“Take a look at this!”. Video annotation as a means to foster evidence-based and reflective external and self-given feedback: A preliminary study in operati on room technician training

Cattáneo, Alberto; Boldrini, Elena; Lubinu, Francesco

doi:10.1016/j.nepr.2020.102770

Cited by 12 publications

(13 citation statements)

References 35 publications

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“…The study also suggests suitable ways to foster reflection in vocational education by writing about one's practice and by exploiting technology, confirming and extending the results of other studies in the VET field (e.g. Cattaneo et al 2020;Boldrini and Cattaneo 2014;Gavota et al 2010;Mauroux et al 2014Mauroux et al , 2016Schwendimann et al 2018). The same approach can be transferred to other professional fields to design effective instructional activities and learning environments capable of helping apprentices to develop those reflective skills, which are increasingly necessary for autonomous professionals and lifelong learners in the continuously evolving world of work.…”

Section: Discussionsupporting

confidence: 81%

“I Reflect, Therefore I Am… a Good Professional”. On the Relationship between Reflection-on-Action, Reflection-in-Action and Professional Performance in Vocational Education

Cattáneo¹,

Motta²

2020

Vocations and Learning

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Reflection is essential for professional competence development in every profession. Reflection-on-action (taking place a posteriori, when the task is already accomplished) and reflection-in-action (occurring while performing the task) are equally important to increasing one’s professionalism. Some evidence supports the effectiveness of promoting the former by using metacognitive prompts that encourage vocational education apprentices to reflect. However, it is unclear to what extent this approach is effective to promote their reflection-in-action, to increase the quality of their professional performance, and to establish a long-term attitude to reflect on-action. Using a thinking aloud technique, we asked 15 apprentice chefs to cook a recipe and video-recorded them. When finished, we asked them to complete a report that self-assessed their performance. Nine of them were accustomed to metacognitive prompts to reflect on their practice, the others not. The former group outperformed the latter in the quality of their reflection-in-action. Also, the quality of their performance, according to two experts’ assessment, was significantly better. Finally, their reflection-on-action was higher. Despite its limitations due to the small sample, the study represents a good premise to confirm the effectiveness of our pedagogical approach and transfer it to other initial vocational education professions.

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Section: Discussionsupporting

confidence: 81%

“I Reflect, Therefore I Am… a Good Professional”. On the Relationship between Reflection-on-Action, Reflection-in-Action and Professional Performance in Vocational Education

Cattáneo¹,

Motta²

2020

Vocations and Learning

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“…Video annotation allows for note-taking directly within the video-player interface. This has been widely tested within the framework of teacher education, and the effectiveness of video annotation to promote reflective skills has been shown in several contributions from other professional fields (Cattaneo et al, 2020). Annotation tools help participants to communicate and collaborate, combining the affordances of written annotations (helping teachers objectivize their reflections through writing) with the availability of video recordings of authentic (or simulated) professional practices, and finally discovering sources for potential enhancement of teachers' professional vision and professional identity (Evi-Colombo et al, 2020) and that of professionals in general (for example, Cattaneo et al, 2020).…”

Section: Model 1: Observation and Collaborative Analysis Of Video-recorded Professional Practicesmentioning

confidence: 99%

Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art

Ramos

Cattáneo²,

Jong

et al. 2021

Journal of Research on Technology in Education

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The growing use of video technologies has revealed the need for pedagogical models to support collaborative learning as part of teacher professionalization processes. We conducted a state-of-the-art review of 120 empirical studies from 2003 to 2019 to identify pedagogical models for the facilitation of teachers' professional development via video-supported collaborative learning. The study identified four pedagogical models: observation and collaborative analysis of video-recorded professional practices, collaborative video-supported authoring, collaborative learning based on video content, and video-supported synchronous collaboration. The study provides an initial contribution toward the construction of an evidence-based video pedagogy. Such pedagogies can help to answer the continuing need for appropriate education and training for professionals in the areas of teacher education and professional development, higher education, and vocational education and training.

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“…The most widely cited article, (Rich & Hannafin, 2009 ), provides many detailed discussions about different uses of video annotation in teaching and learning. However, more recently, studies such as Zaier et al ( 2020 ) and Cattaneo et al, 2020 continue to argue for video annotation’s ability to facilitate peer evaluation, academic feedback, and self-evaluation. In behavior analysis, Mirriahi et al ( 2016 ) investigated cluster diagrams of video annotation behavior and determined that viewers reflected one of four behavior types: minimalist, disenchanted, task-focused, or intensive group clusters.…”

Section: Previous Literaturementioning

confidence: 99%

Participatory Media Literacy in Collaborative Video Annotation

Howard

2021

TechTrends

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Collaborative Video Annotation (CVA) is a kludge where learners annotate video together, experiencing both the video and each other's annotations in a dynamic discussion. Three scenes from small group CVA discussions were selected for analysis from 14 CVA discussions where 8-12 learners interacted via the annotation tool on top of a video. The twenty-second scenes were analyzed for semiotic meaning-making practices and this revealed a variety of participatory media literacy levels among these undergraduates. Topics of discussions were related but not identical, and the selected exemplars showed a range of attention to communicative features of the media. Discussions evolved in dramatically different ways due to the interplay of images, text, and learner choices. Results suggest that converged media require new literacies educators would be wise to explore and wiser still to educate our learners about.

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“Take a look at this!”. Video annotation as a means to foster evidence-based and reflective external and self-given feedback: A preliminary study in operati on room technician training

Cited by 12 publications

References 35 publications

“I Reflect, Therefore I Am… a Good Professional”. On the Relationship between Reflection-on-Action, Reflection-in-Action and Professional Performance in Vocational Education

“I Reflect, Therefore I Am… a Good Professional”. On the Relationship between Reflection-on-Action, Reflection-in-Action and Professional Performance in Vocational Education

Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art

Participatory Media Literacy in Collaborative Video Annotation

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