Video Annotation for Effective Feedback and Reflection on Micro-Lessons in a Collaborative Blended Learning Environment to Promote Self-Directed Learning Skills

Christo Van der Westhuizen

Abstract


This article discusses the process and findings of a study in which Video Annotation (Video ANT) ans a Learning Management System (LMS) were implemented together in the micro-teaching lessons of fourth-year Geography student teachers at a university in South Africa. he aim was to ensure adequate feedback and reflection for each student, since this is, in general, a shortcoming of micro-lesson facilitation. VideoANT is an online environment synchronising web-based video with timeline-based text annotations, and it was imported and managed in the university's LMS known as eFundi. The web videos of the students' micro-lessons were made accessible by the lecturer according to a rotational time schedule managed in eFundi. This enabled students to assess fellow students' micro-lessons in a collaborative blended learning environment, as well as to adequately reflect on their own lessons. Both qualitative and quantitative data was collected and the results indicate that Geography student teachers held positive views of these technology applications for micro-teaching in particular and their teaching careers in general. This video method also proved to contribute to the students' self-directed learning (SDL) skills.

Keywords


Micro-teaching, Micro-lessons, Video annotation, Technologies in education, ICT in Geography education, Web 2.0 technologies, Web-based technologies.

Full Text:

PDF

References


Airasian PW 1993. Self-assessment in narrative-qualitative studies. Paper presented at the National Council on Measurement in Education, Atlanta, GA.

Anastasi A 1988. Psychological testing (6th ed.). New York: McMillan.

Allen DW, Wang W 2008. Microteaching. http:/www.answer.com/topic/microteaching (Accessed: 26 November 2008).

Amobi FA 2005. Preservice teachers’ reflectivity on the sequence and consequences of teaching actions in a microteaching experience. Teacher Education Quarterly, 32(1): 115-130.

Bell N 2007. Microteaching: What is it that’s going on here? Linguistics and Education, 18(1): 24-40.

Benton-Kupper J 2001. The microteaching experience: Student perspective. Education, 121: 830-835.

Boehm RG, Brysch CP, Mohan A, Backler A 2012. A new pathway: Video-based professional development in Geography. Journal of Geography, 111(2): 41-53.

Brent R, Thomson, WS 1996. Video-taped microteaching: Bridging the gap from the university to the classroom. The Teacher Educator, 31: 238-247.

Colasante M 2011. Using video annotation to reflect on and evaluate physical education pre-service teaching practice. Australasian Journal of Education Technology, 27(1): 66-88.

Creswell JW 2009. Research design: Qualitative, quantitative and mixed methods approaches. 3rd ed. London: Sage.

Darling-Hammond LK, Hammerness P, Grossman FR, Shulman L 2005. The design of teacher education programs. In L. Darling-Hammond & J. Branscomb (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 390-441). San Francisco, CA: John Wiley & Sons.

Fernandez M, Robinson M 2006. Prospective teachers’ perspectives on microteaching lesson study. Education, 127(2): 203-215.

Field A 2009. Discovering statistics using SPSS. 3rd ed. London: Sage. 821p.

Frick L, Carl A, Beets P 2010. Reflection as learning about the self in context: Mentoring as catalyst for reflective development in pre-service teachers. South African Journal of Education, 30: 421-437.

Gess-Newsome J, Lederman NG 1990. The pre-service microteaching course and science teachers’ instructional decisions: A qualitative analysis. Journal of Research in Science Teaching, 27(8): 717-726.

Griswold SL 2004. Videotaped performances: Guiding teacher professional development within a competency-based framework. Dissertation Abstracts International, 65(10): 3760 (UMI No. 3150452).

Grossman P 2005. Research on pedagogical approaches in teacher education. In M Cochran-Smith, KM Zeichner (Eds.), Studying Teacher Education (pp. 425-476). Washington, DC: American Educational Research Association.

Grossman P, McDonald M 2008. Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45: 184-205.

Hemmi A, Bayne S, Landt R 2008. The appropriation and repurposing of social technologies in higher education. Journal of Computer-Assisted Learning, 25: 19-30.

Hosack B, Miller C, Ernst D 2009. VideoANT: Extending video beyond content delivery through annotation. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-learning in Corporate, Government, Healthcare, and Higher Education (pp. 1654-1658). Chesapeake, VA: AACE (Retrieved from http://www.editlib.org/p/32696 on 2010/05/14).

I’Anson J, Rodriques S, Wilson G 2003. Mirrors, reflections and refractions: the contribution of microteaching to reflective practice. European Journal of Teacher Education, 26(2): 189-199.

Jia Y 2005. Building a web-based collaborative learning environment. ITHET 6th Annual International Conference, July 7-9, Juan Dolio, Dominican Republic.

