A Curriculum Model to Promote (Chiropractic) Clinical Thinking with Video-Case Annotation

Colasante, Meg; Kimpton, Amanda; Hallam, Jennifer

doi:10.1007/978-1-4614-7366-4_10

Cited by 3 publications

(3 citation statements)

References 19 publications

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“…As reported above, the efficacy of video annotation has already been studied by several researchers (e.g. Colasante, Kimpton, & Hallam, 2014;Rich & Hannafin, 2009). However, to the best of our knowledge, studies about the qualitative differences between a reflection process activated with and without the use of video annotation still require investigation.…”

Section: The Hypervideo and Video Annotationmentioning

confidence: 96%

Using Hypervideo to support undergraduate students’ reflection on work practices: a qualitative study

Perini

Cattáneo²,

Tacconi

2019

Int J Educ Technol High Educ

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According to several exploratory studies, the HyperVideo seems to be particularly useful in highlighting the existing connections between the school-based and the work-based contexts, between authentic work situations and theoretical underpinnings. This tool and its features, in particular, the video annotation, seems to constitute an instrument which facilitates the students' reflection on work-practices. Even though several researchers have already studied the efficacy of HyperVideo, studies concerning the qualitative differences between a reflection process activated with or without its use are still missing. Therefore, the present contribution is focused on the reflective processes activated by two groups of students engaged in a higher education course while they carry out a reflective activity on work practices using the HyperVideo or not. The aim is to investigate wether the HyperVideo can be useful for students to foster the connection between theoretical concepts and work practices. Through multi-step qualitative analysis which combined Thematic Qualitative Text Analysis and Grounded Theory, a sample of reflective reports drafted by a group of students who employed HiperVideo to make a video-interview on a work-practice and to reflect on it (Group A) was compared with a sample of reflective reports drafted by a group who did not use it to complete the same task (Group B). The results emerging from the comparison of the coding frequencies between the two groups show that HyperVideo can support the reflective processes of students, better connecting theory and professional practice.

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Section: The Hypervideo and Video Annotationmentioning

confidence: 96%

Using Hypervideo to support undergraduate students’ reflection on work practices: a qualitative study

Perini

Cattáneo²,

Tacconi

2019

Int J Educ Technol High Educ

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“…Such tools allow for each annotation to remain anchored to a segment of video. Further, extending anchored notation to enable conversation means fine granular analysis and multiple convergent conversations can occur (e.g., Colasante, Kimpton, & Hallam, 2014). This compares to general diverging video commentary enabled in tools such as wikis and Facebook.…”

Section: Video With Annotation As Interactive Multimedia For Learningmentioning

confidence: 99%

“…(Riesback, 1996, cited in Bennett et al, 2002 Annotation tools provide the means for students to actively label and index video cases. Examples of video used to present real-world cases for student annotation include pre-service education students analysing both video cases of experienced teachers' practice (Zottman et al, 2013) and school children tackling mathematical problems (Rich & Hannafin, 2009); and chiropractic students analysing chiropractic clinical episodes to stimulate clinical thinking processes (Colasante et al, 2014).…”

Section: Teaching Strategiesmentioning

confidence: 99%

Video annotation ‘Prepare-Participate-Connect’ models: Promoting student learning

Colasante

Douglas

2016

AJET

Self Cite

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Annotation of video for learning provides tertiary education students with the opportunity to view and engage with course material in an active rather than passive-receptive mode. This multiple-case study examined the integration of a media annotation tool, MAT, across four vocational programs in a Melbourne university. MAT was integrated to allow students to access, interact with, and learn from a range of video-based learning materials. Within one audiovisual technology and three property services cohorts, the teachers planned for and implemented MAT to allow students to analyse case-based and role-played scenarios to help develop workplace skills. This paper frames these integrations within ‘Prepare-Participate-Connect’ models, and illustrates that while students were in the main satisfied with their learning experiences, learning design contexts (such as video choice, individual versus team analysis, and timing of intervention) affected student satisfaction. Analysis of the data indicates that additional to participation, preparation and connection are key to student satisfaction when annotating video.

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Fostering Active Learning with Video Using Teacher-Set Analysis Categories

Colasante

Lang

2019

Learning Technologies for Transforming Large-Scale Teaching, Learning, and Assessment

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A Curriculum Model to Promote (Chiropractic) Clinical Thinking with Video-Case Annotation

Cited by 3 publications

References 19 publications

Using Hypervideo to support undergraduate students’ reflection on work practices: a qualitative study

Using Hypervideo to support undergraduate students’ reflection on work practices: a qualitative study

Video annotation ‘Prepare-Participate-Connect’ models: Promoting student learning

Fostering Active Learning with Video Using Teacher-Set Analysis Categories

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