Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22855
Title: 
Authors: 
Keywords: 
Video-based learning
Learning analytics
Learner dashboards
Teacher dashboards
Computer-supported collaborative learning
Dialogic learning
Assessment for learning
Issue Date: 
2018
Citation: 
Tan, J. P.-L., Koh, E., Noriff Elyn Mohamed Ariffin, Teo, E. Z., Tay, S. H., & Shyam Singh. (2018). A collaborative video annotation and analytics environment (CoVAA) intervention: User experiences and reflections of teacher-practitioners. In J. C. Yang, M. Chang, L.-H. Wong & M. M. T. Rodrigo (Eds.), Proceedings of the 26th International Conference on Computers in Education (ICCE) 2018 (pp. 706-714). Manila, Philippines: Asia-Pacific Society for Computers in Education (APSCE).
Abstract: 
This paper foregrounds teacher practitioners’ implementation experiences and reflections of a web-based Collaborative Video Annotation and Learning Analytics (CoVAA) intervention aimed at enhancing video-based teaching and learning in schools, with a view to foster secondary students’ conceptual understanding, social knowledge construction, and self-regulated learning dispositions. We first briefly outline the key learning principles that underpin the design of CoVAA, namely social dialogic learning, assessment for learning, and computer-supported collaborative learning. Next, we explain its two key learning affordances: (i) timepoint-based collaborative video annotation supplemented by a live interactive chatboard, and (ii) rapid digital formative feedback in the form of teacher and learner dashboards. We then illustrate how teachers implement these in their classrooms. Teachers’ sense-making of the learning and teaching gains, challenges and pathways forward for leveraging on these contemporary digital social learning affordances to enhance video-based classroom practices are presented and discussed.
Description: 
This paper refers to data and analysis from the research project NRF2015-EDU001-IHL09 (ethics approval reference number: IRB-2016-07-008) funded by the Singapore National Research Foundation, eduLab Research Program.
URI: 
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