SlideShare a Scribd company logo
AIM at Improvement
Focusing Student Attention through
Video Annotation
WHAT IS VIDEO
ANNOTATION?
FREE TOOLS
• GoREACT (http://goreact.com)
• OVA (http://openvideoannotation.org)
• Videonot.es (http://videonot.es)
• VideoAnt (http://ant.unm.edu)
• YouTube
• and others…
OTHER TOOLS
VoiceThread (http://voicethread.com)
Viddler (http://viddler.com)
CoachesEye (App for iOS and Android)
and others…
FEATURES
• Timeline specific/linked comments
• Tagged comments
• Video/audio comments
• Reply to comments
• Performance Ratings
• Rubrics
• Prompt video
• Asynchronous and Synchronous
• Organization tools
DEMOS
POSSIBLE USES
INSTRUCTOR
ASSESSMENT/EVALUATION
OF PERFORMANCE
Use 1
PEER
ASSESSMENT/EVALUATION
OF PERFORMANCE
Use 2
SELF-
ASSESSMENT/EVALUATION
OF PERFORMANCE
Use 3
DEMONSTRATE
INSTRUCTOR’S OWN SELF-
ASSESSMENT
Use 4
COMMON JUDGMENT
SESSIONS
Use 5
EXAMPLES AND NON-
EXAMPLES OF GOOD
PERFORMANCE
Use 6
MARK MOMENTS IN A
VIDEO TO ELICIT
REFLECTION OR
DISCUSSION
Use 7
USE TO
DISCUSS/EVALUATE A
WORK OF
CINEMA/THEATER/OR
OTHER MEDIA
Use 8
ONLINE ORAL/ASL
EXAMINATIONS
(OR PRACTICE)
Use 9
REMOTE
(ASYNCHRONOUS)
SUPERVISION OF
INTERNSHIP OR
PRACTICUM
Use 10
FINDINGS
TOOL FACILITATES
PRACTICE OF ANALYZE,
EVALUATE, AND CREATE
LEVELS OF BLOOM’S
LEANERS SEE THINGS
IN A NEW LIGHT...
CONVENIENCE AND
FLEXIBILITY
INSTRUCTOR FEEDBACK
WITHOUT FEEDFORWARD
QUALITY OF PEER
FEEDBACK OF VARYING
QUALITY
WORKFLOW FACILITATION
IS RATHER LIMITED...
TECHNOLOGY MAY GET
IN THE WAY
RECOMMENDATIONS
CONSIDER AND PLAN FOR
POSSIBLE TECHNICAL
PROBLEMS
DON’T FORGET TO TRAIN
ALL USERS ON HOW TO
USE THE TOOL!
IF YOUR USING IT FOR
SELF OR PEER
EVALUATIONS, TEACH
LEARNERS HOW TO
EVALUATE!
TRAIN (OR REMIND)
EVERYONE ON GOOD
FEEDBACK PRACTICE!
PLAN FOR
LOGISTICAL/WORKFLOW
ISSUES
GIVE LEARNERS
OPPORTUNITIES TO
PRACTICE IN LOW-STAKES
CONTEXTS
QUESTIONS?

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LDSIDLC 2015 - Aim at Improvement: Focusing Student Attention through Video Annotation

Editor's Notes

  1. Tools that facilitate text, audio, video, and/or drawings to annotate a video. Usually with some relationship to the timeline of the video.
  2. Cognitive Apprenticeship
  3. To teach evaluation
  4. Use the annotations to show details of good performance that learners might otherwise miss on their own
  5. Instead of straight feedback, ask questions and ask students to respond…
  6. Student and instructors like timeline comments (and in the case of some tools drawing on the screen, etc.)
  7. Allowed for giving feedback to large numbers Permitted students to perform out of class time Flexibility in time for supervisions Etc.
  8. The tools facilitates pointing out good and bad things going on, but you have to be conscientious about giving students ideas for how to move forward. This seems to happen more naturally when people debrief in person. So how can you build that into your processes without losing the conveniences of the tool.
  9. Some loved it Some saw it as inconsistent Some saw it as mean spirited
  10. Students weren’t seeing feedback Instructors sometimes didn’t know when they had stuff to review Instructors’ feedback was viewed before they wanted students to see it…
  11. Live reviewers were perceived as distracting or distracted Student being taught by student teachers were sometimes distracted by video recording
  12. Wifi or hardwired connections What Cameras are devices will be used to capture video Record direct to server or uploads What are your upload limits or file size limitations?
  13. If people don’t know how to use the tool, how they will use the features, they may not get as much out of it…
  14. Just given a list of criteria, students don’t necessarily know how to distinguish between good and poor performance