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CSCL 2015 Tracing Sequential Video Production

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Abstract: With an interest in learning that is set in collaborative situations, the data session presents excerpts from video data produced by two of fifteen students from a class of 5th semester techno-anthropology course. Students used video cameras to capture the time they spent working with a scientist, for one week in 2014, and collected and analyzed visual data to learn about scientists’ practices. The visual material that was collected represented the agreed
on material artifacts that should aid the students' reflective process to make sense of science technology practices. It was up to the student and the science expert to negotiate the nature of this collaboration. Following the inspirations by Charles Goodwin on action and embodiment and Lorenza Mondada’s work on multimodality in interactional spaces, this analysis explores: the nature of the interactional partnership and their transformations through video, nature of the interactional space, and material and spatial semiotics.

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CSCL 2015 Tracing Sequential Video Production

  1. 1. TRACING SEQUENTIAL VIDEO PRODUCTION KATHRIN OTREL-CASS AND MD. SAIFUDDIN KHALID {CASS, KHALID}@LEARNING.AAU.DK AALBORG UNIVERSITY (AAU), DENMARK University of Gothenburg, Room BE 026 Wednesday, 10 June, 2015, 13.00 -14.30 Data Session @ 11th International Conference on Computer Supported Collaborative Learning
  2. 2. SESSION OVERVIEW • The research context • Using video to support collaboration, sequential video analysis & fine grained assessment • Transcription methods and tools • Presentation of data (transcripts & video episodes) • Whole-group discussion: What do you see? 2
  3. 3. THE RESEARCH CONTEXT • Learning set in collaborative situations • Video data produced by two of fifteen students 5th semester techno-anthropology course. • Video to capture working with a scientist, for one week in 2014 • Videos as reflective diaries • Students presented at the end their own collage of video segments and reflections on science technology practices 3
  4. 4. VIDEO TO SUPPORT COLLABORATION, SEQUENTIAL VIDEO ANALYSIS & FINE GRAINED ASSESSMENT • Our analysis: • the nature of the interactional partnership, • and their transformations through video • Inspired by Marjorie & Charles Goodwin and Asta Cekaite on embodiment and stance • Lorenza Mondada on multimodality in interactional spaces and sequential video analysis 4
  5. 5. TRANSCRIPTION METHODS AND TOOLS • Jefferson Conversation Analysis • Bodily stance (Goodwin, Cekaite & Goodwin, 2012) • Transana • InqScribe • Final Cut Pro 5
  6. 6. PRESENTATION OF DATA (TRANSCRIPTS & VIDEO EPISODES) 6
  7. 7. SELECTED REFERENCES • Goodwin, M., Cekaite, A., & Goodwin, C. (2012). Emotion as stance. In M.-L. Sorjonen & A. Peräkylä (Eds.), Emotion in interaction (pp. 16–41). Oxford ; New York: Oxford University Press. • Jefferson, Gail (2004) Glossary of transcript symbols with an Introduction. In G. H. Lerner (Ed.) Conversation Analysis: Studies from the first generation (pp. 13-23). Philadelphia: John Benjamins. • Mondada, L. (2008). Using video for a sequential and multimodal analysis of social interaction: videotaping institutional telephone calls. In Forum Qualitative Sozialforschung/Forum: Qualitative Social Research (Vol. 9). 7

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