Using video annotation to promote deep learning
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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.
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Using video annotation to promote deep learning
- 1. Uses of Video Annotation Software to Promote Deep Learning Michael C. Johnson, Ph.D. BYU Center for Teaching & Learning
- 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/)
- 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?
- 42. Questions, comments, concerns… Contact me: Michael C. Johnson mc_johnson@byu.edu @michaelcjohnson (twitter) Thank you!