Video studies and the challenge of selecting time scales

Dalland, Cecilie Pedersen; Klette, Kirsti; Svenkerud, Sigrun

doi:10.1080/1743727x.2018.1563062

“…Dette innebaerer blant annet om de valgte områdene for observasjon bidrar til å gi et bilde av laeringskonteksten slik den faktisk er, eller om det i større grad er forskerens interesser som avgjør hva som skal legges vekt på. Et aspekt i denne sammenhengen vil dermed vaere hva som ligger til grunn for forskerens forståelse av laeringskonteksten, og at konklusjoner som trekkes er basert på det grunnlaget en kan si noe om, med en klar bevissthet om hva funnene ikke sier noe om (Dalland et al, 2018).…”

Section: Teknologiunclassified

“…Ved å for eksempel transkribere innledninger til hendelser, kan forskeren få mulighet til å identifisere overganger mellom feltnotater og videoobservasjon for å utlede om, og eventuelt hvordan, en skal legge opp analysen, mens en i senere stadier av transkripsjonen kan foreta en mer selektiv utvelgelse av observasjonene, til en har oversikt over hva som fremstår som mest relevant i materialet (Derry et al, 2010, s. 19-20). I tilfeller hvor forskeren velger å transkribere større deler av datamaterialet, kan årsaken vaere ønske om å gå mer åpent ut i feltet, for eksempel dersom feltet er mindre utforsket, eller at en ønsker å ha mulighet for å se etter andre, mulige relevante elementer for studien i tillegg (Dalland et al, 2018).…”

Section: Analyseunclassified

Visuelle vendinger i videoanalyse: Transkripsjon i møte med barnehagens marginaliserte og målbundne materialiteter

Telnes¹

2021

Videoforskning På Ulike Læringsarenaer

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This chapter is a methodological and ethical examination of the following research question: How does one transcribe and analyze the presence and practices of the kindergarten’s youngest children, and other human and non-human actors, in a way that shows their agency and contributions? Video recording is a common method of data generation in social science research and poses the challenge of bringing the audiovisual data into academic texts. Traditionally, video recordings are transformed into pure textual representations called transcription. In particular, it is often the audible speech acts that inform the transcription and analysis, at the expense of the visuals in the video recordings. The embodied, experiential, aesthetic, material and multimodal can be difficult to present through written language alone. The significance of materiality, nonverbal behavior and bodily interaction is enhanced with one- and two-year-old children, whose expressions are often dominated by the nonverbal. Through examples from pedagogical video research in kindergarten, the author explores how different ways of transcribing and analyzing video can visualize the presence, interactions, and practices of the youngest children, the kindergarten teachers and other actors. A visual turn toward poetic video-transcription, multimodal transcription, and a hybrid between drawings and transcription the researcher has named ‘cartoon transcription’, helps to limit marginalization of the different actors and their multifaceted contributions. Breaking the hegemony of the word over the visual can make bodily, spatial, and material resources visible. A fusion of words and images can produce new forms of knowledge, contribute to a high epistemological standard and provide transparency.

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“…Dette innebaerer blant annet om de valgte områdene for observasjon bidrar til å gi et bilde av laeringskonteksten slik den faktisk er, eller om det i større grad er forskerens interesser som avgjør hva som skal legges vekt på. Et aspekt i denne sammenhengen vil dermed vaere hva som ligger til grunn for forskerens forståelse av laeringskonteksten, og at konklusjoner som trekkes er basert på det grunnlaget en kan si noe om, med en klar bevissthet om hva funnene ikke sier noe om (Dalland et al, 2018).…”

Section: Teknologiunclassified

“…Ved å for eksempel transkribere innledninger til hendelser, kan forskeren få mulighet til å identifisere overganger mellom feltnotater og videoobservasjon for å utlede om, og eventuelt hvordan, en skal legge opp analysen, mens en i senere stadier av transkripsjonen kan foreta en mer selektiv utvelgelse av observasjonene, til en har oversikt over hva som fremstår som mest relevant i materialet (Derry et al, 2010, s. 19-20). I tilfeller hvor forskeren velger å transkribere større deler av datamaterialet, kan årsaken vaere ønske om å gå mer åpent ut i feltet, for eksempel dersom feltet er mindre utforsket, eller at en ønsker å ha mulighet for å se etter andre, mulige relevante elementer for studien i tillegg (Dalland et al, 2018).…”

Section: Analyseunclassified

Video-stimulated recall som datainnsamlingsmetode

Lysberg¹

2021

Videoforskning På Ulike Læringsarenaer

0

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This chapter aims to present the data collection method video-stimulated recall (VSR) by describing what the method entails, what kind of data it can provide, and how it can be carried out in qualitative research. The method is based on video observation with a subsequent interview, where video sequences from natural situations are used to support reflections and dialogue. The focus will be on opportunities and the types of data the method provides access to and will simultaneously shed light on methodological considerations related to the method’s use. VSR is an advanced interview technique based on video observation with a subsequent interview. Selected sequences from the original situation are used to support the informant’s recall of thoughts in, and reflection on, the situation. The method has taken different forms based on different research interests in different research contexts. There is, therefore, no straightforward procedure or template for how to conduct a stimulated recall study. By presenting a detailed description of the data collection process as it was carried out in one project, the chapter seeks to understand the data collection method. A selection of empirical data will be presented to exemplify the types of data this approach can provide.

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“…Observational studies, meanwhile, present a challenge in interpreting events in light of the context. As shown by Dalland et al (2019), different demarcations of context can have a huge impact on interpretations of video observations in educational settings.…”

Section: Introductionmentioning

confidence: 99%

Triangulation with video observation when studying teachers’ practice

Molbæk

¹

,

Kristensen

²

2019

QRJ

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Purpose The purpose of this paper is to discuss methodological issues concerning the use of video observation of a single lesson as a supplement to interviews when studying teachers’ practice and competencies. Design/methodology/approach Using a Danish follow-up study focused on teachers’ practice as a jumping-off point, the authors address both opportunities and challenges when triangulating interviews with video observations of a single lesson. The discussion is structured around the four challenges when using video observations presented by Derry et al. (2010), namely selection, technology, analysis and ethics. Findings Based on experiences from the follow-up study, the use of video observations for triangulation has the potential to nuance the meanings ascribed to teachers’ practice. This approach entails productive challenges that can support the more nuanced and diverse perspectives on teachers’ practice if used proactively. Originality/value Although there is a wide body of literature on conducting interviews and observations when studying teachers’ practice, the use of a combination of interviews and video observations is seldom addressed. This paper presents concrete experience of how to capture different aspects of teachers’ practice by triangulating data generated from interviews and from video observations in a research design with limited resources. The authors discuss what to consider when planning and conducting video observations of a single lesson as part of an interview-based study.

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Video studies and the challenge of selecting time scales

Cited by 6 publications

References 26 publications

Visuelle vendinger i videoanalyse: Transkripsjon i møte med barnehagens marginaliserte og målbundne materialiteter

Visuelle vendinger i videoanalyse: Transkripsjon i møte med barnehagens marginaliserte og målbundne materialiteter

Video-stimulated recall som datainnsamlingsmetode

Triangulation with video observation when studying teachers’ practice

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