Due, Brian Lystgaard

Lange, Simon Bierring

English

Copenhagen University Research Information System

u n i ve r s i t y  o f  co pe n h ag e n  Københavns UniversitetChoosing trainables in mediated interaction: Principles for selecting clips for video-based workshopsLange, Simon Bierring; Due, Brian LystgaardPublication date:2018Document versionPeer-review versionCitation for published version (APA):Lange, S. B., & Due, B. L. (2018). Choosing trainables in mediated interaction: Principles for selecting clips forvideo-based workshops. Abstract fra International Conference of Conversation Analysis (ICCA 2018),Storbritannien.Download date: 03. Feb. 2020Choosing trainables in mediated interaction: Principles for selecting clips for video-basedworkshopsSimon B. Lange & Brian L. DueCentre for Interaction Research and Communication DesignDepartment of  Nordic Studies and LinguisticsUniversity of  Copenhagen, ICCA 2018Video LearningCentre for Interaction Research and Communication DesignInspired by:Video-based Reflection on Team Interaction (Due & Lange 2015) Conversation Analytic Role-Play Method (CARM, Stokoe 2014)Format for “interventionist” (Antaki 2011) applied CA in professional practice settings1. Video based observation 3. Selection of video clipsthat raise relevant discussionsfor team2. Transscription and analysis4. Facilitated workshopVideo LearningCentre for Interaction Research and Communication DesignTerminology: “Trainable” in Video Learning practice• Problematic or successful practice (Stokoe 2011)• Identifiable routine, i.e. something recurrent in the institutional service (Tuccio & Nevile2017)• Not necessarily something interesting from a CA perspective (Kitzinger 2011, Due, Lange & Trærup 2018)• Something that the organisation has an interest in doing – it has to be in line with the goals of the organisation/practitioner’s goals (ethnographic knowledge, stakeholder management)• Can have linguistic, embodied, material focus (multimodal approach)Centre for Interaction Research and Communication DesignWhat is a good clip?Centre for Interaction Research and Communication DesignWhat does data from the workshops show?What happens after a “good” clip?Centre for Interaction Research and Communication Design1. Problem identificationParticipant recognizes a problem in the video clip2. Practical solution to problemParticipant produces a solution to the problem within the same sequence. Based on participants’ everyday professional experience Question :What do you think of that?Video clip is shown (with/without transcript)Multiunit turn with 2 partsCentre for Interaction Research and Communication DesignThe Case: The Online Public Service OrganisationRecordings of workshops Video recordings of practice; meetings between ”not digitally ready citizens” and professionalsCentre for Interaction Research and Communication DesignLocating a scanner in a video meeting Centre for Interaction Research and Communication Design35 P: ∆ka du ∆se ovre til højre for dig∆der står der en can you see over to your right there is a∆......∆points------------------>∆36 printer (.)• med en orange bakke påprinter with an orange tray on it•to paper moving r to l -->38 (1.0)39 P: til højre for dig•to your right--->•40 C: •*>den der<* >that one<*pats paper*•up at screen41 (0.7)42 C: >dender<=>thatone<43 P: =∆nej til højre∆ *[ik]* lige foran no to the right    [not] straight ahead∆points at scr ∆[Mhm][Mhm] 1:raises r hand *-1-* Centre for Interaction Research and Communication DesignSpecifying location by ‘left’ and ‘right’ is problematic35 P: ∆ka du ∆se ovre til højre for dig∆der står der en can you see over to your right there is a∆......∆points------------------>∆36 printer (.)• med en orange bakke påprinter with an orange tray on it•to paper moving r to l -->38 (1.0)39 P: til højre for dig•to your right--->•40 C: •*>den der<* >that one<*pats paper*•up at screen41 (0.7)42 C: >dender<=>thatone<43 P: =∆nej til højre∆ *[ik]* lige foran no to the right    [not] straight ahead∆points at scr∆[Mhm][Mhm] 1:raises r hand *-1-* Centre for Interaction Research and Communication Design35 P: ∆ka du ∆se ovre til højre for dig∆der står der en can you see over to your right there is a∆......∆points------------------>∆36 printer (.)• med en orange bakke påprinter with an orange tray on it•to paper moving r to l -->38 (1.0)39 P: til højre for dig•to your right--->•40 C: •*>den der<* >that one<*pats paper*•up at screen41 (0.7)42 C: >dender<=>thatone<43 P: =∆nej til højre∆ *[ik]* lige foran no to the right    [not] straight ahead∆points at scr∆[Mhm][Mhm] 1:raises r hand *-1-* Reference to objects: lexical choices and grammatical pressuppositions 35 P: ∆ka du ∆se ovre til højre for dig∆der står der en can you see over to your right there is a∆......∆points------------------>∆36 printer (.)