Adoption of video annotation tool in enhancing students’ reflective ability level and communication competence

Leung, Kim Chau Charles; Shek, Mei Po Mabel

doi:10.1080/17521882.2021.1879187

Cited by 7 publications

(5 citation statements)

References 27 publications

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“…In the first category, there was one study that evaluated the quantity of annotations (Mirriahi et al, 2018a) ). In the second category, three studies examined a reflective task which was accomplished using annotations (Perini et al, 2019;Leung & Shek, 2021;Shek, Leung, & To, 2021). Nilsson and Karlsson (2019) showed that a video analysis using annotations helped student teachers to focus their attention on specific aspects of their teaching and enabled reflection-on-action and decision making in their planning of future lessons.…”

Section: Implementation Of Video Annotations In the Examined Studiesmentioning

confidence: 99%

“…In the majority of cases participants record themselves teaching and then analyse their videos either individually or together with peers. It is noteworthy that the studies published in 2021 (Leung & Shek, 2021;Nagel & Engeness, 2021;Shek et al, 2021) expanded the scope of the recordings to include role-plays and presentations. The use of the participants' own recordings links reflection-in-action and reflection-on-action (Schön, 1987) and facilitates the development of a reflective ability as a whole.…”

Section: General Characteristics Of Video Annotations Used To Develop...mentioning

confidence: 99%

See 1 more Smart Citation

Video Annotation as a Supporting Tool for Video-based Learning in Teacher Training – A Systematic Literature Review

Wachter¹,

Lewalter²

2023

IJHE

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Digital video annotation tools, which allow users to add synchronized comments to video content, have gained significant attention in teacher education in recent years. However, there is no overview of the research on the use of annotations, their implementation in teacher training and their effect on the development of professional competencies as a result of using video annotations as a supporting tool for video-based learning. In order to fill this gap, this paper reports on the results of a systematic literature review which was carried out to determine 1) how video annotations were implemented in studies in educational settings, 2) which professional competencies were investigated to be further developed with the aid of video annotations in these studies, and 3) which learning outcomes were reported in the selected studies. A total of 18 eligible studies, published between 2014 and 2022, were identified via database search and cross-referencing. A qualitative content analysis of these studies showed that video annotations were generally used to perform one or more of three functions, these being feedback, communication, and documentation, while they also enabled a deeper content knowledge of teaching, reflective skills, and professional vision, and facilitated social integration and recognition. The convincing evidence of the positive effect of using video annotation as a supporting tool in video teacher training prove them to be a powerful tool supporting the development of professional vision and other teaching skills. The use of video annotation tools in educational settings points towards further research as well.

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Section: Implementation Of Video Annotations In the Examined Studiesmentioning

confidence: 99%

Section: General Characteristics Of Video Annotations Used To Develop...mentioning

confidence: 99%

Video Annotation as a Supporting Tool for Video-based Learning in Teacher Training – A Systematic Literature Review

Wachter¹,

Lewalter²

2023

IJHE

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“…Dentro de las tecnologías que permiten este tipo de metodología más activas que rompen, detienen, señalan y reproducen los fragmentos de video, y en suma, facilitan este análisis del contenido, encontramos: por un lado, herramientas de presentaciones interactivas, murales dinámicos, mapas conceptuales colaborativos, edición de video en línea, etc. ; al tiempo que, y por otro lado, el uso de anotaciones multimedia sobre diferentes mensajes en distintos códigos (vídeo, texto, imagen y sonido), y que en el caso de los videos utilizados como recursos de clase, o las mismas conferencias impartidas previamente a las clases por el docente para la clase invertida, facilitan una lectura más profunda del mensaje y contenidos bajo anotaciones compartidas por el grupo de clase, desestructurando la narrativa del discurso del contenido, reinterpretando y reflexionando sobre el texto, deteniendo y significando en profundidad las ideas y términos utilizados para diferentes competencias (comunicativas, reflexivas…), análisis de la identidad profesional y formación del docente (Ardley y Hallare, 2020;Ardley y Johnson, 2018;Blau y Shamir-Inbal, 2021;Cebrián-Robles et al, 2021;Constantinos et al, 2020;Crosthwaite et al, 2021;Craig, 2021;Chan, 2021;Leung y Shek, 2021;Marçal, et al 2020;Mei-Po et al, 2021;Ó Gallchóir, 2018;Tan, et al, 2020;Pless et al, 2021).…”

