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Uses of
Video Annotation Software
to Promote Deep Learning
Michael C. Johnson, Ph.D.
BYU Center for Teaching & Learning
Video Annotation
Tools
Free Tools
• ANVIL (http://www.anvil-software.org/)
•Hudl Technique (https://itunes.apple.com/us/app/hudl-technique-slow-m...
Paid Tools
• Coaches Eye (app for iOS and Android - https://www.coachseye.com/)
• GoReact (https://goreact.com)
• StudioCo...
What Is
Deep Learning?
Bloom’s Revised Taxonomy of
Cognitive Processes and Levels of Knowledge
Remember Understand Apply Analyze Evaluate Create
...
Bloom’s Revised Taxonomy of
Cognitive Processes and Levels of Knowledge
Remember Understand Apply Analyze Evaluate Create
...
•Questioning and using
evidence critically
• Seeking the main point
• Drawing conclusions
• Seeing the purpose of a task
o...
Characteristics of a Deep Approach to Learning
• Actively seek to understand
the material / the subject
• Interact vigorou...
Uses that Can
Promote Deep
Learning
1. Instructor Feedback
• Synchronous and Asynchronous Observations
• Can helps students see their feedback in context
• Ex...
2. Peer Feedback
• Extends power to provide timely feedback
• May allow for more deliberate practice opportunities
• May h...
3. Self-Reflection
•Changes the perspective for the student (see their
performance from a new perspective… external vs.
in...
4. Annotated Examples and Nonexamples of
Target Skills
• Help students put actual example (and nonexample)
performances to...
5. Examples of Expert Analysis/Evaluation
• Or see explicated the criteria that they will use to
evaluate themselves and t...
6. Discussion Surrounding Other Types of
Documents
• This gets into Multimedia annotation (VoiceThread is
a good tool for ...
7. Online Skills Practice/Oral Exams
• Virtual Interviewing Skills (Example)
• Second Language/ASL proficiencies (Example)...
8. Remotely Supervise Internships, Practicums
• Virtual Observations
• Virtual Interviews
• Work Samples
• Reflections
• E...
9. Common Judgement Sessions
• Jointly review a performance, then compare ratings
and comments… Help improve interrater re...
10. Critical Analysis of Works of Art
•This could be for theme, storyline analysis,
composition of work, production value ...
11. Conversation Starters/Case Introductions
• Insert questions in a video to start conversation
(online or before class)
...
12. Choose Your Own Adventure Stories
• Explore options or consequences of actions in
situations you (or a third party) ha...
13. Take Notes on Video Lectures, etc.
• Example: Videonot.es
• Can pre-populate with questions… or not!
14. Making The Invisible Visible
• Example: Coach’s Eye
15. Researching Tool
• Cross-case analysis to find trends in student
performance (including markers/counters)
• Qualitativ...
Other Ideas?
What Are Your
Takeaways?
Possible Takeaways
Questions, comments, concerns…
Contact me:
Michael C. Johnson
mc_johnson@byu.edu
@michaelcjohnson (twitter)
Thank you!
Uses of Video Annotation Software to Promote Deep Learning - SoTE 2106
Uses of Video Annotation Software to Promote Deep Learning - SoTE 2106
Uses of Video Annotation Software to Promote Deep Learning - SoTE 2106
Uses of Video Annotation Software to Promote Deep Learning - SoTE 2106
Uses of Video Annotation Software to Promote Deep Learning - SoTE 2106
Uses of Video Annotation Software to Promote Deep Learning - SoTE 2106
Uses of Video Annotation Software to Promote Deep Learning - SoTE 2106
Uses of Video Annotation Software to Promote Deep Learning - SoTE 2106
Uses of Video Annotation Software to Promote Deep Learning - SoTE 2106
Uses of Video Annotation Software to Promote Deep Learning - SoTE 2106
Uses of Video Annotation Software to Promote Deep Learning - SoTE 2106
Uses of Video Annotation Software to Promote Deep Learning - SoTE 2106
Uses of Video Annotation Software to Promote Deep Learning - SoTE 2106
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Uses of Video Annotation Software to Promote Deep Learning - SoTE 2106

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Viewing video and video recorded performances can allow students to experience a journey of discovery. One of the primary use of video annotation tools is as a mechanism for formative feedback and self-reflection in a way that most have not previously experienced. These types of tools can also facilitate several other types of learning activities that can serve a variety of purposes. When focusing on the student performing a specific demonstrable skill, these tools might be used to allow an instructor (or other reviewer) to assess students’ performances (synchronous or asynchronous), provide feedback through peer assessment, and engage students in reflection on their own performance. Also providing students with annotated examples of both good and poor examples of the target skills, can help facilitate student learning. In addition to simply recording and reviewing performances, video annotation tools can be used for online oral exams, second language or ASL proficiencies, virtual interviewing skills, and has been used to remotely supervise internships, student teaching, or practicums. In addition to helping students improve their skills or performance, video annotation tools can be used to help students develop as evaluators through peer review and self-evaluation and self-reflection. Students in our studies have shared that seeing and evaluating themselves is hard thing to do, but it is very valuable. These tools can be used in ways to train students to engage more effectively in evaluation and analysis through viewing instructor (or other expert) examples of analysis and evaluation, or through common-judgment or norming sessions, etc. Similarly, these tools can be used to focus on improving students’ abilities to think critically by having them address other issues and questions related to other forms of media (e.g., students can critically analyze a piece of art, motion picture, musical performance, political debate, advertisement, etc.). For example, annotation can be used as conversation starters, case introductions, etc. (e.g., with problem-based learning problem introduction - use annotations for groups to pinpoint key/critical information needed, to spend time in the problem space before moving forward to begin the problem solving process). Another creative use of annotations includes “choose your own adventure” style story telling, where linking videos allows students to make choices and direct the narrative. The presenter will demonstrate these uses and discuss available tools to accomplish these and other types of activities with students.

