LDSIDLC 2015 - Aim at Improvement: Focusing Student Attention through Video Annotation
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The impact of video is increased when learner’s attention is focused on critical aspects of the performance. This is enhanced by providing learners feedback or asking learners to analyze works of their own or their peers. Video annotation tools can facilitate this process. This session looks at ways these free or inexpensive tools can be used to analyze video and lead to improved learning. The presentation introduces the idea of video annotation, some common tools, possible uses, and lessons learned as I have helped people use these tools over the past several years...
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LDSIDLC 2015 - Aim at Improvement: Focusing Student Attention through Video Annotation
- 1. AIM at Improvement Focusing Student Attention through Video Annotation
- 3. FREE TOOLS • GoREACT (http://goreact.com) • OVA (http://openvideoannotation.org) • Videonot.es (http://videonot.es) • VideoAnt (http://ant.unm.edu) • YouTube • and others…
- 4. OTHER TOOLS VoiceThread (http://voicethread.com) Viddler (http://viddler.com) CoachesEye (App for iOS and Android) and others…
- 5. FEATURES • Timeline specific/linked comments • Tagged comments • Video/audio comments • Reply to comments • Performance Ratings • Rubrics • Prompt video • Asynchronous and Synchronous • Organization tools
- 6. DEMOS
- 13. EXAMPLES AND NON- EXAMPLES OF GOOD PERFORMANCE Use 6
- 14. MARK MOMENTS IN A VIDEO TO ELICIT REFLECTION OR DISCUSSION Use 7
- 15. USE TO DISCUSS/EVALUATE A WORK OF CINEMA/THEATER/OR OTHER MEDIA Use 8
- 18. FINDINGS
- 19. TOOL FACILITATES PRACTICE OF ANALYZE, EVALUATE, AND CREATE LEVELS OF BLOOM’S
- 20. LEANERS SEE THINGS IN A NEW LIGHT...
- 23. QUALITY OF PEER FEEDBACK OF VARYING QUALITY
- 24. WORKFLOW FACILITATION IS RATHER LIMITED...
- 25. TECHNOLOGY MAY GET IN THE WAY
- 26. RECOMMENDATIONS
- 27. CONSIDER AND PLAN FOR POSSIBLE TECHNICAL PROBLEMS
- 28. DON’T FORGET TO TRAIN ALL USERS ON HOW TO USE THE TOOL!
- 29. IF YOUR USING IT FOR SELF OR PEER EVALUATIONS, TEACH LEARNERS HOW TO EVALUATE!
- 30. TRAIN (OR REMIND) EVERYONE ON GOOD FEEDBACK PRACTICE!
- 32. GIVE LEARNERS OPPORTUNITIES TO PRACTICE IN LOW-STAKES CONTEXTS
- 33. QUESTIONS?
Hinweis der Redaktion
- Tools that facilitate text, audio, video, and/or drawings to annotate a video. Usually with some relationship to the timeline of the video.
- Cognitive Apprenticeship
- To teach evaluation
- Use the annotations to show details of good performance that learners might otherwise miss on their own
- Instead of straight feedback, ask questions and ask students to respond…
- Student and instructors like timeline comments (and in the case of some tools drawing on the screen, etc.)
- Allowed for giving feedback to large numbers Permitted students to perform out of class time Flexibility in time for supervisions Etc.
- The tools facilitates pointing out good and bad things going on, but you have to be conscientious about giving students ideas for how to move forward. This seems to happen more naturally when people debrief in person. So how can you build that into your processes without losing the conveniences of the tool.
- Some loved it Some saw it as inconsistent Some saw it as mean spirited
- Students weren’t seeing feedback Instructors sometimes didn’t know when they had stuff to review Instructors’ feedback was viewed before they wanted students to see it…
- Live reviewers were perceived as distracting or distracted Student being taught by student teachers were sometimes distracted by video recording
- Wifi or hardwired connections What Cameras are devices will be used to capture video Record direct to server or uploads What are your upload limits or file size limitations?
- If people don’t know how to use the tool, how they will use the features, they may not get as much out of it…
- Just given a list of criteria, students don’t necessarily know how to distinguish between good and poor performance