Sentences with phrase «video annotation activities»

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

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

The video annotation activities embedded within TIN align with the views of Dewey (1933) and Rodgers (2002) relating to the development of reflective practitioners in the classroom.

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.

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.

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

Not exact matches

Authors will benefit from the robust journal activities including very rapid review (average time to decision is less than 23 days, 14 days to online publication), high visibility and impact (papers publicized on journal website, monthly newsletters, Facebook, Twitter, 2011 impact factor 3.368,), and author services (connection to nomenclature services, pre-publication annotation of data for submission to data resources and repositories, as well as video and other alternative content as part of the embedded content).

For instance, YouTube allows you to add annotations to your eLearning videos that lead to eLearning activities, modules, or other online resources.

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).

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.

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.

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.

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

Because the target group for this project was early preservice teachers, we designed an interactive video activity that drew heavily from the video annotation approach but changed it because the video annotation approach may be more sophisticated than necessary for early - stage teacher education students.

Include links to external online resources in the video description or create annotation that direct employees to tie - in online training activities such as scenarios or simulations that allow them to put the information into practice.