The Use of Video Annotation Tools in Teacher Training

Pérez-Torregrosa, Ana-Belén; Martín, Cristina Díaz; Ibáñez-Cubillas, Pilar

doi:10.1016/j.sbspro.2017.02.090

Cited by 24 publications

(11 citation statements)

References 19 publications

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“…Google Drive and Annotation Studio (ht tp://uma.annotationstudio.org/) were used for text annotations. The latter is a tool created by MIT's Digital Humanities Laboratory' HyperStudio (EEUU) http://hyperstudio.mit.edu (Paradis & Fendt, 2016) and used in the Vidanet project to test the educational institutions participating in this study.…”

Section: Methodsmentioning

confidence: 99%

Multimedia Annotations for Practical Collaborative Reasoning

Serna¹,

Arrufat

Robles

2021

J. New Approaches Educ. Res.

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University education requires students to be trained both at university and at external internship centres. Because of Covid-19, the availability of multimedia resources and examples of practical contexts has become vital. Multimedia annotation can help students reflect on the professional world, collaborating and interacting with colleagues online. This study aims to encourage collaborative practical thinking by using new video annotation technologies. 274 students participated in an experiment of task design focusing on the analysis of a technology-based, award-winning educational innovation project. With mixed research design, qualitative and quantitative data exported from the video annotation platform used was collected and analysed. The results show differences in the quality and quantity of the answers: in the tasks with broad Folksonomy they are more numerous but more dispersed in their analysis, and vice versa. The quality of the answers given with narrow Folksonomy is also higher in both texts and videos modes. Producing multimedia annotations is a practical way to encourage students to practise reflective reasoning about the professional reality.

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Section: Methodsmentioning

confidence: 99%

Multimedia Annotations for Practical Collaborative Reasoning

Serna¹,

Arrufat

Robles

2021

J. New Approaches Educ. Res.

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“…Video annotation refers to the software which enables taking notes on any particular moment of a video (Perez-Torregrosa et al, 2017). This allows asynchronous computer-mediated communication (Howard & Myers, 2010).…”

Section: Evidence-based Multimodal Reflective Practicementioning

confidence: 99%

Technology Integration Through Evidence-Based Multimodal Reflective Professional Training

Kaya

Adıgüzel

2021

CONT ED TECHNOLOGY

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For technology integration to achieve intended instructional objectives, professional development is of paramount importance for in-service instructors. Technology enhanced reflection providing multimodality and evidence-based data has the potential of helping instructors achieve technology integration in their teaching. Thus, this study addressed the lack of professional development programs for in-service English language instructors aiming at technology integration through evidence-based multimodal reflective practices. By following the developmental research methodology, an instrumental case study was conducted using mixed-methods design including both qualitative and quantitative data. The professional training was carried out with eight English language instructors at tertiary level who aimed to integrate technology into their English classes by being involved in evidence-based multimodal reflective practice. In this study, there were five different data sources (instructors' opinions, recorded lessons, video annotations, face-to-face interaction notes and pages in the learning management system) and seven data collection tools (interviews, tutor reflection template, self-reflection template, peerreflection template, technology integration questionnaire, online discussion forums and evaluation criteria form). As a result, this professional training particularly designed and implemented for the inservice English language instructors at tertiary level did make a change in their both technology integration and evidence-based multimodal reflective practice. Apart from the change in the instructors' technology integration, this study had an impact on their understanding, practice and quality of reflective practice involving evidence-based multimodal reflection tools as it helped the instructors to increase depth in their evidence-based multimodal reflective practice.

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“…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. Pérez-Torregrosa et al ( 2017 ) reviewed the literature on video annotation and noted that prior to 2017, only 19 studies had been conducted on video annotation in education; they provide an overview of the increase in studies of video annotation in learning interventions from 2006 to 2016. In neither the studies reviewed by Pérez-Torregrosa et al ( 2017 ) nor any other the others mentioned here, has video annotation been interrogated from a semiotic lens.…”

Section: Previous Literaturementioning

confidence: 99%

“…Pérez-Torregrosa et al ( 2017 ) reviewed the literature on video annotation and noted that prior to 2017, only 19 studies had been conducted on video annotation in education; they provide an overview of the increase in studies of video annotation in learning interventions from 2006 to 2016. In neither the studies reviewed by Pérez-Torregrosa et al ( 2017 ) nor any other the others mentioned here, has video annotation been interrogated from a semiotic lens. How dynamic imagetexts challenge learners to either learn or remain on the outside of our new media cultures is yet to be explored.…”

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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The Use of Video Annotation Tools in Teacher Training

Cited by 24 publications

References 19 publications

Multimedia Annotations for Practical Collaborative Reasoning

Multimedia Annotations for Practical Collaborative Reasoning

Technology Integration Through Evidence-Based Multimodal Reflective Professional Training

Participatory Media Literacy in Collaborative Video Annotation

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