Collaborative Research: LivePhoto Physics Interactive Video Vignettes

LivePhoto物理组正在创建和评估一系列“交互式视频小插曲”的使用-结合实验测量和分析活动的简短单一主题视频展览。这些基于网络的小插曲正在开发作为练习，以补充教科书阅读和/或作为课前或实验前的活动。每个小插曲都结合了叙述，真实世界的视频片段和视频分析工具，使学生能够掌握概念，同时学习如何收集和分析数据。视频分析方法的范围可以从简单地查看视频帧上的行之间的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，并学习如何通过观察和实验构建科学知识。由于互动视频短片代表了一种新的学习材料，这个小组正在进行研究的影响，短片使用学生的学习和态度。一个重点是确定有效的课程管理技术，激励学生使用小插曲富有成效的最低教师的时间。交互式视频小插曲将作为其他STEM网络开发人员的模型，因为他们创建的交互式材料涉及学生在许多场所使用真实世界的观察。这些包括课堂作业，实验室经验，在线课程和动手科学博物馆经验的补充。此外，该项目正在开发自动收集学生如何与网络材料互动的数据的新方法。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，同时参与形成性和总结性研究，研究学生如何最有效地与基于网络的材料进行交互。这些技术为研究不同的学生群体如何获得理解科学所必需的概念，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.