• med en orange bakke påprinter with an orange tray on it•to paper moving r to l -->38 (1.0)39 P: til højre for dig•to your right--->•40 C: •*>den der<* >that one<*pats paper*•up at screen41 (0.7)42 C: >dender<=>thatone<43 P: =∆nej til højre∆ *[ik]* lige foran no to the right    [not] straight ahead∆points at scr∆[Mhm][Mhm] 1:raises r hand *-1-* Centre for Interaction Research and Communication DesignSome gestures are “not working” Centre for Interaction Research and Communication DesignEmbodied instructions are resources for reorganising the participation frameworkCentre for Interaction Research and Communication DesignEmbodied instructions are resources for reorganising the participation framework23 P: ∆så- sådan her* ∆*so- like  this∆turns h back and forth--------------------------------∆*----------------2---------------*Fig                                                                       #fig.224 C:  de:t høj-*it is righ-*raises and holds r hand --->25 P:  ∆den vej ja∆ (.) kig såthat way yes (.) now look∆..........∆points --->26 (0.7) Fig. 22: turns and holds head to the right, gaze fixed at screenOur analytical observations• Specifying location by ‘left’ and ‘right’ are problematic(most of the time people would hesitate or go to wrong side)• Reference to objects: lexical choices and grammatical pressuppositions(‘printer’ vs. ’scanner’. vs. ‘black box’, definite vs. indefinite) • Some gestures are “not working” (‘fractured ecologies’ Luff et al. 2003)• Embodied instructions are resources for reorganising the participation framework(Due et. al. forthcoming)Centre for Interaction Research and Communication DesignInteraction about the clip on workshopCentre for Interaction Research and Communication DesignWhat did the participants do after seeing the clip at the workshop?Centre for Interaction Research and Communication DesignProblem identification & solutionExample 1Centre for Interaction Research and Communication Design20 *ALL: [((several participants laugh)) [((several participants laugh))21 *P1: >Ka du se så: det lissom at jeg< sidder (.) til siden (.) til>Do you see it’s like I’m sitting to the side to22 kameraet. Det ku hun godt se. Den (.) bevægelse ska du gørethe camera. She could see that. That (.) movement you have to do23 ((?)) og så så gjorde borgeren sådan((?)) and then the citizen did this24 *ALL: ((several participants laugh))((several participants laugh))25 *P1:    ↑NÅ de:t den du snakker om (.) Ja: ↑OH that’s the one you’re talking about. Yes:26 P2: Å de:t fantastiskOh it’s fantastic27 F: [Det er så (…)[It is so (…)28 P1: [Det er (…)[It is (…)10 *F:        ja (selects next speaker)11 Yes12 *P1:     Jeg har lige et eksempel fra i går af.=I have just an example from yesterday13 *F:       Ja?=Yes?=14 *P1:     =fordi jeg havde en på firs år i bakken eller ind i:: boksen.=because I had 80 year old in the tray or inside the box15 (0.4)16 *P1:    .h å jeg måt sige til hende N:u ska du li kig op på bordet..h n I had to say to her ↑N:ow you have to look up at the table17 (.) å så ska du kig på mig >Hej< (.) °sir jeg° >Her er jeg(.) n then you look at me >Hi< (.) °I say° >Here I am<18 Hvis du kigger på hvad jeg gør nu <så dre:jerIf you look at what I do now <then I turn19 jeg [til højre>to the rightRecognizable as problem -> offers solution (story)Treated as laughable + novelDemonstrate joint attentionNovel solution is assessed by participantKeyed as laughable + novelCentre for Interaction Research and Communication DesignExample 2: Problem identification & solutionExample 2Centre for Interaction Research and Communication Design11 *F: Du havde os noget=You also had something=12 *P3: =Jamen det var bare det jeg vill sige faktisk >fordi når du=Well it was just what I wanted to say actually >because when you13 sir højre eller venstre så tror de at det er til >højre ellersay right or left then they think that it is to the right or14 venstre< på den skærm de kigger på.=the left< on the screen they are looking at.=15 *?:     =Mm=Mm16 *F: Mm Mm17 *P3: De forstår ikke det er rummet. Altså at hele rummetThey don’t understand that it’s the room. That the whole room18 er mHed i det hHer så man ska du ska kig væk frais iHin this thing so you so you have to look away from19 skærmen og så kig til højre [så forstår de det så detthe screen and then look to thr right [then they get it that20 er rigtig nok det har jeg også oplevetis true enough I have also experienced thatRecognizes problem as recurrentProposes solutionPrinciples for selecting video clips?Centre for Interaction Research and Communication DesignTransparent problemParticipants immediately recognize a  recurrent problem in thevideo clipSolution enablingParticipants produce solutions to the problem within the same sequence. Does this facilitate an opportunity for learning? Can recognizability from own practice facilitate situated learning (Lave & Wenger (1991; Wenger, 1998) or the development of professional vision (Goodwin 1994) ?Centre for Interaction Research and Communication DesignInstructing in video mediated interaction (after first workshop)Thank you!Centre for Interaction Research and Communication Design

Choosing trainables in mediated interaction: Principles for selecting clips for video-based workshops

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Choosing trainables in mediated interaction: Principles for selecting clips for video-based workshops

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