|
Title:
|
PURPOSEFUL EXPLORATORY LEARNING WITH VIDEO USING ANALYSIS CATEGORIES |
|
Author(s):
|
Meg Colasante |
|
ISBN:
|
978-989-8533-55-5 |
|
Editors:
|
Demetrios G. Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaías |
|
Year:
|
2016 |
|
Edition:
|
Single |
|
Keywords:
|
Digital Video; Pedagogical Design; Analysis Categories; Higher Education |
|
Type:
|
Full Paper |
|
First Page:
|
245 |
|
Last Page:
|
252 |
|
Language:
|
English |
|
Cover:
|
|
|
Full Contents:
|
click to dowload 
|
|
Paper Abstract:
|
There is still much to be learnt about best practices in leveraging digital resources for learning in higher education. Research on student interactions with online video indicates such practices are as minimal as setting passive-receptive viewing through to teacher-structured purposeful engagement. This position paper focuses on teacher-set analysis categories to guide student exploration of digital video content and to help novices to scaffold their thinking. Various uses of analysis categories within one Australian university in conjunction with a video annotation tool are reviewed. Then practice examples from other universities are reviewed to demonstrate the use of analysis categories in higher education settings without an annotation tool. The literature indicates that the use of categories to inform the design of digital video analysis needs to ensure that the learning challenge is retained. Analysis guided by teacher-set categories tends to be beneficial for performance evaluation in particular. Further research on university teacher practices with digital video is required. |
|
|
|
|
|
|
