Post on 08-Dec-2014
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1. VLL Activities 2007-8Andy Coverdale 16-7-08
General
• Monthly Meetings• VLL Events• Conferences (BETT 2008, CETLs)
Thunder / School of Built Environment (SBE) Research Project
• Literature Review: The Crit in Architectural Education• Questionnaire Survey Analysis• Conducting Student Interviews• Video Data Analysis• Journal Article (co-authorship)
2. Thunder / SBE Video DataAndy Coverdale 16-7-08
The Study
• Postgraduate Architectural Students’ Crit Presentations
Research Questions Key Foci
• Spontaneous Interaction• Non-linear Presentation
Video Corpus
• 16 Presentations• Session 1: 4 presentations (large groups of 5-9 students)• Session 3: 12 presentations (small groups of 2-3 students)
• Up to 30 Minutes Duration
3. Video CaptureAndy Coverdale 16-7-08
‘Loaded’ Data Source
“Video recordings replace the bias of the researcher with the bias of the machine” (Jordan and Henderson, 1995, p.51).
“Videotape is not a completely phenomenologically neutral document, for the cameraperson shooting it has a point of view” (Erickson, 2006 p.178).
• Limitations of Video Recording – Field of View etc.• Decisions of Video Camera Operator (zooming, panning etc.)
Some Key Issues
• Participant Reactivity – ‘Camera’ Effect• Technological – Quality, Audio, Digitising etc.• Ethical – Confidentiality etc.
Erickson, F. (2006) Definition and analysis of data from videotape: Some research procedures and their rationales. In J. L. Green, G. Camilli & P. B. Elmore (eds.), Handbook of Complementary Methods in Educational Research. Washington, D.C., American Educational Research Association. pp.177-191.
Jordan, B. & Henderson, A. (1995) Interaction Analysis: Foundations and Practice, Journal of the Learning Sciences, 4(1), pp. 39-103.
4. Video Data AnalysisAndy Coverdale 16-7-08
Volume and Complexity
“This flooding of information instantly overwhelms the analyst, and there is a tendency for novice researchers to ‘zone out’” (Erickson, 2007 p.148).
Analytical Frameworks
• Ethnomethodological Analysis (Garfinkel, 1967)• Conversation Analysis (Sachs et al., 1974)• Interaction Analysis (Jordan & Henderson, 1995) (Video Analysis)
Key Issues
• Qualitative vs. Quantitative• Generalizability and Representativeness• Scope vs. Granularity • Recursive Process (between Data Capture and Analyses)
Erickson, F. (2007) Ways of Seeing Video: Toward a Phenomenology of Viewing Minimally Edited Footage. In Goldman, R., Pea, R., Barron, B. & Derry, S. J. (eds.) Video Research in the Learning Sciences. Mahwah, Lawrence Erlbaum, pp.145-156.
5. Coding MethodsAndy Coverdale 16-7-08
Coding
Preliminary analysis to identify key coding elements Categories, definitions and exemplars to guide coding practice
Transcribing
• Transcribing – Verbal, Non-verbal and Video Capture (Zoom, Pan etc.)• Coding Method – Direct from Videotape or Transcript
Data Reduction
• Sampling within Timeframe• Critical Incident Technique / Significant Events• Refer to Content Logs / Field Notes (created during video capture)
6. Coding CategoriesAndy Coverdale 16-7-08
Behaviours
• Position• Eye Direction
Critical Incidents
• Gesturing• To Easel• To Thunder Wall
• Annotation (use of Pen Tool)• Draw Attention to• Reinforcement• Enhancement• Create New Information
• Other• Familiarisation• Navigation• Tutor Feedback
7. Coding SheetsAndy Coverdale 16-7-08
Key Features
• Divided per Student Contribution• Student Identification• Key• Colour-Coding of Categories• Time Frame • Notes• Quantitative Data: Statistics
8. Analytical MethodsAndy Coverdale 16-7-08
Multiple Viewing
“Erickson (1982) suggests the strategy of using the technological affordances of video to shift one’s perceptual stance by choosing a focus of attention (e.g. gesture or talk) for each replay of a segment” (Barron, 2007 p.174).
Multiple Viewers
• Access to Coding Sheets (Need for Inter-coder Variability)
Tips
• Temporal Affordances - Use Pause, Rewind etc.• Avoid Sensory Overload (Play without sound etc.)• Use of Diagrammatical / Visual Datasets• Remember Research Questions• Coffee Breaks!
Barron, B. (2007) Video as a Tool to Advance Understanding of Learning and Development in Peer, Family, and Other Informal Learning Contexts. In Goldman, R., Pea, R., Barron, B. & Derry, S. J. (eds.) Video Research in the Learning Sciences. Mahwah, Lawrence Erlbaum, pp.159-188.
9. RepurposingAndy Coverdale 16-7-08
Recall Stimuli
• ‘Trigger’ Video – e.g. Participant Interviews etc.
Video as Reflective Tool
• Reflected Practice (e.g. Teacher Training)• ‘Objectification’ of Data
Dissemination
• Presentations, Seminars etc.
Secondary Analysis
• Open Access to Video Data Sources• Standardising Protocols, Formats and Tools (for Collecting, Archiving and
Sharing Digital Video Data)
10. Technological DevelopmentsAndy Coverdale 16-7-08
Analysis Software
• Integration of Video playback in Analysis Software – e.g. NVivo 8, Atlas.ti• Dedicated Video Analysis Software – e.g. MacShappa (University of Illinois)
Video Collaboratories
• Online Synchronous Video Data Analysis (Research Communities) e.g. ORION
Other
• Web Based Open Access – e.g. Video Traces (Arizona State University)• Digital Annotation and Visualisation Analysis Tools