Jianhu Z, Akahori K 2001. Web-based collaborative learning methods and strategies in Higher Education. International conference on Information Technology-based Higher Education and Training. July 4-6, Kumamoto, Japan.

Jonassen DH, Howland J, Marra J,. Marra RM 2003. Learning to solve problems with technology. A constructivist perspective. 2nd ed. Upper Saddle River, NJ: Merrill/ Prentice Hall.

Kettle B, Sellars N 1996. The development of students’ practical theory of teaching. Teaching and Teacher Education, 12(1): 1-24.

King R 2011. Metacognition: Information Literacy and Web 2.0 as an Instructional Tool. Currents in Teaching and Learning, 2(3): 22-32, Spring.

Krajci k JS, Blumenfeld PC, Marx RW, Soloway E 1994. A collaborative model for helping middle school science teachers learn project-based instruction. The Elementary School Journal, 94: 483-497.

Kreijns K, Kirschner PA, Jochems W 2003. Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behaviour, 19(3): 335-353.

Lee GC, Wu C-C 2006. Enhancing the teaching experience of pre-service teachers through the use of videos in web-based computer-mediated communication (CMC). Innovations in Education and Teaching International, 43(4):369-380. Nov.

Lim CP, Chan BC 2007. Microlessons in teacher education: Examining pre-service teachers’ pedagogical beliefs. Computers & Education, 48: 474-494.

Lin S, Overbaugh R 2013. Autonomy of participation and ICT literacy in a self-directed learning environment (SDLLE). Quality & Quantity: International Journal of Methodology, 47(1): 97-109.

Luttenberg J, Bergen T 2008. Teacher reflection: the development of a typology. Teachers and teaching, 14(5/6): 543-566.

McMillan JH, Schumacher S 2010. Research in education. Evidence-based inquiry. 7th ed. Boston: Pearson.

Merriam SB 2009. Qualitative research: a guide to design and implementation. San Francisco: Jossey-Bass.

Nelson K 2007. Teaching in the digital age: Using the Internet to increase student engagement and understanding. Thousand Oaks, CA: Corwin Press.

Nunnally J, Bernstein IH 1994. Psychometric theory. 3rd ed. New York, McGraw-Hill.

Payne BK, Monk-Turner B 2006. Students’ perceptions of group projects: The role of race, age, and slacking. College Student Journal, 40: 132-139.

Rich JP, Hannafin M 2009. Video Annotation Tools. Technologies to scaffold, structure and transform teacher reflection. Journal of Teacher Education, 60(1): 52-67, Jan./Feb.

Roblyer MD, Doering AH 2013. Integrating educational technology into teaching. 6th ed. Upper Saddle River: Pearson.

Rochelle J, Teasly SD 1995. The construction of shared knowledge in collaborative problem solving. In C. O’Malley (Ed.), Computer Communication and Cognition Vygotskian Perspectives (pp. 67-197). Cambridge: Cambridge University Press.

Saeed N, Yang Y, Sinnappan S 2009. Emerging web technologies in higher education: A case of incorporating blogs, podcasts and social bookmarks in a web programming course based on students’ learning styles and technology preferences. Educational Technology & Society, 12(4): 98-109.

Savery JR, Duffy TM 1995. Problem-based learning: An instructional model and its constructivist framework. Educational Technology, 35: 31-38.

Sawyer RK 2006. Analysing collaborative discourse. In R.K. Sawyer (ed.) Cambridge Handbook of the Learning Science. Cambridge University Press: New York (pp. 187-204).

Stevens R 2007. Capturing ideas in digital things: A new twist on the old problem of inert knowledge. In R Goldman, R Pea, B Barron, SJ Derry (Eds.), Video research in the learning sciences (pp. 547-563). Mahwah, NJ: Lawrence Erlbaum.

Strijbos JW, Martens RL, Jochems WMG, Broers NJ 2004. The effect of functional roles on group efficiency: Using multilevel modelling and content analysis to investigate computer-supported collaboration in small groups. Small Group Research, 35(2): 195-229.

Tripp T, Rich P 2012. Using video to analyze one’s own teaching. British Journal of Education Technology, 43, 678-704, July.

Williamson SN 2007. Development of a self-rating scale of self-directed learning, Nurse Researcher, 14(2): 66-83.

Wu C, Kao H 2008. Streaming videos in peer assessment to support Training Preservice Teachers. Educational Technology & Society, 11(1): 45-55.

Wu C, Lee GC 1999. Use of BBS to facilitate a teaching practicum course. Computers & Education, 32: 239-247.

Yin RK 2012. Applications of case study research. London: Sage.

Young P, Birds T 2009. Using embedded assessment to promote pedagogical reasoning among secondary teaching candidates. Teaching and teaching education, 10: 1-16.


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493