Section: Metodologías Activas Y Anotaciones De Videounclassified

“…El estudio de caso que a continuación relatamos parte de un diseño de investigación descriptivo, con análisis de datos cualitativo y cuantitativo mediante generación de unidades mínimas de análisis y categorías utilizando el etiquetado social -social tagging- Shek et al, 2021) sobre las anotaciones producidas en el uso de una metodología de anotaciones -MAM-(Cebrián-de-la-Serna et al, 2021) sobre los vídeos utilizados en el grupo clase y caso piloto. Al final de la experiencia se aplicó un instrumento de satisfacción validado para que el estudiantado valore la satisfacción de la metodología MAM como la herramienta de anotaciones de video utilizada CoAnnotation.com.…”

Section: Metodologíaunclassified

Anotaciones multimedia y etiquetado social como metodología activa para las videoconferencias

Pérez-Torregrosa

Robles²,

Rey³

et al. 2022

profesorado

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Las condiciones generadas por el Covid-19 en el curso académico 2020-21 obligó a una educación a distancia para garantizar la continuación de la enseñanza en todas las universidades del mundo. Gracias a la tecnología la educación no se paró, pero obligó a los docentes a buscar metodologías más activas en las videoconferencias. El presente estudio analiza la metodología de anotaciones multimedia -MAM- aplicado en un seminario presencial que fue obligado a virtualizar totalmente mediante videoconferencias. El estudio consiste en un diseño de investigación descriptivo y cualitativo del análisis por categorías de 310 anotaciones y etiquetado social sobre los contenidos/conferencias en formato video, junto con un cuestionario sobre la satisfacción de la metodología aplicada. Los resultados de esta prueba de concepto fue una metodología más activa para las videoconferencias obteniendo una alta satisfacción y participación por los estudiantes con una correlación entre variables de 0,686 según prueba KMO.

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“…the amount of force to apply, the operating temperature, or the product model number) may be missing or difficult to extract from videos even with the state-of-the-art computer vision techniques. Therefore, videos captured by cameras need to be annotated with instructions and hints before they can be used for training employees [4], [5].…”

Section: Introductionmentioning

confidence: 99%

ARiana: Augmented Reality Based In-Situ Annotation of Assembly Videos

et al. 2022

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Annotated videos are commonly produced for documenting assembly and maintenance processes in the manufacturing industry. However, according to a semi-structured interview we conducted with industrial experts, the current process of creating annotated assembly videos, in which the annotator annotates the video capturing the expert's demonstration of assembly and maintenance process, is cumbersome and time-consuming. The key challenges include three key problems in annotation: (1) unnecessary extra communications between field workers and annotators, (2) lack of suitable camera gear, and (3) wasting time in the manual removal of non-informative portions of captured videos. Because annotation always follows video capture, the problem 1 remains out of scope for state-of-the-art video annotation tools. And making the assumption of a perfect captured video, which covers no occlusion and contains only relevant assembly or maintenance information, causes problem 2 and 3. As a result, we have developed ARiana, a wearable augmented reality-based in-situ video annotation tool that guides field experts to create annotations efficiently while conducting the assembly or maintenance tasks. ARiana has three key features that include context-awareness enabled by hand-object interaction, multimodal interaction for annotation on the fly, and real-time audiovisual guidance enabled by edge offloading. We have implemented ARiana on Android-based smart glasses, equipped with first-person camera and microphone. In a usability test based on attempting to assemble a toy model and to annotate the recorded video simultaneously, ARiana demonstrated higher efficiency and effectiveness compared to one of the state-of-the-art video annotation tools, in which the assembling process is followed by the annotation process. In particular, ARiana helps users finish annotation tasks four times faster, and increase the annotation accuracy by 23%.

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Adoption of video annotation tool in enhancing students’ reflective ability level and communication competence

Cited by 7 publications

References 27 publications

Video Annotation as a Supporting Tool for Video-based Learning in Teacher Training – A Systematic Literature Review

Video Annotation as a Supporting Tool for Video-based Learning in Teacher Training – A Systematic Literature Review

Anotaciones multimedia y etiquetado social como metodología activa para las videoconferencias

ARiana: Augmented Reality Based In-Situ Annotation of Assembly Videos

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