EXP: Constructing Multimedia Artifacts Using a Video Repository

这个PI团队正在调查视频在教育中使用的三个方面：i)人们如何通过视频学习，ii)技术在支持使用数十年研究产生的大量视频语料库中的作用，以及iii)视频如何以生成性的方式帮助学习者专注于感兴趣的现象。研究人员的研究基于视频马赛克合作(VMC)，这是一个丰富的集合，包括来自城市、工薪阶层和郊区社区的多个纵向研究的视频，无论是在课堂上还是在非正式环境中，孩子们在认知上具有挑战性的数学问题上单独和合作地工作。本项目的技术创新之处在于开发了一个视频选择和标注工具VMCAnalytic。分析是一种多媒体对象，它将选定的视频部分与一系列剪辑中的伴随文本相结合，以产生预期目的的叙事，其中可能包括诸如教案或研究问题探索等对象。一项关键的设计决策指导了该工具的开发，以便以一种标准格式捕获该信息，该格式：i)可以在该工具之外持续存在；ii)可以以不同的格式共享和重复使用(例如带有可点击视频链接的PDF)；iii)可以根据研究人员的需求变化随时进行扩展和增强；以及iv)被识别为信息对象并将其本身视为信息对象。所有开发都是开源的，这扩大了该项目的影响。该项目有两个研发周期。第一个周期考察大学教授如何使用分析为他们的学生创建学习任务，以及他们对分析工具能做什么的看法与研究团队最初的社会认知分析是如何一致的。研究人员还研究了学习者如何参与设计的任务(例如，他们如何明确学习是如何发展的，或者教师的移动如何影响学生的结果)，从而允许开发关于学生如何通过多媒体建构任务学习的猜测。从对这些数据的初步分析中，研究小组试图了解需要开发和实施什么样的支持和支架。第二个设计周期建立在初步研究的基础上，并测试其中一些支架和脚手架。

This PI team is investigating three aspects of the use of video in education: i) how people learn with video, ii) the role of technology in supporting use of the vast corpora of video generated by decades of research, and iii) how video is used in generative ways to help focus learners on phenomena of interest. The researchers are basing their investigations on the Video Mosaic Collaborative (VMC), a rich collection that includes video from multiple longitudinal studies of children's mathematical reasoning, from urban, working class, and suburban communities in both classroom and informal settings, as children work individually and collaboratively on cognitively challenging math problems. The technological innovation of this project lies in the development of a tool for video selection and annotation, the VMCAnalytic. An analytic is a multimedia object that combines selected portions of video with accompanying text in a sequence of clips to yield a narrative for an intended purpose, which might include such objects as a lesson plan or an exploration of a research question. A critical design decision guides the development of this tool, to capture that information in a standard format that: i) could persist outside the tool, ii) is shareable and reusable in different formats (such as PDF with clickable video links), iii) is readily expanded and enhanced as researcher needs change, and iv) is recognized and treated as an information object in its own right. All developments are open-source, which widens the impact of the project. The project features two research and development cycles. The first cycle examines how college professors use analytics to create learning tasks for their students, and how their perception of what the analytic tool can do aligns with the research team's initial socio-cognitive analysis. The researchers are also studying how learners engage with tasks that were designed (e.g., how they make explicit how learning develops or how teacher moves influence student outcomes), allowing the development of conjectures about how students learn through the multimedia construction tasks. From initial analyses of that data the research team seeks to understand what kinds of supports and scaffolds need development and implementation. The second design cycle then builds on the initial studies and tests some of these supports and scaffolds.