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Uses of Video Annotation Software to Promote Deep Learning - SoTE 2106

  1. 1. Uses of Video Annotation Software to Promote Deep Learning Michael C. Johnson, Ph.D. BYU Center for Teaching & Learning
  2. 2. Video Annotation Tools
  3. 3. Free Tools • ANVIL (http://www.anvil-software.org/) •Hudl Technique (https://itunes.apple.com/us/app/hudl-technique-slow-motion/id470428362?mt=8) • Open Video Annotation (http://www.openvideoannotation.org/) • VATIC (http://web.mit.edu/vondrick/vatic/) • VideoAnt (https://ant.umn.edu/) • Videonot.es (http://www.videonot.es/edit/) • YouTube (https://youtube.com) note: annotations are limited to the owner of the account
  4. 4. Paid Tools • Coaches Eye (app for iOS and Android - https://www.coachseye.com/) • GoReact (https://goreact.com) • StudioCode (http://www.studiocodegroup.com/) • Viddler (http://info.viddler.com/home) • VoiceThread (https://voicethread.com/)
  5. 5. What Is Deep Learning?
  6. 6. Bloom’s Revised Taxonomy of Cognitive Processes and Levels of Knowledge Remember Understand Apply Analyze Evaluate Create Factual Conceptual Procedural Metacognitive * Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.
  7. 7. Bloom’s Revised Taxonomy of Cognitive Processes and Levels of Knowledge Remember Understand Apply Analyze Evaluate Create Factual Conceptual Procedural Metacognitive * Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.
  8. 8. •Questioning and using evidence critically • Seeking the main point • Drawing conclusions • Seeing the purpose of a task or seeing it in its wider context Elements of Deep Learning • Intention to understand • Active interest and personal engagement • Relating ideas • Gaining an overview • Creating outlines and structures * McCune, V, & Entwistle, N. (2000, Aug 30-Sep 2). The deep approach to learning: Analytic abstraction and idiosyncratic development. Paper presented at the Innovations in Higher Education Conference, Helsinki, Finland. doi=10.1.1.471.8874
  9. 9. Characteristics of a Deep Approach to Learning • Actively seek to understand the material / the subject • Interact vigorously with the content • Make use of evidence, inquiry and evaluation • Take a broad view and relate ideas to one another •Are motivated by interest •Relate new ideas to previous knowledge •Relate concepts to everyday experience •Tend to read and; study beyond the course requirements * Lublin, J (2003). Deep, Surface and Strategic Approaches to Learning, Belfield, Centre for Teaching and Learning, University College Dublin.
  10. 10. Uses that Can Promote Deep Learning
  11. 11. 1. Instructor Feedback • Synchronous and Asynchronous Observations • Can helps students see their feedback in context • Example
  12. 12. 2. Peer Feedback • Extends power to provide timely feedback • May allow for more deliberate practice opportunities • May helps students who provide feedback to learn key elements of performance • Example
  13. 13. 3. Self-Reflection •Changes the perspective for the student (see their performance from a new perspective… external vs. internal) •May allow for more deliberate practice opportunities • May helps students be more metacognitively aware • Example
  14. 14. 4. Annotated Examples and Nonexamples of Target Skills • Help students put actual example (and nonexample) performances together with the criteria they will be held to...
  15. 15. 5. Examples of Expert Analysis/Evaluation • Or see explicated the criteria that they will use to evaluate themselves and their peers! • This is similar to idea 4 but here the emphasis is on teaching the students to evaluate by demonstration. This can be discussed in class or done as a online activity where students can comment or ask questions about your comments.
  16. 16. 6. Discussion Surrounding Other Types of Documents • This gets into Multimedia annotation (VoiceThread is a good tool for this) • Example 1 • Example 2
  17. 17. 7. Online Skills Practice/Oral Exams • Virtual Interviewing Skills (Example) • Second Language/ASL proficiencies (Example) • Oral Exams • Etc.
  18. 18. 8. Remotely Supervise Internships, Practicums • Virtual Observations • Virtual Interviews • Work Samples • Reflections • Etc.
  19. 19. 9. Common Judgement Sessions • Jointly review a performance, then compare ratings and comments… Help improve interrater reliability (but most importantly student’s ability to review thoughtfully and more accurately).
  20. 20. 10. Critical Analysis of Works of Art •This could be for theme, storyline analysis, composition of work, production value (looking at the acting, editing, lighting, or other technical aspects of a professional work). •Example •Example 2
  21. 21. 11. Conversation Starters/Case Introductions • Insert questions in a video to start conversation (online or before class) •Ask students to find key ideas or evidence from a case that will help them in completing their work on the case •Example 1 •Example 2
  22. 22. 12. Choose Your Own Adventure Stories • Explore options or consequences of actions in situations you (or a third party) have set up •Example: Choose a Different Ending • Have students create their own stories and think of the possible options and key decision points in their stories
  23. 23. 13. Take Notes on Video Lectures, etc. • Example: Videonot.es • Can pre-populate with questions… or not!
  24. 24. 14. Making The Invisible Visible • Example: Coach’s Eye
  25. 25. 15. Researching Tool • Cross-case analysis to find trends in student performance (including markers/counters) • Qualitative interview analysis tool (without the transcription) • Etc. • (for example and see ANVIL)
  26. 26. Other Ideas?
  27. 27. What Are Your Takeaways?
  28. 28. Possible Takeaways
  29. 29. Questions, comments, concerns… Contact me: Michael C. Johnson mc_johnson@byu.edu @michaelcjohnson (twitter) Thank you!

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