Video Annotation Tools

Rich, Peter J.; Hannafin, Michael J.

doi:10.1177/0022487108328486

Cited by 248 publications

(59 citation statements)

References 15 publications

(14 reference statements)

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“…(Riesback, 1996, cited in Bennett et al, 2002 Annotation tools provide the means for students to actively label and index video cases. Examples of video used to present real-world cases for student annotation include pre-service education students analysing both video cases of experienced teachers' practice (Zottman et al, 2013) and school children tackling mathematical problems (Rich & Hannafin, 2009); and chiropractic students analysing chiropractic clinical episodes to stimulate clinical thinking processes (Colasante et al, 2014).…”

Section: Teaching Strategiesmentioning

confidence: 99%

Video annotation ‘Prepare-Participate-Connect’ models: Promoting student learning

Colasante

Douglas

2016

AJET

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Annotation of video for learning provides tertiary education students with the opportunity to view and engage with course material in an active rather than passive-receptive mode. This multiple-case study examined the integration of a media annotation tool, MAT, across four vocational programs in a Melbourne university. MAT was integrated to allow students to access, interact with, and learn from a range of video-based learning materials. Within one audiovisual technology and three property services cohorts, the teachers planned for and implemented MAT to allow students to analyse case-based and role-played scenarios to help develop workplace skills. This paper frames these integrations within ‘Prepare-Participate-Connect’ models, and illustrates that while students were in the main satisfied with their learning experiences, learning design contexts (such as video choice, individual versus team analysis, and timing of intervention) affected student satisfaction. Analysis of the data indicates that additional to participation, preparation and connection are key to student satisfaction when annotating video.

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Section: Teaching Strategiesmentioning

confidence: 99%

Video annotation ‘Prepare-Participate-Connect’ models: Promoting student learning

Colasante

Douglas

2016

AJET

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“…Capturing the voice, the behaviour and the movement of teachers and pupils in a powerful medium (Tochon, 2001) enables teacher trainees to view examples of authentic learning experiences. In fact, several studies (Harford & MacRuairc, 2008;Newhouse, Lane, & Brown, 2007;Rich & Hannafin, 2009;Rosaen, Lundeberg, Cooper, Fritzen, & Terpstra, 2008) have shown that digital video is a powerful means of facilitating critical reflection and furthering self-evaluation.…”

Section: Possible Methods Used For Reflective Thinkingmentioning

confidence: 99%

Reflecting on an Excellent Teacher's Video Recorded Mathematics Lesson: What Can We Learn?

Lim¹,

Meng²

2013

Nurturing Reflective Learners in Mathematics

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This chapter discusses how the authors used a video recorded lesson of a primary mathematics Excellent Teacher to promote reflective thinking among in-service teachers so as to improve their teaching practices. The data were collected from 18 Malaysian Chinese primary school teachers and 39 Singaporean primary school teachers. During the workshops, the participating teachers were shown a 10-minute video recorded lesson and asked to write their reflections about the lesson based on two main questions. For the first question, they showed similar reflections like the lesson was lively and pupils were happily engaged in the classroom activities. However, five major themes emerged from their reflections on the second question, namely group size, use of mini-whiteboard, structured worksheet, use of measuring instruments, and giving alternative teaching ideas. Further, the video recorded lesson enhanced the teachers' understanding of the mathematical ideas and helped them to generate new teaching ideas.

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“…Son diversas las estrategias en las que se emplea la visualización de grabaciones de vídeo (Amobi, 2005;Gaudin y Charliès, 2015) y que han demostrado incrementar la reflexión de los profesores en formación y en ejercicio. Dicha reflexión se ve favorecida con el uso de herramientas que permiten focalizar el análisis ya que, de este modo, se ofrece la oportunidad a los profesores en formación de visualizar, analizar y perfeccionar su práctica docente antes, durante y después de su trabajo en el aula (Rich y Hannafin, 2009).…”

Section: Reflexión En La Formación Inicial Del Profesoradounclassified

¿Cómo evaluar la reflexión sobre la práctica docente? Un ejemplo en la formación inicial del profesorado de Biología y Geología

Bondía

Gracia

2019

DCES

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La palabra reflexión aparece en numerosas ocasiones cuando se hace referencia a la formación inicial del profesorado. No obstante, son pocas las ocasiones en las que se define qué se entiende por reflexión y, aún menos, cómo evaluarla de un modo sistemático. Este trabajo, en el contexto de la formación inicial del profesorado de educación secundaria, muestra una estrategia para evaluar la reflexión de estudiantes del máster de profesorado de Biología y Geología sobre una actividad relacionada con las salidas a entornos próximos. Para ello, se realiza el análisis de las declaraciones de los estudiantes sobre las implicaciones didácticas de la secuencia realizada. Los resultados muestran que solo alcanzan niveles medio-altos de reflexión un escaso porcentaje de las declaraciones. Se proponen criterios para categorizar el nivel de reflexión sobre situaciones de aula y se discuten las posibilidades de la metodología de análisis empleada.

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Video Annotation Tools

Cited by 248 publications

References 15 publications

Video annotation ‘Prepare-Participate-Connect’ models: Promoting student learning

Video annotation ‘Prepare-Participate-Connect’ models: Promoting student learning

Reflecting on an Excellent Teacher's Video Recorded Mathematics Lesson: What Can We Learn?

¿Cómo evaluar la reflexión sobre la práctica docente? Un ejemplo en la formación inicial del profesorado de Biología y Geología

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