Information Technology Reference
In-Depth Information
between recorded time and analysis time can easily rich a proportion of 1 to sev-
eral hundred units of time (Jordan & Henderson, 1995). In order to make video a
data format that is a practical choice beyond a Ph.D. thesis, analyzing video invites
collaboration, not only for practical reasons, but also because some methodologies
require joint sense making of what is recorded. Roy Pea and colleagues have coined
the term “video collaboratories” to highlight the special requirements for collabo-
ration around video as data resources: “In research-oriented video collaboratories,
scientists will work together to share video data sets, metadata schemes, analysis
tools, coding systems, advice and other resources, and build video analyses together,
in order to advance the collective understanding of the behaviors represented in
digital video data” (Pea & Lindgren, 2008, p. 236).
The notion of collaboratively annotating video materials for the purposes of
professional development and research-oriented analysis has become quite popu-
lar (for an overview, see e.g., Rich & Hannafin, 2009). For instance, Huppertz,
Massler, and Plötzner (2005) have conducted a study whereby students and edu-
cators can provide online comments on short video clips delivered on the web. The
short video clips can then be replayed with the comments and shared among the
teachers and students. This digital learning environment has received positive feed-
backs from students in the synthesis and analysis of video learning experience and
related animation. The VideoPaper project at Tuft University (Beardsley, Cogan-
Drew, & Olivero, 2007) has produced successful collaborations and interactions
between learning sciences researchers, educators, and practitioners through digital
video by encouraging reflection. The DIVER platform (Digital Interactive Video
Exploration and Reflection, Pea, Mills, Rosen, Dauber, & Effelsberg, 2004), devel-
oped at the Stanford Centre for Innovation in Learning, allows researchers to easily
edit and annotate collected video footage obtained from a panoramic camera, thus
creating lightweight “dives” that illustrate some specific points or pieces of evi-
dence. Dives can subsequently be exported to a Web site, so that other researchers
have a chance to observe and comment on them. The web-based HyperVideo
platform (Chambel, Zahn, & Finke, 2004) for collaborative learning, developed
at the Computer Graphics Center/Darmstadt and the Knowledge Media Research
Center/Tübingen, is based on the idea of selecting video segments from a source
video and having spatio-temporal hyperlinks added by multiple users.
Another video annotation tool is EVA (web-based
E
ducation
V
ideo with collabo-
rative
A
nnotation), developed at the University of Sydney (Wong & Reimann, 2009).
It supports
•
Real-time collaborative temporal video bookmarking and collaborative temporal
HTML annotations associated with each video bookmark.
•
Web-based video and annotation delivery with synchronization option for ease of
presentation and viewing.
•
Automatic indexation of the temporal video bookmarks and associated annota-
tions for friendly navigation.
•
Search facility of the time point of the video using matching information from
the content of bookmarks and annotations.
