1. Building Multimedia Artifacts using a Cyber-
enabled Video Repository:
The VMCAnalytic
Cindy E. Hmelo-Silver, Carolyn A. Maher, Marjory
F . Palius, Robert Sigley, Alice Alston, Grace
Agnew, and Chad Mills
2. Overview
• Video for teaching and learning
• Building on a major video collection
• VideoMosaic Repository
• Learning through constructing multimedia artifacts
• The VMC Analytic
• Exploring the use of VMC Analytics
– Emerging themes
– Contrasting cases
videomosaic.org
3. Video for Teaching and Learning
• Helping teachers learn about student learning and classroom
practice (e.g., Borko et al., 2008; Derry et al.; 2006; Maher et
al; 2010)
– Shows how learning unfolds in rich contexts (
• Need support for dealing with complexity of video
– Range of learning cycles include:
• Lesson study (Lewis, 2002; Maher et al; 2010
• Video clubs (Van Es, 2009)
• Problem-based learning (Hmelo-Silver et al; 2009)
• Although much research focuses on teacher’s own video, can
be good reasons to use video from other sources
– Allow selection of telling cases for instructional use
– Preservice teachers may not have access to their own
– Can support comparative reflection
videomosaic.org
4. Video Mosaic Collaborative (VMC)
• Preserves a major video data collection on student
reasoning
– Robert B. Davis Institute collection
– Videos following the same student cohort from elementary
school through high school and beyond (Maher, 2005)
– From longitudinal/cross sectional studies spanning 25 years
– Over 4500 hours of video
– From diverse schools settings
– To be available as open source
– From 40 doctoral dissertations
• Makes available new tools for
– Teachers
– Educators
– Researchers
videomosaic.org
5. Learning through Artifact Design
• Allows showing multiple perspectives
• Forces focus on function—purpose of VMC analytic
• Collaborative design with computer tools can foster productive
collaborative learning processes (e.g, Zahn et al., 2010)
• Using editing tools with video can create ―representational
guidance‖(Suthers & Hundhausen, 2003)
– Specific editing features in video tools afford particular kinds of
epistemic and collaborative practices in working with video
– E.g., being able to select and annotate video clips, users may initiate
discussions about what is important as well as what might enable
comparisons among different segments, or even different videos
• While editing, new ideas constructed through critical reflection
(Zahn et al., 2010)
videomosaic.org
7. Bringing New Tools • Create multimedia artifacts
using the VMC repository
on Board: The • Narrative with video for
VMCAnalytic purpose
• Variety of uses by
instructors, researchers
• Goal to classify and identify
what differentiates high
quality and low quality
―analytics‖
• Data sources: 27
VMCanalytics from several
different classes and
researchers
• Work very much in progress
Agnew et al, 2010
videomosaic.org
8. VMC Analytic by Hmelo-Silver (2011)
videomosaic.org
VMC Analytic by Horwitz (2011)
10. How are VMC Analytics being used in different
contexts?
Math LS
Class Depth Depth Clarity Coherence
Design-
based
Research 0.78 1.00 1.22 1.33
Intro to
Math Ed 1.96 1.80 2.36 2.20
Critical
Thinking 2.00 2.40 2.30 2.00
Practicum 3.00 2.25 2.63 2.63
No Class 1.17 1.67 3.00 3.00
videomosaic.org
11. Contrasting Cases
Example 1: Analytic illustrating Example 2: Analytic illustrates
how student can move from teacher questioning during
particular to general early algebra exploration
• Concepts from both • Students claims not
learning sciences and supported by video
mathematics clearly segments selected
articulated • Textual descriptions of
• Indicative of designer's events were vague
understanding of • Video not well chosen for
students’ learning intended purpose of
trajectory relationship of teacher
questioning and student
engagement
videomosaic.org
14. Word Clouds
• VMCAnalytics coded for
emergent themes
• Explored use of word
clouds as a learning
analytic
Word Cloud of coded Mathematics themes
– Mathematics Education
ideas
– Learning Sciences ideas
• Allow us to see Word Cloud of coded Learning Sciences themes
dominant themes within
the two areas of interest
videomosaic.org
15. Discussion
• Variety of themes and users
– Clustered around course goals
– Engaged with issues of complexity of learning content
• Users bring various lenses for creative insights to ss learning
• Show how users support claims with video data
– Descriptions make context and content visible
– Offers opportunity to illustrate connections to earlier ideas
– Can trace building of ideas and cognitive obstacles that arise
• Aid to instruction
– Require backing of ideas by users
– Make central themes transparant
– Window into Ss thinking to guide future instruction
videomosaic.org
16. Moving Forward
• Automated tools for rapid formative assessment
– Word Cloud
– Learning Analytics
• Course based experiments
– VMC Analytic guided by clearly defined purposes related to L & T
– Tool for demonstrating learning trajectories in a variety of settings
• Network technology
– Can empower teacher leaders to be creators of multi-media artifacts
– Tool for professional development, collaboration
– Creation of new social tools
• Researchers
– Opportunities for immediate feedback, collaboration, exchange of
knowledge
videomosaic.org
Editor's Notes
Preserves video and metadata by converting to digital formatOffers a research and teaching portalProvides analytic tools, customized ontologies, and personal spaceSupports individual work and group collaboration
Purposes include:purpose (e.g., research, professional development)We also wanted, for classes, to better understand design features
Part of goal was to get sense of terrain.
Used this to look at high and lesser quality analytics to help future instructors better design tasks and evaluate analytics. Help us in discerning additional criteria that distinguished high and low quality
Students build a three way isomorphism– how a + b to a particular power mapped to a row of pascal’s triangle – and how those numbers really displayed all possible solution to building towers of a certain height (4 tall 2 colors)– this was based on video of an 8th grade students
Whole class session, grade 6 early algebra- there was lots of rich stuff- student did not select the video that could have backed the argument well.
This was derived from researcher-supplied themes– will be interesting to apply to the raw data.
