Förderung professioneller Unterrichtskompetenz mit digitalen Medien: Lehren lernen durch Videoannotation

Vohle, Frank; Reinmann, Gabi

doi:10.1007/978-3-531-94219-3_18

Cited by 13 publications

(7 citation statements)

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“…Specifically, the core of the video-analytical work with SVL lies in the platformbased video annotation. On the platform (we use the edubreak CAMPUS platform; edubreak.de), learners actively watch and work with videos [15,18,26]. Comments and visual markings, accurate to the second within the video player, enable reflection in and about the specific situation.…”

Section: Rationale Of the Research Projectmentioning

confidence: 99%

“…Explaining one's own thoughts, experiences, or insights within the learning process thus ensures a sustainable learning progress. The didactical relevance of this procedure can be enhanced by linking video situations to concrete observation assignments -these help to explicate subjective thinking in the video in a targeted manner [26,27]. Towards a commentary-based interpretation, one's mental model becomes visible and perceptible within the framework of SVL.…”

Section: Rationale Of the Research Projectmentioning

confidence: 99%

“…However, there is evidence that knowledge is developed more effectively in groups than individually [4,25]. The verbalization and explication of observations within reflection processes has a positive effect on teachers' work related to their own "technical language" [26]. From a lecturers' perspective, video annotation represents a very clear documentation of the learning process within the teacher education course.…”

Section: Rationale Of the Research Projectmentioning

confidence: 99%

“…Despite the technological innovation, social aspects like communication, empathy and trust turned out to be crucial elements in order to establish a respectful group-and, in consequence, feedback-culture [5]. Compared to previous course designs, SVL helped students to develop a certain "situational sensitivity" [24,26]. However, those effects have to be evaluated and verified in detail.…”

Section: Conclusion and Limitationsmentioning

confidence: 99%

“…So called "Social Video Learning" (SVL) is a method inspired by the idea of using video annotation in a collaborative setting. Thereby, video-annotation (enrichment with comments and visual elements) is used to enable situational reflection processes [14,26]. Prior research shows first encouraging results, that an interactive use of video content enhances student motivation and engagement [17].…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Social Video Learning – Creation of a Reflection-Based Course Design in Teacher Education

Tarantini

2020

Advances in Intelligent Systems and Computing

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Reflection on teaching practice is a challenging activity. Often, reflection does only take part on a superficial level. The present contribution describes the creation and first testing of a Social Video Learning (SVL) setting by means of Learning Analytics (LA) for a teacher education course. Furthermore, a theoretical foundation for SVL was tried to create to design the course adequately. Key findings are that (I): SVL has the potential to increase the level of depth in reflection processes, (II): A collaborative and learner centered design is important to benefit from SVL, (III): The use of Learning Analytics in SVL scenarios potentially fosters coaching and learning outcomes of the students.

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Section: Rationale Of the Research Projectmentioning

confidence: 99%

Section: Rationale Of the Research Projectmentioning

confidence: 99%