I was delighted to see recently that the VEO App website has been updated with the published research and presentations that have been done over the last few years. A range of my own contributions is listed. Video is a key part of my outlook as a teacher and as a researcher. From the earliest days of digital video, I have had a keen interest in the potential of video in education. My MA thesis used DV as a tool for students’ learning and my MA dissertation supervisor, (then Dr, now Professsor) Andrew Burn was also involved in the earliest Becta work on DV.
I was pleased to contribute a short piece highlighting advice to schools about implementing video-enhanced observation. It’s such a valuable tool for dialogue and professional development at all career stages, but one of the key issues is that schools need to be able to facilitate this as part of practice.
The two main areas of importance are in a) ensuring that video used in schools is built into the policy fabric of the school so that the rights of all stakeholders are ensured and b) developing a CPD model that encourages this form of development.
The piece can be read via my University of Sunderland staff profile
One of the unexpected pleasures of working in educational research is to find that someone has read your work and referenced it in theirs. Being relatively new to the field, I am always pleased when I realise that this has happened. Strangely, this can happen in quite unexpected ways. I realised that my (Doyle, 2004) MA dissertation work had been cited by my supervisor, Professor Andrew Burn, in The Sage Handbook of E-Learning Research (first edition – 2007, see pictures below), but I only found out by chance more than a decade later.
A few weeks ago, Google Scholar alerted me that my 2018 paper “Video-enhanced lesson observation as a source of multiple modes of data for school leadership: A videographic approach” had been cited by Briggs & Coleman in the Oxford Research Encyclopedias section on Research Methodology on Educational Leadership and Management. I was pleased to see that others in the field had picked up on my argument that video can provide rich data for school leaders, beyond its inital use as a tool for enhanced lesson observation.
Naturally, I was pleased that my work was being shared. I’m a video person rather than a languages person, but having worked extensively with linguists at Newcastle University, there has always been a crossover. Video-enhanced observation formed a key part of my work on the VEOEuropa project and the proPIC project.
Video is a key interest of mine – in practice and in research. It’s also an area I will be contuining to work on in the future.