Collaborative Research: LivePhoto Physics Interactive Video Vignettes

LivePhoto物理小组正在创建和评估一系列“互动视频短片”的使用情况——包含实验测量和分析活动的简短的单一主题视频展览。这些基于网络的小短文被开发为补充教科书阅读的练习和/或作为讲座前或实验前的活动。每个小短片结合了叙述、真实世界的视频片段和视频分析工具，使学生在学习如何收集和分析数据的同时掌握概念。视频分析方法的范围可以从简单地查看视频帧上的行间距到应用复杂的数据收集和分析技术。通过提供课堂外的互动体验，学生能够面对常见的概念困难，并通过观察和实验学习如何构建科学知识。由于互动视频小插图代表了一种新的学习材料类型，该小组正在研究小插图的使用对学生学习和态度的影响。一个重点是确定有效的课程管理技术，激励学生在最少的教师时间内有效地使用小插曲。互动视频短片将作为其他STEM网络开发者的榜样，因为他们创建了互动材料，涉及学生在许多场所使用真实世界的观察结果。这些包括课堂作业、实验室体验、在线课程和科学博物馆实践体验的补充。此外，该项目正在开发新的方法来自动收集有关学生如何与网络材料互动的数据。这些数据可以帮助其他开发人员自动化和简化他们的教育研究技术，同时从事关于学生如何最有效地与基于网络的材料进行交互的形成性和总结性研究。这些技术为研究不同学生群体如何获得对理解科学至关重要的概念、数学和认识论知识提供了新的工具。

The LivePhoto Physics Group is creating and evaluating the use of a series of "Interactive Video Vignettes" - short single-topic video expositions that incorporate experimental measurement and analysis activities. These web-based vignettes are being developed as exercises to supplement textbook reading and/or serve as pre-lecture or pre-laboratory activities. Each vignette combines narration, a real-world video segment, and video analysis tools to enable students to master concepts while learning how to collect and analyze data. The video analysis methods can range from simply viewing the spacing between lines on a video frame to applying sophisticated data collection and analysis techniques. By providing an interactive experience outside the classroom, students are able to confront common conceptual difficulties and learn how scientific knowledge is constructed through observation and experimentation. Since Interactive Video Vignettes represent a new genre of learning materials, this group is conducting research on the impact of vignette use on student learning and attitudes. One focus is to identify efficient course management techniques that motivate students to use vignettes productively with a minimum of instructor time. Interactive Video Vignettes are to serve as a model for other STEM web developers as they create interactive materials involving student use of real-world observations in many venues. These include supplements to classroom work, laboratory experiences, on-line courses, and hands-on science museum experiences. In addition, the project is developing new methods for automated collection of data about how students interact with web-based materials. Such data can assist other developers in automating and streamlining their educational research techniques while engaged in formative and summative research on how students can most profitably interact with web-based materials. These techniques provide new tools for research on how different student populations acquire the conceptual, mathematical, and epistemological knowledge that is essential for understanding science.