Identifying Learning Strategies Associated with Active use of Video Annotation Software

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

Identifying Learning Strategies Associated with Active use of Video Annotation Software 15

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

Identifying Learning Strategies Associated with Active use of Video Annotation Software 20

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