The Use of Digital Video Annotation in Teacher Training: The Teachers’ Perspectives

Picci, Patrizia; Calvani, Antonio; Bonaiuti, Giovanni

doi:10.1016/j.sbspro.2012.11.452

Cited by 15 publications

(11 citation statements)

References 22 publications

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“…The main objective is to transform the project into a collaborative and interactive platform for learning. This line of development is also highlighted by other researchers (Novak et al, 2012;Picci et al, 2012;Rich and Trip, 2011).…”

Section: Discussionsupporting

confidence: 76%

OpenFING: A Project based on a Digital Library of Recorded Courses

Barreiro

Barzilai

Canuti

et al. 2018

Journal of Interactive Media in Education

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The OpenFING Project is an initiative by students for students, based on the creation and use of a digital video library of higher education courses, where students record video from standard lectures. The project attempts to address issues such as overcrowded lecture halls and students who work full time and thus cannot attend normal lectures. Today OpenFING seeks its consolidation along with an undergraduate introductory course on audiovisual and multimedia production. The project must be considered as a basis on which professors and students can develop teaching and learning innovations respectively, including different computer tools to support teaching and learning. In this article we describe the current status of OpenFING, six years after its creation; we describe the first study of how students and teachers perceive the initiative; and we conclude suggesting further developments.

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Section: Discussionsupporting

confidence: 76%

OpenFING: A Project based on a Digital Library of Recorded Courses

Barreiro

Barzilai

Canuti

et al. 2018

Journal of Interactive Media in Education

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“…In addition, as suggested by Dymond and Bentz (2006), teachers reflect truly what occurs in authentic samples of teaching as a mirror to their own behaviors and capture the reality. An increasing literature also supports these findings and suggests that the use of videos for the revision of teaching practices and behaviors is a powerful practice (Santagata and Angelici, 2010;Snoeyik, 2010;Picci, Calvani, and Bonaiuti, 2012). Thanks to visual feedback from the videos, instructors might have obtained more reliable and valuable data about their teaching practices for more critical reflection because in reflective diaries and peer collaboration, they might not have envisioned their teaching moments in an explicit moment-by-moment fashion.…”

Section: Discussionmentioning

confidence: 96%

Reflection on Reflection: EFL University Instructors Perceptions on Reflective Practices

Fakazli¹,

Gönen²

2017

HUJE

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Exploring teachers' reflective experiences is important to shed light on understanding how different reflective practices work in classroom settings. The aim of the study was to engage EFL university instructors in reflectivity through various tools and to investigate their related perceptions. To that end, eight EFL university instructors in a Turkish context participated in the study. For systematic implementation of reflective practices, different reflective tools; namely, reflective diaries, reflective video analysis, and reflective peer sessions were used following a training procedure. The participants reflected on their reflective practices by writing reflections, answering a perception questionnaire and participating in semi-structured interviews. Qualitative analysis using the Constant Comparison Method put forward that all participants benefited from the study in terms of gaining awareness about their teaching practices and promoting self-evaluation albeit some negative perceptions related to time and effort required. The participants also realized that reflective practice is an effective method for teacher development, and it can be applied through different ways or tools. Findings assert that reflective teaching practices could contribute to professional empowerment when implemented in a systematic fashion. This study yields promising results for designing effective reflective practices for teachers in various contexts. ÖZ:Öğretmenlerin yansıtmalı öğretim tecrübelerini incelemek, farklı yansıtmalı öğretim uygulamalarının sınıflarda nasıl işe yaradığına ışık tutmak için önemlidir. Bu çalışmanın amacı; üniversitede yabancı dili İngilizce olarak öğreten okutmanları farklı araçlar kullanarak yansıtmalı öğretim uygulamalarına katmak ve bu uygulamayla ilgili algılarını incelemektir. Bu amaçla, Türkiye'den sekiz İngilizce okutmanı bu çalışmaya katılmıştır. Bir eğitim sürecinden sonra, yansıtmalı öğretimin sistemli bir şekilde uygulanması için, sırasıyla yansıtmalı günlük, yansıtmalı video analizleri ve meslektaş ile görüşme yansıtmalı öğretim araçları olarak kullanılmıştır. Katılımcılar, bu yansıtmalı öğretim uygulamalarına katılmakla ilgili görüşlerini yazarak, bir algı anketine cevap vererek ve yarı yapılandırılmış görüşmelere katılarak yaşadıkları yansıtmalı öğretim tecrübesi üzerine yansıtmada bulunmuşlardır. "Sürekli Karşılaştırma Metodu" (Constant Comparison Method) kullanılarak yapılan nitel incelemeler, katılımcıların yansıtmalı öğretim uygulamalarının zaman ve çaba gerektirmesiyle ilgili bir kaç olumsuz görüş ortaya koymalarına rağmen, bu uygulamanın kendi öğretim uygulamaları üzerine bilinç kazanmak ve kendilerini değerlendirmelerini artırmak konusunda fayda sağladığını ortaya koymuştur. Ayrıca; katılımcılar, yansıtmalı öğretimin öğretmen gelişimi için etkili bir metod olduğunu ve bunun değişik yollarla ya da araçlarla uygulanabileceğini farkına varmışlardır. Sonuçlar, sistemli bir şekilde uygulandığında, yansıtmalı öğretim uygulamalarının mesleki gelişime katkıda bulunabileceğini de göstermektedir...

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“…Tra queste vanno citate la possibilità di collaborare a distanza Bonaiuti et al, 2012;Picci et al, 2012;Santagata, 2012) e la video annotazione (Preston et al, 2005;Calvani et al, 2011;Bonaiuti et al, 2012;Picci et al, 2012). La video annotazione è una funzione presente in vari software che permette di associare un commento testuale ai singoli fotogrammi del video, offrendo così la possibilità di ancorare annotazioni a istanti specifici della videoregistrazione (Preston et al, 2005;Rich & Hannafin, 2009) 26 .…”

Section: La Videoeducazione Per La Formazione Degli Insegnanti: Sviluunclassified

La videoeducazione per la formazione degli insegnanti: sviluppi e prospettive nel Web 2.0

Micheletta

2014

ECPS

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The Use of Digital Video Annotation in Teacher Training: The Teachers’ Perspectives

Cited by 15 publications

References 22 publications

OpenFING: A Project based on a Digital Library of Recorded Courses

OpenFING: A Project based on a Digital Library of Recorded Courses

Reflection on Reflection: EFL University Instructors Perceptions on Reflective Practices

La videoeducazione per la formazione degli insegnanti: sviluppi e prospettive nel Web 2.0

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