Complementary Data as Metadata: Building Context for the Reuse of Video Records of Practice

Data reuse is often dependent on context external to the data. At times, this context is actually additional data that helps data reusers better assess and/or understand the target data upon which they are focused. We refer to these data as complementary data and define these as data external to the target data which could be used as evidence in their own right. In this paper, we specifically we focus on video records of practice in education. Records of practice are a type of data that more broadly document events surrounding teaching and learning. Video records of practice are an interesting case of data reuse as they can be extensive (e.g., days or weeks of video of a classroom), result in large files sizes, and require both metadata and other complementary data in order for reusers to understand the events depicted in the video. Through our mixed methods study, consisting of a survey of data reusers in 4 repositories and 44 in-depth interviews, we identified the types of complementary data that assist reusers of video records of practice for either teaching and/or research. While there were similarities in the types of complementary data identified as important to have when reusing VROP, the rationales and motivations for seeking out particular complementary data differed depending on whether the intended use was for teaching or research. While metadata is an important and valuable means of describing data for reuse, data’s meaning is often constructed through comparison, verification, or elucidation in reference to other data. &nbsp

Facilitating Access to Digital Records of Practice in Education with Technology

Many disciplines are changing their traditional approaches to data, encouraging data producers to share data and enable researchers and practitioners to reuse data to answer new research questions and address educational needs. In response, data repositories have emerged, and the availability of data has increased. Repositories build infrastructure to facilitate data access and provide software tools for reuse. This paper analyzes the reuse of digital records of practice (DROP) in education through the lens of one software tool, Zaption, focusing on DROP reuse by teachers, teacher educators, and individuals involved in professional development activities. Using analytics data from one repository’s Zaption integration from 2012-2016, we found that producers and reusers of DROP preferred an array of rich communication tools over tools that added technical functionalities. The results contribute both to our knowledge of DROP reusers as well as inform repositories about software choices to facilitate reuse.Institute of Museum and Library Services (LG-06-14-0122-14)Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/147456/1/ELearn_2018_proceedings_FINAL_Deepblue.pd

Tool Selection Among Qualitative Data Reusers

This paper explores the tension between the tools that data reusers in the feld of education prefer to use when working with qualitative video data and the tools that repositories make available to data reusers. Findings from this mixed-methods study show that data reusers utilizing qualitative video data did not use repository-based tools. Rather, they valued common, widely available tools that were collaborative and easy to use.This project was made possible in part by the Institute of Museum and Library Services grant # LG-06-14-0122-14. We also acknowledge the University of Michigan Undergraduate Research Opportunity Program (UROP), which supported one of the authors.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/162592/1/Frank_etal_2020_DeepBlueA.pdfDescription of Frank_etal_2020_DeepBlueA.pdf : Main articleSEL

Video Re-Use in Mathematics Teacher Education

This study examines the re-use of existing video records of practice (VRPs) in preservice mathematics teacher education. The research is based on 34 interviews with mathematics teacher educators from 24 different institutions across the United States and three other countries, who are re-using VRPs from online repositories, books with accompanying videos, and other online and offline sources. In this paper, we report on three different types of VRP re-use raised by our interview participants. We discuss the instructional goals they described as well as the learning activities in which the VRPs were used. This paper addresses the question, how do mathematics teacher educators make use of existing VRPs to support the professional learning of preservice teachers? The paper concludes with a discussion of what these findings mean for teacher educators who re-use VRPs as well as for those who produce VRPs that can be re-used in preservice teacher education.Institute of Museum and Library Services (LG-06-14-0122-14)Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/144779/1/Suzuka_etal_2018_SITE_DeepBlueA.pdfDescription of Suzuka_etal_2018_SITE_DeepBlueA.pdf : Main Articl

Privacy Concerns in Qualitative Video Data Reuse

In this article, we examine how data producers’ and reusers’ privacy concerns shape their views about data sharing and reuse in the field of education, with an emphasis on video records of practice. We find that data producers and reusers were concerned about the risks that qualitative data, and video records of practice in particular, present to themselves, their colleagues, and the subjects represented in the data. Specifically, they emphasized risks relating to the privacy the subjects – teachers and students who appear in the videos. In response to these risks, data producers have engaged in a number of strategies to minimize risk and/or mitigate potential harm including: (1) education and training; (2) using informed consent to facilitate and/or restrict data sharing; and (3) limiting data capture/production. We discuss the implications that our findings have for digital repositories, and for efforts to facilitate the sharing and reuse of qualitative video data in education.This research is funded by the Institute of Museum and Library Services # LG-06-14-0122-14.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/148322/1/Frank_etal_2018_DeepBlueA.pdfDescription of Frank_etal_2018_DeepBlueA.pdf : Main Articl

