identifying learning strategies associated with active use of video annotation software
TRANSCRIPT
DarrelB
irkettFlickr
Identifying Learning StrategiesAssociated with Active use of VideoAnnotation Software
Learning Analytics and Knowledge 201519 March 2015
A. Pardo,N. Mirriahi,S. Dawson,A. Zhao,Y. Zhao,
D. Gaševic
Identifying Learning Strategies Associated with Active use of Video Annotation Software 2
cygnus921Flickr
Why videoannotation?
CLAS
TheScenario
Results
Identifying Learning Strategies Associated with Active use of Video Annotation Software 3
cygnus921Flickr
Why videoannotation?
Increasing use of videos
Identifying Learning Strategies Associated with Active use of Video Annotation Software 4
Identifying Learning Strategies Associated with Active use of Video Annotation Software 5
Derek
Bruffslideshare.net
http://www.slideshare.net/derekbruff/vu-ophthamology-2
What is missing?
Explore the association between videoannotation and approaches to learning
Identifying Learning Strategies Associated with Active use of Video Annotation Software 6
Identifying Learning Strategies Associated with Active use of Video Annotation Software 7
cygnus921Flickr
Why videoannotation?
CLAS
Identifying Learning Strategies Associated with Active use of Video Annotation Software 8
Identifying Learning Strategies Associated with Active use of Video Annotation Software 9
Identifying Learning Strategies Associated with Active use of Video Annotation Software 10
Identifying Learning Strategies Associated with Active use of Video Annotation Software 11
cygnus921Flickr
Why videoannotation?
CLAS
TheScenario
Identifying Learning Strategies Associated with Active use of Video Annotation Software 12
neteffectflickr.com
1st year Engineering Course
• 300 students enrolled• 149 students (38 F, 111 M)• Flipped Learning.• Video annotation with CLAS as previous
activities• Students required to create three
annotations and a summary.• Formative Assessment
Identifying Learning Strategies Associated with Active use of Video Annotation Software 13
Berge
Gazen
flickr.com
CLAS Logs
Motivational andSelf-RegulatedLearningQuestionnaire(MSLQ)
Study Process Questionnaire (SPQ)
Student mid-termscores
Identifying Learning Strategies Associated with Active use of Video Annotation Software 14
patdami822
flickr.com
Higher engagement correlates with higher scores.Which aspects of learning explain higher variation ofmidterm score
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heydrienneflickr.comVariables:
• Number of annotations (indep. variable)• MSLQ: Intrinsic value, self-efficacy, test anxiety,
cognitive strategy use, self-regulation(covariates)
• SPQ: Deep motive, deep strategy, surface motiveand surface strategy (covariates)
• Midterm exam (dependent variable)
Identifying Learning Strategies Associated with Active use of Video Annotation Software 16
orkomedix
flickr.comModels: linear regression
1 CLAS vs midterm marks2 CLAS and MSLQ vs midterm marks3 CLAS and SPQ vs midterm marks
Identifying Learning Strategies Associated with Active use of Video Annotation Software 17
cygnus921Flickr
Why videoannotation?
CLAS
TheScenario
Results
CLAS vs Midterm
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Linear regression is significant, but low R2
CLAS, MSLQ vs Midterm
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Two covariates are significant. R2 increased to 13%
CLAS, SPQ vs Midterm
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Surface strategy translated into lower scores.
Identifying Learning Strategies Associated with Active use of Video Annotation Software 21
Com
edyN
oseflickr.com
Annotations vs approach tolearning
Weak performance vs score.
With MSLQ and SPQ significantassociations
Extend to other pedagogical strategies
DarrelB
irkettFlickr
Identifying Learning StrategiesAssociated with Active use of VideoAnnotation Software
Learning Analytics and Knowledge 201519 March 2015
A. Pardo,N. Mirriahi,S. Dawson,A. Zhao,Y. Zhao,
D. Gaševic