Reflective Learning With Video-Based Annotations

Abstract

The use of video-based interactive annotation and analysis with time-attached comments and reflection are on the rise in teaching and learning. Although video technologies are becoming more affordable, video annotation tools require sophisticated integration of database management, metadata mapping and retrievability, user management, data privacy, and storage. These issues have contributed to the limited application of these tools in educational settings. To understand the teaching and learning possibilities of these video annotation tools, the researchers conducted a case study with a purposeful sample of faculty from interdisciplinary backgrounds. The study took an inductive approach through comparison of two video annotation systems, exploratory applications as different user roles, observations, usability tests, and pilots with in-service teachers.