This document discusses uses of video annotation software to promote deep learning. It begins by listing several free and paid video annotation tools. It then defines deep learning as an active, engaged approach to learning that involves relating ideas, gaining overviews, and creating structures. The document outlines 15 specific uses of video annotation that can promote deep learning, such as providing instructor, peer, and self feedback; annotating examples and non-examples; and analyzing works of art. It concludes by asking the reader about other potential uses and their key takeaways.

1. Uses of
Video Annotation Software
to Promote Deep Learning
Michael C. Johnson, Ph.D.
BYU Center for Teaching & Learning

2. Video Annotation
Tools

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. 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. What Is
Deep Learning?

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. 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. •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. 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. Uses that Can
Promote Deep
Learning

11. 1. Instructor Feedback
• Synchronous and Asynchronous Observations
• Can helps students see their feedback in context
• Example

13. 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

15. 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

17. 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...

18. 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.

19. 6. Discussion Surrounding Other Types of
Documents
• This gets into Multimedia annotation (VoiceThread is
a good tool for this)
• Example 1
• Example 2

21. 7. Online Skills Practice/Oral Exams
• Virtual Interviewing Skills (Example)
• Second Language/ASL proficiencies (Example)
• Oral Exams
• Etc.

24. 8. Remotely Supervise Internships, Practicums
• Virtual Observations
• Virtual Interviews
• Work Samples
• Reflections
• Etc.

26. 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).

27. 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

30. 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

33. 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

35. 13. Take Notes on Video Lectures, etc.
• Example: Videonot.es
• Can pre-populate with questions… or not!

37. 14. Making The Invisible Visible
• Example: Coach’s Eye

38. 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)

39. Other Ideas?

40. What Are Your
Takeaways?

41. Possible Takeaways

42. Questions, comments, concerns…
Contact me:
Michael C. Johnson
mc_johnson@byu.edu
@michaelcjohnson (twitter)
Thank you!