Sentences with phrase «video annotation»

Indeed, the simplicity of the guided video viewing activity may help overcome the resistance that Shepherd and Hannafin (2008, as cited in Rich & Hannafin, 2009, p. 64) encountered from teacher education faculty, preservice teachers, and cooperating teachers to using video annotation tools for analyzing the teaching practice of student teachers.

However, we demonstrated the flexibility and viability of video annotation activities.

Another consideration was that video annotation methods generally require video - computer programs (Rich & Tripp, 2011), which add complexity as well as cost for teacher - educators.

TIMSS was a classic use of video annotation to conduct qualitative classroom research.

Incorporating simpler video observation activities early in teacher education may lead to greater acceptance of more advanced video observation activities, such as video annotation and video clubs, during student teaching and professional practice, preparing new teachers for an era of accountability that increasingly relies on video (Rich & Hannafin, 2009).

This study examines the use of a digital video annotation tool used by beginning in - service secondary science and mathematics teachers in the Teacher Induction Network (TIN).

The more sophisticated version used video annotation technology and procedures initially developed for qualitative research but have been repurposed for instruction by teacher education researchers (Rich & Hannafin, 2009).

Although we created a manual prototype (see Methods section) for research purposes, this version would ultimately require a software program similar to those used for video annotation to operate as a self - instructional interactive video module.

(p. 346) For this study, we chose the focusing lenses of classroom management, which preservice teachers traditionally list as their top concern (Emmer & Hickman, 1991), and student questioning, which is foundational to student - centered teaching and which has been the focus of other video annotation studies (e.g., Calandra et al., 2008).

YouTube has been cooperating with crowdfunding sites for some time; Kickstarter and Indiegogo were some of the first external websites that video producers could link to via video annotations.

Some of the most notable features include the ability to control the video volume using your mouse scroll wheel, set YouTube to autoplay in HD whenever applicable, Cinema Mode, hide ads, automatically turning off those annoying video annotations — and that's just scratching the surface.

Video annotation activities typically involve preservice or in - service teachers coding video recordings of themselves delivering classroom lessons.

In addition to self - analysis, video annotation methods have also been used to assess preservice or in - service teachers» pedagogical content knowledge by having them code video cases showing teachers other than themselves.

Although video has been a part of teacher education for decades, recent research on advanced video activities, such as video annotation and video clubs, promises a new level of video use in preparing preservice teachers to become reflective practitioners.

These annotations are compiled in MBARI's Video Annotation and Reference System (VARS).

A middle school language arts educator shares his favorite digital tools for text and video annotations, teacher feedback, and formative assessment.

Rich and Hannafin (2009) described the variety of online video annotation tools available, and Rich and Tripp (2011) also set up guidelines as to how video annotation should be used.

The following research question guided this study: How do beginning teachers respond to a peer's initial annotations on his or her own teaching using a video annotation tool?

The current study specifically examines the social interactions and potential supports of a video annotation tool (VideoANT) to promote collaborative interactions toward the development of reflective practices.

This interactive video approach assumed that students had already received formal instruction on what to look for in classroom situations, so that the video annotation activity served as application and practice.

Video clips to be used in our video annotation activity were edited to durations between 1 and 2 minutes in order to assure that expert feedback could be provided immediately after students wrote their observations.

The second interactive video activity we designed maintained key features of the video annotation activity but was much simpler to develop and deliver.

The video annotation activity involved preservice teachers viewing short (1 - 2 minute) video clips edited from authentic classroom videos and then annotating, or coding, the video clips with time - code referenced comments.

The second adaptation we made to the video annotation method was using experts» observations of the same video segments as feedback to learners.

In the meantime, the video annotation method and the adaptations we explored offer interesting ideas to teacher educators for classroom or online video - based activities.

Our primary treatment consisted of the video annotation with expert feedback method (coding) that included teacher education students writing their video - based observations before being shown the experts» observations.

The third adaptation we made to the video annotation method was the only one investigated experimentally.

The video annotation methods developed by teacher education researchers have shown great promise for guiding sophisticated analysis of self - video by late - stage preservice teachers and in - service teachers.

Video Annotation.

Kucan, Palincsar, Khasnabis, and Chang (2009) used a video annotation activity to assess teachers» knowledge about innovative reading instruction methods taught in a workshop.

In this exploratory study, we started with the well - researched and sophisticated activity of video annotation and then made three adaptations to the video annotation method (near - peer video; expert feedback; video study approach) and also implemented it with early - stage rather than late - stage teacher education students.

The goal of the video annotation activity was for the novice preservice teachers to align increasingly their classroom observations with the observations of the expert teacher - educators over the course of viewing and coding several video clips.

This study used a quasi-experimental design to compare the effects of two interactive video activities — Video Annotation (termed coding) and Guided Video Viewing (termed viewing)-- against a no - video control group.

Video annotation tools: Technologies to scaffold, structure, and transfer.

We, therefore, designed a less - sophisticated, but also less - interactive, guided video viewing activity to compare with the video annotation approach.