Digital Video Tools in the Classroom: How to Support Meaningful Collaboration and Critical Advanced Thinking of Students? - New Science of Learning - page 491

re-sequencing, and annotating video to create new multimedia products. What needs
to be considered, however, is that each of these tools affords specific cognitive and
socio-cognitive activities. Our understanding of such affordances is related to the
concept of “representational guidance” in collaborative problem solving (Suthers,
1999, 2001). It describes the implicit impact on social interactions that tools for stu-
dents' productions of representational artifacts may have. Suthers and Hundhausen
(2003) found, for example, that the salience of information in external represen-
tations can have important effects on students' interactions during collaborative
problem solving (representational bias). These effects are based on both experi-
mental data and a classroom study. Thus, we need to take into account that the
form of external representations and the corresponding tools used in collaborative
design scenarios can shape the interactions between learners and should therefore
be included in the related research.
Tools for Collaborative Observation and Analysis
The DIVER/WebDIVER TM system was developed by the Stanford Center for
Innovations in Learning (SCIL) and is based on the notion of a user “diving” into
videos. “Diving” refers to creating new points of view on a source video by using
a virtual camera that can zoom and pan through space and time within an overview
window of the source video. The virtual camera can take a snapshot of a still image
clip, or dynamically record a video “path” through the video to create a dive TM
(which we also call a WebDIVER TM worksheet, see Fig. 25.1 below). These can be
Fig. 25.1 WebDIVER TM worksheet. ( a ) Button for playing and pausing the source video, ( b )
mark-button for capturing still images, ( c ) record-/stop-button for capturing sequences