Towards effective video annotation: An approach to automatically link notes with video content

Mu, Xiangming

doi:10.1016/j.compedu.2010.07.021

Cited by 58 publications

(37 citation statements)

References 31 publications

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“…Further, studies have examined the role of students' note taking (length and frequency) of lecture videos (Mu, 2010) and patterns of student engagement with lecture videos. For example, Brooks et al (2011) identified five groups of students based on the detected patterns of student engagement with lecture videos: minimal active learners, highly active learners, deferred learners, and just-in-time learners.…”

Section: Engagement With Course Videosmentioning

confidence: 99%

Identifying engagement patterns with video annotation activities: A case study in professional development

Mirriahi

Jovanović

Dawson

et al. 2018

AJET

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The rapid growth of blended and online learning models in higher education has resulted in a parallel increase in the use of audio-visual resources among students and teachers. Despite the heavy adoption of video resources, there have been few studies investigating their effect on learning processes and even less so in the context of academic development. This paper uses learning analytic techniques to examine how academic teaching staff engage with a set of prescribed videos and video annotations in a professional development course. The data was collected from two offerings of the course at a large research-intensive university in Australia. The data was used to identify patterns of activity and transition states as users engaged with the course videos and video annotations. Latent class analysis and hidden Markov models were used to characterise the evolution of engagement throughout the course. The results provide a detailed description of the evolution of learner engagement that can be readily translated into action aimed at increasing the quality of the learning experience.

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Section: Engagement With Course Videosmentioning

confidence: 99%

Identifying engagement patterns with video annotation activities: A case study in professional development

Mirriahi

Jovanović

Dawson

et al. 2018

AJET

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“…video annotation software) to analyze their use and engagement with videos is still at an early stage with few studies leveraging such data to understand students' actual experiences (Giannakos, Chorianopoulos, & Chrisochoides, 2015). For example, in a study investigating students' note-taking behavior while watching lecture videos, Mu (2010) analysed the logged data captured through students interactions with the specific technology. This data was used to analyse the length and frequency of students' notes.…”

Section: Video Annotation Softwarementioning

confidence: 99%

Uncovering student learning profiles with a video annotation tool: reflective learning with and without instructional norms

Mirriahi

Liaqat

Dawson

et al. 2016

Education Tech Research Dev

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“…-Dado que los ePortafolios promueven diferentes estilos de aprendizaje (Klenowski, 2004:pp.44 (Mu, 2010;Friend & Militello, 2015); como igualmente, las posibilidades para la formación inicial de docentes con ambas herramientas y los eportafolios (Hansen, 2006;GallegoArrufat & Raposo-Rivas, 2014;Bartolomé, Martínez-Figueira, & Tellado-González, 2014;Rich & Hannafin, 2009;Miller & Carney, 2009; Cebrián-Robles, Cebrián-de la Serna & Monedero-Moya). Estudios donde se exponen cómo las características y funciones de los PLE-Portafolios son ideales para llevar el seguimiento y evaluación de los aprendizajes de los estudiantes en el Practicum.…”

Section: ¿Qué Es Un Ple-portafolios Federado De Evidencias Multimedia?unclassified

Estudio de los Portafolios en el Practicum: Análisis de un PLE-Portafolios

Serna

Pina

Robles

et al. 2015

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Los portafolios han demostrado ser eficaces en la enseñanza universitaria cuando cumplen ciertos prerrequisitos -p.e. ratio-. La literatura coincide en que no es una metodología generalizada en las universidades. La asignatura del Practicum tiene condiciones favorables para el uso de ePortafolios. Por tanto nos preguntamos: ¿Qué condiciones existen para la utilización de ePortafolios en el practicum de los grados de Educación en España?, ¿qué nivel de utilización hay? y ¿qué problemas de comprensión manifiestan los estudiantes en los ePortafolios? La investigación presenta dos estudios: uno de metodología descriptiva con 31 entrevistas a gestores del Practicum de todos los grados en 10 Facultades de Educación, junto con el análisis de contenidos mediante categoría de 256 guías del Practicum de todos los grados de 36 Facultades de Educación en España. Un segundo estudio de análisis de contenidos analiza las 592 anotaciones de 212 estudiantes al presentar y evaluar las evidencias en el ePortafolios. Los resultados revelan que hay 11 estudiantes por tutor con 2,88h de media para tutorizar y evaluar con ePortafolios. Siendo el correo (entre el 37,77% y el 46,66%) seguido de las plataformas las tecnologías más utilizadas. Las eRúbricas y anotaciones de vídeo ayudan a documentar las evidencias, sin embargo, los estudiantes siguen mostrando dificultades en ciertas competencias

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Towards effective video annotation: An approach to automatically link notes with video content

Cited by 58 publications

References 31 publications

Identifying engagement patterns with video annotation activities: A case study in professional development

Identifying engagement patterns with video annotation activities: A case study in professional development

Uncovering student learning profiles with a video annotation tool: reflective learning with and without instructional norms

Estudio de los Portafolios en el Practicum: Análisis de un PLE-Portafolios

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