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Leveraging video annotations in
video-based e-learning
CSEDU | 4th April | Barcelona
Olivier Aubert, Yannick Prié, Camila Canellas
Université de Nantes, France
Why video?
Video annotation?
The possibilities in pedagogy
Study: actual use in e-learning
Take home
1
2
3
4
5
2
WHY
VIDEO? It is often richer than other media:
audio, image, motion, non-verbal
language…
But explored mainly as a one way
flow of information. The interaction
aspect is missing.
3
Video annotation is composed
of data explicitly associated to
a spatiotemporal fragment of a
video.
4
VIDEO
ANNOTATION?
0’11 0’32
1’31 1’43
2’11 2’57
5
3’55
Sport analysis
Video archives Music
VIDEO
ANNOTATION?
Research
6
7longomatch.org/
Pedagogy
VIDEO
ANNOTATION?
But what about pedagogy?
- Possible uses
- Actual use
8
THE
POSSIBILITIES
1. Active reading
2. Live annotation
3. Performance
annotation
4. Annotation for
assignment
9
videonot.es/
 recognizing main ideas guiding a discourse
 identifying which segments are important
 reducing information into concepts
 remembering for a longer time
 reproducing ideas using own words
 collaborating in the creation and
evaluation
THE
POSSIBILITIES
1. Active reading
2. Live annotation
3. Performance
annotation
4. Annotation for
assignment
10
THE
POSSIBILITIES
1. Active reading
2. Live annotation
3. Performance
annotation
4. Annotation for
assignment
11
http://polemictweet.com/
 asking a question when it comes to your
mind
 adding relevant information to a part of a
discourse as soon as you relate them
 marking points to be revisited
 adding specific feedback from the
audience
THE
POSSIBILITIES
1. Active reading
2. Live annotation
3. Performance
annotation
4. Annotation for
assignment
12
THE
POSSIBILITIES
1. Active reading
2. Live annotation
3. Performance
annotation
4. Annotation for
assignment
13
http://visu.advene.org/
 annotating a performance for:
self-reflection
or
sharing an analysis
THE
POSSIBILITIES
1. Active reading
2. Live annotation
3. Performance
annotation
4. Annotation for
assignment
14
THE
POSSIBILITIES
1. Active reading
2. Live annotation
3. Performance
annotation
4. Annotation for
assignment
15
Mediathread (Columbia University)
 analyzing some aspects of the video
 annotations can result in a document:
abstract
or
video collage
THE
POSSIBILITIES
1. Active reading
2. Live annotation
3. Performance
annotation
4. Annotation for
assignment
16
But, how is it actually used in e-learning?
STUDY:
USES IN
E-LEARNING
MOOCs
platform
- EdX
- Coursera
- Canvas Network
- Iversity
- Open2Study
Dedicated
tools
- VIdeoANT
- VideoNot.es
- Annotated
HTML
- Mediathread
- YouTube
- Matterhorn
17
And the functionalities?
STUDY:
USES IN
E-LEARNING
Visualization
- Subtitles
- Transcription
- Synchronized
enrichments
- List of annotations
- Timeline
- Interactive
enrichments
Editing/sharing
- Comment
- Video markers
- Internal/external
annotation tools
- Exportation
- Internal/external
annotations sharing
18
STUDY:
USES IN
E-LEARNING
19
In MOOCs
Features that facilitate the
comprehension of the discourse
• possibility to adjust the video speed
• subtitles
• transcriptions
largely
present
STUDY:
USES IN
E-LEARNING
20
In MOOCs
Other forms of interaction, as:
• quizzes
• comments/forum posts
present
not so much
STUDY:
USES IN
E-LEARNING
21
In dedicated tools
More features regarding the
annotation process:
• interactive timelines
• exporting of annotated data
• sharing of annotations
present
STUDY:
USES IN
E-LEARNING
22
We have the tools.
Usage in e-learning is still basic.
Lots of exciting pedagogical
scenarios rely on video
annotation.
TAKE HOME
23
Our project:
- Open CourseWare
- Rich media/annotation
- Research
TAKE HOME
comin-ocw.org/
24
THANK YOU
This work has
received a
French
government
support
granted to
the COMIN
Labs
excellence
laboratory
and man-
aged by the
National
Research
Agency in the
”Investing for
the Futures”
program ANR-
JO-LABX-07-
0J.
25
26
CREDITS
LongoMatch
http://longomatch.org/fea
tures.php
VideoNot.es
Screen capture of the tool
featuring the movie “Of
Human Bondage” (public
domain), via YouTube.
PolemicTweet
Screen capture of the tool.
http://polemictweet.com/att
ention-1314-05-marche-
attention-avenement-
publicite/polemicaltimeline.p
hp
Visu
Screen capture of the tool.
http://visu.advene.org/
Mediathread
Screen capture of the tool.
http://ccnmtl.columbia.ed
u/our_services/tools/medi
athread/example_film_stu
dy.html
Others
All remaining
images/figures are either
personal work or obtained
on the web (public
domain) and then
modified.
