Learning Physics Through Online Video Annotations
Abstract The support of video in the learning environment is nowadays used to many ends, for either for demonstration, research or share. It is intended to reinforce the space before and after class and introduce a new dynamic and interaction in the classroom itself. Pedagogical Innovation may be achieved by different approaches to motivate students and obtain better results. The Audiovisual didactic content has been in recent years disseminated, in the Physics domain, mainly through YouTube platform. Many aspects of video production activities can increase students’ self-esteem, increase their satisfaction with the learning experience, promote a positive attitude towards the subject, provide students with lower level of understanding with a broad individual tutoring, encouraging students to discuss with each other, exchange their opinions, and compare the results of lab activities. On the other hand, video can support research activities, offering the researcher access to a rich data aggregation to investigate the learning processes. This paper presents a revision of the literature about the potential of using video annotation in the education context and, perspectives of teachers’ use of collaborative annotation systems, to promote reflection, specifically in the domain of Physics, using an open source annotation tool. The creation of audiovisual references, either for quick access to parts of organized video annotated content by the teacher, knowledge building or revision by and for other students is analyzed. This study is complemented with a testbed, showing the potential of using audiovisual annotated content, within a k-12 context. Students were invited to select video content, annotate, organize and publish the annotations, which could support the learning process in the domain of Physics. Results show that most of the aspects under analysis received a positive evaluation, and students expressed a gain from oral lectures and access to new sources of learning. The only exception relates to the capacity of the approach to motivated students to the study of Physics, as most of the students did not see this methodology too much motivating. The impact of this research relates to alternative teaching / learning methods, within the Physics’ domain, using online video annotation, in the support of traditional exposition and memorization methodologies.
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Juzwik, M. M., Sherry, M. B., Caughlan, S., Heintz, A., & Borsheim-Black, C. (2012). Supporting Dialogically Organized Instruction in an English Teacher Preparation Program: A Video-Based, Web 2.0-Mediated Response and Revision Pedagogy. Teachers college record, 114(3)
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Lawrence-Wilkes, L., & Ashmore, L. (2014). The reflective practitioner in professional education: Springer. doi:https://doi.org/10.1057/9781137399595
Leadholm, B. J., & Miller, J. F. (1994). Language Sample Analysis: The Wisconsin Guide. Bulletin 92424.
Leask, M., & Younie, S. (2013). National Models for Continuing Professional Development: The Challenges of Twenty-First-Century Knowledge Management. Professional Development in Education, 39(2), 273-287. doi:https://doi.org/10.1080/19415257.2012.749801
Lee, L. L. (1974). Developmental sentence analysis: A grammatical assessment procedure for speech and language clinicians. Evanston, IL: Northwestern University Press.
Lee, M.-H., & Tsai, C.-C. (2010). Exploring Teachers’ Perceived Self Efficacy and Technological Pedagogical Content Knowledge with Respect to Educational Use of the World Wide Web. Instructional Science: An International Journal of the Learning Sciences, 38(1), 1-21. doi:https://doi.org/10.1007/s11251-008-9075-4
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Marsh, B., Mitchell, N., & Adamczyk, P. (2010). Interactive video technology: Enhancing professional learning in initial teacher education. Computers & Education, 54(3), 742-748. doi:https://doi.org/10.1016/j.compedu.2009.09.011
Marshall, C. C. (2009). Reading and writing the electronic book. Synthesis lectures on information concepts, retrieval, and services, 1(1), 1-185. doi:https://doi.org/10.2200/S00215ED1V01Y200907ICR009
Martín-Ramos, P., Gomes, M. S., & Silva, M. R. (2018). Newton’s cradle: a smartphone-based video analysis approach. Paper presented at the Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality. doi:https://doi.org/10.1145/3284179.3284195
Masats, D., & Dooly, M. (2011). Rethinking the use of video in teacher education: A holistic approach. Teaching & Teacher Education, 27(7), 1151-1162. doi:10.1016/j.tate.2011.04.004
McFadden, J., Ellis, J., Anwar, T., & Roehrig, G. (2014). Beginning Science Teachers’ Use of a Digital Video Annotation Tool to Promote Reflective Practices. Journal of Science Education and Technology, 23(3), 458-470. doi:https://doi.org/10.1007/s10956-013-9476-2
Milner-Bolotin, M. (2015). Learning physics teaching through collaborative design of conceptual multiple-choice questions. The Canadian Journal of Action Research, 16(2), 22-41.
Milner-Bolotin, M. (2018). Promoting Reflective Physics Teaching Through the Use of Collaborative Learning Annotation System. The Physics Teacher, 56(5), 313-316. doi:10.1119/1.5033879
Milner-Bolotin, M., Egersdorfer, D., & Vinayagam, M. (2016). Investigating the effect of question-driven pedagogy on the development of physics teacher candidates’ pedagogical content knowledge. Physical Review Physics Education Research, 12(2), 020128. doi:https://doi.org/10.1103/PhysRevPhysEducRes.12.020128
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