Visibilities and Invisibilities in Data Reuse: Video Records of Practice in Education

This article investigates data reuse or the secondary analysis of qualitative data, specifically video records of practice in education, which are used to study the complex cognitive, social, and logistical issues involved in teaching and learning processes. It examines reuse through the lens of the invisibilities experienced by educational researchers who perform secondary analysis on video records of practice. Drawing on 22 in-depth interviews with educational researchers, we examine how they conceptualize secondary analysis of qualitative video data and cope with invisibilities in the data. For example, knowing the original research question was not sufficient: reusers needed to understand more about the intentionality of the data producer. They also sought more information on the reflexivity of the original researcher and how this influenced data production. Additionally, reusers discussed the creation of evidence from the video during secondary analysis as teaching and learning themselves entail invisible processes.The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported in part by a grant from the Institute for Museum and Library Services # LG-06-14-0122-14.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/167728/1/Yakel_etal_2021_QualitativeResearch_DeepBlue.pdfDescription of Yakel_etal_2021_QualitativeResearch_DeepBlue.pdf : Main articleSEL

Privacy Concerns in Qualitative Video Data Reuse

In this article, we examine how data producers’ and reusers’ privacy concerns shape their views about data sharing and reuse in the field of education, with an emphasis on video records of practice. We find that data producers and reusers were concerned about the risks that qualitative data, and video records of practice in particular, present to themselves, their colleagues, and the subjects represented in the data. Specifically, they emphasized risks relating to the privacy the subjects – teachers and students who appear in the videos. In response to these risks, data producers have engaged in a number of strategies to minimize risk and/or mitigate potential harm including: (1) education and training; (2) using informed consent to facilitate and/or restrict data sharing; and (3) limiting data capture/production. We discuss the implications that our findings have for digital repositories, and for efforts to facilitate the sharing and reuse of qualitative video data in education

Educational Records of Practice: Preservation and Access Concerns

Researchers in information science are placing increased attention on data reuse and on what must be preserved with that data to enable meaningful use by scholars within and across disciplines. Although the focus has been on scientific or quantitative data, this paper expands the discussion to qualitative data – specifically digital video records of practice in the field of education. This is an interesting case because researchers and diverse education professionals are interested in reusing this content, though their needs differ. We focus on three issues that raise challenges for preservation and access: file format, context, and dissemination

Examining the Reuse of Qualitative Research Data: Digital Video in Education

Qualitative data, particularly digital video, present unique challenges for reuse. These challenges include the need for contextual data, privacy and confidentiality concerns, and technical issues involving search, data manipulation, analysis, and capture of selected scenes for teaching. In this article we examine the reuse practices of users from an educational repository and focus on the latter challenge – the ways that tools for discovery, access, and use influence data reuse among researchers, teacher-educators, and teachers in practice. We identify major issues such as reusers’ difficulties with video data management, the challenge of research collaborations with digital video, and preferences for common and familiar tools over specialized software to remix and/or analyze the video.This research is funded by the Institute of Museum and Library Services # LG-06-14-0122-14.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/136635/1/Archiving2016_Frank_Suzuka_Yakel_DeepBlue_05012017_A.pdfDescription of Archiving2016_Frank_Suzuka_Yakel_DeepBlue_05012017_A.pdf : Main Articl

Tool Selection Among Qualitative Data Reusers

This paper explores the tension between the tools that data reusers in the feld of education prefer to use when working with qualitative video data and the tools that repositories make available to data reusers. Findings from this mixed-methods study show that data reusers utilizing qualitative video data did not use repository-based tools. Rather, they valued common, widely available tools that were collaborative and easy to use.This project was made possible in part by the Institute of Museum and Library Services grant # LG-06-14-0122-14. We also acknowledge the University of Michigan Undergraduate Research Opportunity Program (UROP), which supported one of the authors.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/162592/1/Frank_etal_2020_DeepBlueA.pdfDescription of Frank_etal_2020_DeepBlueA.pdf : Main articleSEL