Designing a Web Application for Simple and Collaborative Video Annotation That Meets Teaching Routines and Educational Requirements

Video annotation and analysis is an important activity for teaching with and about audiovisual media artifacts because it helps students to learn how to identify textual and formal connections in media products. But school teachers lack adequate tools for video annotation and analysis in media education that are easy-to-use, integrate into established teaching organization, and support quick collaborative work. To address these challenges, we followed a design-based research approach and conducted qualitative interviews with teachers to develop TRAVIS GO, a web application for simple and collaborative video annotation. TRAVIS GO allows for quick and easy use within established teaching settings. The web application provides basic analytical features in an adaptable work space. Key didactic features include tagging and commenting on posts, sharing and exporting projects, and working in live collaboration. Teachers can create assignments according to grade level, learning subject, and class size. Our work contributes further insights for the CSCW community about how to implement user demands into developing educational tools

A framework proposal for the design of video-assisted online learning environments for programming teaching

It is observed that in the wake of developments in digital technologies, the role of shareholders in the learning-teaching process changed and a transition from the classical face-to-face communication into online learning communication occurred. This transition also led to a change the knowledge and behaviours expected from indivudals. In this context, they are expected to acquire several skills considered as the skills of the 21st century, among which are critical and analytical thinking. Recent studies suggest that programming teaching is influential on these skills. However, programming teaching refers to a process which is structuraly difficult and complex. Thus, we need novel methods and techniques regarding programming teaching. Considering that particulalrly online learning environments have begun to be a crucial part of the learning-teaching process recently, it is believed that assisting onlne learning environments with learning videos in which audiovisual symbol systems are used together may play a crucial role in developing the programming skill that is abstract and unclear intuitively. From this point of view, this study aims to propose a framework related to desgning video-assisted online learning environments for programming teaching. To achieve this goal, the design-based research has been conducted. The research has been conducted through the participation of 48 (F: 27, M: 21) registered undergraduate students and of 4 instructors (F: 1, M: 3) of the Department of Computer Education and Instructional Technology based in the Faculty of Education at a state university located in the east of Turkey. Observation forms, reflective student diaries, the focus group interview, interview, and graded scoring key were used as data collection tools. As a result of the research, a framework has been proposed in the context of "content", "visual design", "interaction" and "practicability" related to the design of video-assisted online learning environments for "cognitive", "affective", "methodological" and "environmental" problems. Suggestions were presented within the framework of the results obtained from the study and the experiences of the researcher

Improving Learning Performance in Physical Education through Video-Based Presentations (VBP) Approach

Background: Technology plays a pivotal role in the learning and teaching process. Technology has become a powerful tool for enhancing students' performance in Physical Education. The study aims to assess the effect of video-based presentations on students' physical education learning performance. Objectives: The study aims to assess the effects of video-based presentations as an intervention tool in enhancing students' performance. Specifically, this is to answer the following objectives: (1) mean scores in the pre-test and post-test, (2) significant difference between before and after intervention, and (3) student's experiences in using video-based presentations in the learning performance in physical education. Methods: The researcher used a sequential mixed-method research design with a one-group pre-test and post-test design, which was participated by 52 students in one of the secondary schools in the Philippines and five students in the focus group discussion. Purposive sampling was used to choose the participants to assess the effect of the video-based presentations. JASP Software was used to analyze the data. Results: Based on the result, the study shows that before the intervention, students needed more knowledge and more participation in the discussion. However, utilizing the intervention indicates that the video-based presentation significantly affects students' learning performance, which shows that the video-based presentation has a positive impact on the students' learning performance. Moreover, two themes emerged in the focus group discussion: independent learning and flexible instruction. Conclusion: As education becomes man's equalizer, students must adopt 21st-century skills, and through the intervention used, this will pave the way for developing their capabilities and skills in the education trends. This implies that with the progressive world facing the ever-changing education landscape, teachers must have the desire to build their technological capabilities by upskilling and retooling their innovativeness and creativity in delivering instructions

Exploring physical education teachers’ experiences with incorporating technology into instruction

Keeping up with evolving concepts and teaching new knowledge require individuals to adapt to 21st century abilities in order to be future-ready and versatile in keeping up with the trends of an ever-changing educational landscape. Technology integration is a huge assist in offering meaningful and creative quality education services. The purpose of this study is to acquire an in-depth undertanding of physical education teachers' experiences with integrating ICT into lesson delivery. The study utilized qualitative study which employs a phenomenological approach. Purposive sampling was utilized in the study to fulfill the study's purpose of answering research concerns where 7 physical education teachers participated the study. Codes and themes were used in the study. Three themes emerged in the study: dynamic teaching and learning experiences, lack of access, and health problems. This study intends to highlight the significance of adopting and integrating technology into the current teaching and learning process, which highlights the significance of teaching of physical education teachers’ with showcasing the technical capabilities and skills. Additionally, by incorporating ICT, the study will highlight its beneficial outcomes and serves as a strategy will be developed to deal with the difficulties instructors have faced by creating policies for improving teachers’ technological skills as a result of these difficulties. The use of ICT to give instruction in physical education classes will highlight the study's beneficial effects. Every physical education teacher who uses ICT to give lessons in concepts, principles, and teaching and learning will benefit from the clarity this study will bring

Bringing Nordic mathematics education into the future. Proceedings of Norma 20, The ninth Nordic Conference on Mathematics Education

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An Active Viewing Framework for Video-Based Learning

Video-based learning is most effective when students are engaged with video content; however, the literature has yet to identify students’ viewing behaviors and ground them in theory. This paper addresses this need by introducing a framework of active viewing, which is situated in an established model of active learning to describe students’ behaviors while learning from video. We conducted a field study with 460 undergraduates in an Applied Science course using a video player designed for active viewing to evaluate how students engage in passive and active video-based learning. The concept of active viewing, and the role of interactive, constructive, active, and passive behaviors in videobased learning, can be implemented in the design and evaluation of video players.Applied Science, Faculty ofArts, Faculty ofScience, Faculty ofOther UBCComputer Science, Department ofiSchool (Library, Archival and Information Studies)ReviewedFacultyGraduat