Video annotation for enhancing blended learning of physical education

Video Annotation for Collaborative Connections to Learning: Case Studies from an Australian Higher Education Context

“…Key to this are the markers that are used in MAT that provide an organising feature for analysing and review. Video annotation tools offer the potential to support both the reflection and analysis of one's own video (Colasante, 2011b) and as Luo & Pang (2010) found in their research, video annotation can allow for the slowing down, repeated viewing and identification of key aspects of the video as a connection to specific content focus. While video has long been used to capture micro-teaching episodes as well as to illustrate and review classroom cases/practices and to review teaching or teachable moments (Rich & Hannafin, 2009;Schroeter, Hunter & Kosovic, 2003;Correia & Chambel, 1999) it is the possibilities of annotation that can assist in extending reflection, connections to curriculum content and professional needs, wants and practices.…”

Peer feedback med videoannotering för att främja lärarstudenters reflektion

“…Studies on the use of video annotation focus on different topics, such as promoting information and communication technology competencies , annotating video-based portfolios (Alley & King, 2015;Cebrián de la Serna et al, 2015), collaborating on performance analysis projects (Brooks, 2012;Luo & Pang, 2010) and criteria for choosing a video annotation tool (Rich & Trip, 2011). Several studies have focused on the use of video annotation for promoting reflections on teaching practice (Colasante, 2011;Ellis et al, 2015;McFadden et al, 2014;Rich & Hannafin, 2009;Roehrig et al, 2015).…”