Video annotation of student-created video tutorials to foster reflection
Key words:
Fashion-design apprentices, Video annotation, Videos, Hypervideos, Video tutorial
Learning objective | Time | Modality | Audience | Technologies |
|---|---|---|---|---|
explain a drawing procedure step by step, identify errors in a pattern drawing procedure | 1/2 day or 2x2 lesson units | Group | Fashion-design apprentices | Camera, video editing software, video annotation tool |
Overview
In this scenario, apprentices are divided into groups and asked to create a specific pattern for a garment and film the procedure. The recorded clip is then given to the teacher who edits it into a video. The videos are then distributed to other groups and apprentices are asked to evaluate the instructions created by their classmates using video annotations.
Description of the teaching approach
This specific scenario makes use of blended learning and self-reflective writing in the form of written annotations. Blended learning is an approach to education that combines technological oriented educational materials with traditional methods. Self-reflective writing gives apprentices time to reflect on the procedures they carry out in the different learning environments.
In this case, they make use of different tools to carry out the different aspects of the work and the learning. Apprentices work on paper to create the technical drawings (traditional method), then record (technological method) the procedure to share to their classmates and then use a video annotation software (technological method) to review their own and their classmates' procedures.
Recipe
DIY
Ivideo.education
In the original scenario, Ivideo.education was used as video annotation tool. You can post the videos in Ivideo.education and share them with your students. They will have to use the integrated features to annotate the videos.
Realto
In Realto, the video can be uploaded in the “Post” section and then all apprentices can open the video and perform text annotations on the video. Video can be presented as an activity using the “MediaBox'' function. Then, apprentices can complete the activity and the teacher can see the results.
Word processing software
If you don’t have access to a video annotation tool, you can simply ask your students to write down their notes in a word processing software such as Microsoft Word and to add the timecode to which the note refers.
Tips and tricks
You can adapt this scenario to any kind of vocational context. You can easily ask your students to create a tutorial for all kinds of procedures, whether they are manual (e.g. how to connect two electrical wires), administrative (e.g. how to fill an order form) or social procedures (e.g. how to handle customer service) or else.
You can ask your students to edit the video themselves. You can find free video editing softwares in the tools pages or most smartphones now allow to do basic video editing.
Source
Cattaneo, A. A. P., Boldrini, E., & Lubinu, F. (2020). “Take a Look at This!”. Video Annotation as a Means to Foster Evidence-based and Reflective External and Self-given Feedback: A Preliminary Study in Operation Room Technician Training. Nurse Education and Practice, 44(102770).
Helyer, R. (2015). Learning through reflection: the critical role of reflection in work-based learning (WBL). Journal of Work-Applied Management.
Graham, C. R. (2006). Blended learning systems. The handbook of blended learning: Global perspectives, local designs, 1, 3-21.