Video and other digital media are used and integrated within a wide range of research projects from across all of CeDARE's research strands.
CeDARE have significant experience using video both during and as an output of research. Several recent projects of national significance have included video and multimedia case studies to present findings and data in an accessible format that gives deep insight into the research and also enables it to be distributed to a variety of audiences.
Our research in this area can be split into two distinct areas:
Click the image below to play the video trailer for Teaching that Matters project, featuring extracts from each of the four university case studies.
Within our projects we often utilise video as a tool for demnstrating the subject and bring projects to life. The following are some examples of how we have used video in high-profile research projects.
Video case studies for EYPS Longitudinal Study project For our DfE-funded project entitled 'Longitudinal Study of Early Years Professional Status: an exploration of progress, leadership and impact' we have created four multimedia case studies of settings involved in the research.
Teaching that Matters video case studies Researched and written for Million+, this report highlights the teaching revolution underway in modern universities. Four video case studies were created that demonstrate the examples given in the report.
Use of video in evaluating I Can's Early Talk programme In this formal evaluation of I Can's Early Talk programme for the Dept for Education CeDARE created a series of video case studies which combine observations of practice with interviews with practitioners.
Exploring the Use of ICT in ITT This report outlines the evaluation of the TDA’s programme for funding ICT in ITT between 2003 and 2008. The evaluation focused on assessing the programme’s impact on trainers and trainees and the organisations in which they were based. Several case study videos were used to illustrate the findings.
We tend to conceptualise this as using video in a range of modalities which we have termed: extraction, reflection, projection and provocation, participation and articulation. In each modality video serves a particular role within a piece of research or with specific groups and communities.
Is there an epistemology of video?This question was put to Mark Hadfield and Kaye Haw by Penny Lawrence, an EdD student from the University of Winchester. Always up for a discussion, they try to work out if this was a good question and if they had any answers.
Video in Social Science Research: Functions & FormsAs a practical research tool this book shows how, why and when video should be used, representing an invaluable guide for researchers, professionals and doctoral students conducting research in the social sciences.
Video as a Visual Method within Practitioner Research This book chapter by Mark Hadfield and Kay Haw features in 'Practitioner Research: Teachers' Investigations in Classroom Teaching', edited by Myint Swe Khine and Issa M. Saleh, which identifies issues related to practitioner research.
Voice, young people and action researchThis article by Mark Hadfield and Kaye Haw in Educational Action Research Volume 9 (3) moves from an overview of what is meant by the term 'voice' to discussing the significance of its links with action research using a simple typology of three types of voice: Authoritative, Critical and Therapeutic.