27
LICENCE

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Leveraging video annotations in video based e-learning

  • 1. Leveraging video annotations in video-based e-learning CSEDU | 4th April | Barcelona Olivier Aubert, Yannick Prié, Camila Canellas Université de Nantes, France
  • 2. Why video? Video annotation? The possibilities in pedagogy Study: actual use in e-learning Take home 1 2 3 4 5 2
  • 3. WHY VIDEO? It is often richer than other media: audio, image, motion, non-verbal language… But explored mainly as a one way flow of information. The interaction aspect is missing. 3
  • 4. Video annotation is composed of data explicitly associated to a spatiotemporal fragment of a video. 4 VIDEO ANNOTATION?
  • 6. Sport analysis Video archives Music VIDEO ANNOTATION? Research 6
  • 8. Pedagogy VIDEO ANNOTATION? But what about pedagogy? - Possible uses - Actual use 8
  • 9. THE POSSIBILITIES 1. Active reading 2. Live annotation 3. Performance annotation 4. Annotation for assignment 9 videonot.es/
  • 10.  recognizing main ideas guiding a discourse  identifying which segments are important  reducing information into concepts  remembering for a longer time  reproducing ideas using own words  collaborating in the creation and evaluation THE POSSIBILITIES 1. Active reading 2. Live annotation 3. Performance annotation 4. Annotation for assignment 10
  • 11. THE POSSIBILITIES 1. Active reading 2. Live annotation 3. Performance annotation 4. Annotation for assignment 11 http://polemictweet.com/
  • 12.  asking a question when it comes to your mind  adding relevant information to a part of a discourse as soon as you relate them  marking points to be revisited  adding specific feedback from the audience THE POSSIBILITIES 1. Active reading 2. Live annotation 3. Performance annotation 4. Annotation for assignment 12
  • 13. THE POSSIBILITIES 1. Active reading 2. Live annotation 3. Performance annotation 4. Annotation for assignment 13 http://visu.advene.org/
  • 14.  annotating a performance for: self-reflection or sharing an analysis THE POSSIBILITIES 1. Active reading 2. Live annotation 3. Performance annotation 4. Annotation for assignment 14
  • 15. THE POSSIBILITIES 1. Active reading 2. Live annotation 3. Performance annotation 4. Annotation for assignment 15 Mediathread (Columbia University)
  • 16.  analyzing some aspects of the video  annotations can result in a document: abstract or video collage THE POSSIBILITIES 1. Active reading 2. Live annotation 3. Performance annotation 4. Annotation for assignment 16
  • 17. But, how is it actually used in e-learning? STUDY: USES IN E-LEARNING MOOCs platform - EdX - Coursera - Canvas Network - Iversity - Open2Study Dedicated tools - VIdeoANT - VideoNot.es - Annotated HTML - Mediathread - YouTube - Matterhorn 17
  • 18. And the functionalities? STUDY: USES IN E-LEARNING Visualization - Subtitles - Transcription - Synchronized enrichments - List of annotations - Timeline - Interactive enrichments Editing/sharing - Comment - Video markers - Internal/external annotation tools - Exportation - Internal/external annotations sharing 18
  • 20. In MOOCs Features that facilitate the comprehension of the discourse • possibility to adjust the video speed • subtitles • transcriptions largely present STUDY: USES IN E-LEARNING 20
  • 21. In MOOCs Other forms of interaction, as: • quizzes • comments/forum posts present not so much STUDY: USES IN E-LEARNING 21
  • 22. In dedicated tools More features regarding the annotation process: • interactive timelines • exporting of annotated data • sharing of annotations present STUDY: USES IN E-LEARNING 22
  • 23. We have the tools. Usage in e-learning is still basic. Lots of exciting pedagogical scenarios rely on video annotation. TAKE HOME 23
  • 24. Our project: - Open CourseWare - Rich media/annotation - Research TAKE HOME comin-ocw.org/ 24
  • 25. THANK YOU This work has received a French government support granted to the COMIN Labs excellence laboratory and man- aged by the National Research Agency in the ”Investing for the Futures” program ANR- JO-LABX-07- 0J. 25
  • 26. 26 CREDITS LongoMatch http://longomatch.org/fea tures.php VideoNot.es Screen capture of the tool featuring the movie “Of Human Bondage” (public domain), via YouTube. PolemicTweet Screen capture of the tool. http://polemictweet.com/att ention-1314-05-marche- attention-avenement- publicite/polemicaltimeline.p hp Visu Screen capture of the tool. http://visu.advene.org/ Mediathread Screen capture of the tool. http://ccnmtl.columbia.ed u/our_services/tools/medi athread/example_film_stu dy.html Others All remaining images/figures are either personal work or obtained on the web (public domain) and then modified.