsningertil team-baseret læring. Artiklen er et casestudie om implementering af video-streaming på Medicin, Aarhus Universitet. Artiklens mål er at udvikle en model afvideostreaming istudenter-centreret undervisning. Forskningsspørgsmålet er: Hvad kendetegner faserivideo-streamingi forhold til studentercentreret undervisning? Artiklen udvikler en model med fire faser af videostreaming baseret på et empirisk casestudie og teori om læringsdesign. Artiklen argumenterer for atbåde undervisere, e-moderatorer og studerende spiller en rolle i forhold til at gøre video-streaming til en nyttig undervisningsteknologi. Selvomuniversitetsundervisere relativt nemt kan udviklevideoer med sin smartphone eller ved hjælp af et digitalt videokamera, er der fordele ved at indlejre teknologien i en social uddannelsessammenhæng i forhold til roller og faser i undervisningsforløb. Undervisningsudviklere skal i samarbejde med underviserelære at se mulighederne ivideo-streaming udfra et undervisningsforløb. This article examines video streaming in teaching situations with varying degrees of student activation ranging from lectures to team-based learning. The article is a case study of the implementation of videostreaming at the Department of Medicine, Aarhus University. The aim of the article is to develop a model of videostreaming in student-centered teaching. The research question iswhat characterizes the phases of videostreaming in relation to student-centered teaching? The article develops a model with four phases of videostreaming based on the case study and the literature on learning design. The article argues that both educators, e-moderators and students play a role in making video streaming a useful teaching technology. There are advantages to embedding the technology in a social educational context in relation to roles and phases of teaching. In collaboration with educators, instructional developers must learn to see the possibilities of video streaming from the perspective of the instructional process.