Reflecting on group discussions for professional learning:

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Reflecting on group discussions for professional
learning

• Annotating videoclips with voice annotations
• Christine Steeples
• C SALT, Lancaster University, UK

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Presentation Overview

• Real-world knowledge and CPD
• Supporting learning in distributed communities of
  practice
• Asynchronous multimedia conferencing
• Annotating multimedia objects with voice
  annotations
• 5 pillars of ALN

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Real-world knowledge and CPD

• Tacit knowledge
• Showing and doing
• Reflection on action
• Articulation in collaboration
• Communities of practice

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Asynchronous multimedia conferencing (AMC)

• Distributed communities
• Flexibility in time
• Multimedia to show and to do
• Stimulated recall, for reflection
• Rich and expressive, naturalistic

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Asynchronous multimedia conferencing
Chris animation clip
Creating a rich web of multimedia objects that
demonstrate, comment, question and advise upon
the problem initially posed
Sonias Video Clip

Toms text annotation
Sonias video of the meta-level problem
Bodilss video annotation
The AMC environment

Bills text annotation
The AMC environment
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Im trying to get people to think about the
kinds of tasks that are involved, which is why I
suggested differentiated ...
I was thinking that Id want to consider the role
in a holistic manner, rather than differentiated
.
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Annotating multimedia objects

• Types of annotation
• text, audio, video, animations
• Voice (audio) annotations
• potential in terms of content media form and
  control
• ESRC project on voice annotations
• see http//www.regard.ac.uk

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Voice annotations content

• Making elaborations, which could be descriptive
  highly reflective
• Explaining background or context to a
  representation
• For posing questions, making comments/suggestions,
  alternative viewpoints

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Voice annotations media form

• Help focus on the action while hearing
  more/different/other comments
• Enabling a separate listening from the clip
• Simplifying the interface
• Providing a rich expressive contribution,
• Ease of creation, eg quicker than typing

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Voice annotations control

• They have persistence
• Are permanently stored as objects, unlike real
  speech
• Can be revisited and replayed
• Playback control features
• to replay to move/step forward and backwards to
  scan to stop, etc

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Future work

• Exploring the space of possibilities
• between learner activity and technology
• Translations between
• tacit and discursive knowledge
• forms of representation eg in video, voice, text,
  etc

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5 pillars of ALN

• Access
• Learning Effectiveness
• Faculty satisfaction
• Cost effectiveness
• Student satisfaction

Can these be met by using voice annotations to
videoclips?
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Access

• Asynchronous - over time and place
• Opportunities for reflection
• Linking to other professionals - distributed
  communities of practice
• New and rich opportunities for problem sharing

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Learning effectiveness

• Aids to the articulation of working knowledge
• Allows the expression of a problem to be
  grounded
• Encouraging reflection on action
• Persistence for revisiting or reuse

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Student satisfaction

• Speed and simplification of creation of complex
  or elaborate messages
• Ability to play and replay

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Thanks for listening

• Contact C.Steeples_at_lancaster.ac.uk
• csalt.lancs.ac.uk/csalt

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