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ScreenPLAY: An Interactive Video Learning Resource for At-Risk Teens

ScreenPLAY: An Interactive Video Learning Resource for At-Risk Teens

Evelyne Corcos, Peter Paolucci
Copyright: © 2010 |Pages: 30
ISBN13: 9781605668260|ISBN10: 1605668265|ISBN13 Softcover: 9781616923884|EISBN13: 9781605668277
DOI: 10.4018/978-1-60566-826-0.ch008
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MLA

Corcos, Evelyne, and Peter Paolucci. "ScreenPLAY: An Interactive Video Learning Resource for At-Risk Teens." Educational Social Software for Context-Aware Learning: Collaborative Methods and Human Interaction, edited by Niki Lambropoulos and Margarida Romero, IGI Global, 2010, pp. 114-143. https://doi.org/10.4018/978-1-60566-826-0.ch008

APA

Corcos, E. & Paolucci, P. (2010). ScreenPLAY: An Interactive Video Learning Resource for At-Risk Teens. In N. Lambropoulos & M. Romero (Eds.), Educational Social Software for Context-Aware Learning: Collaborative Methods and Human Interaction (pp. 114-143). IGI Global. https://doi.org/10.4018/978-1-60566-826-0.ch008

Chicago

Corcos, Evelyne, and Peter Paolucci. "ScreenPLAY: An Interactive Video Learning Resource for At-Risk Teens." In Educational Social Software for Context-Aware Learning: Collaborative Methods and Human Interaction, edited by Niki Lambropoulos and Margarida Romero, 114-143. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-60566-826-0.ch008

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Abstract

This chapter explores the various facets of screenPLAY, an interactive video intervention for at-risk teens, which presents social skills in a medium that is both familiar and motivating to this age group. The chapter begins with a discussion of the pedagogical ideas that motivated the creation of screen- PLAY, from the necessity to move away from a skill-driven to a content-driven social-skill intervention, to promoting learning from experience, and then to the importance of clarifying learning objectives. In addition to the adoption of a constructivist perspective, a case is made for including cognitive and linguistic concomitants with social skill acquisition. A description is provided of how these additional two variables relate to behavior and the way they are integrated in the structure of the intervention. A cognitive skill is embedded in each of the eleven templates used to present content. Video clips displaying vignettes employing student actors are analyzed in a context that requires users to record their responses, thoughts, and observations in audio or text files that are uploaded to be accessed later by other users. The anonymity of both users and actors is protected, first, by the provision of an avatar to represent the user, and then, by having the video clips transformed into a comic book look. The technical details of the construction of this digital platform are provided, as well as a dialectic analyzing how the obstacles, encountered along the way, ultimately contributed to the overall innovative functionality. Future directions are examined in the context of screenPLAY’s modular structure that allows the addition of content and functionality.

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