Digital Video Tools in the Classroom: How to Support Meaningful Collaboration and Critical Advanced Thinking of Students? - New Science of Learning - page 492

commented on by writing short text passages or codes (Pea et al., 2004). A dive is
made up of a collection of re-orderable “panels,” each of which contains a small key
video frame that represents a clip, plus and a text field and room for comments to be
added to this dive. Diving into video performs an important action for establishing
common ground that is characterized as “guided noticing” (Pea et al., 2006). The
use of the virtual camera for the framing of a focus within a complex and dynamic
visual field directs the viewer's attention to notice with particular attention what
is being framed. Thus the viewer is guided to that noticing act from a particular
point of view. While one can guide another to notice a video referent with a certain
interpretation by pointing and speaking about it, this is a transient act. As a new
tool for supporting guided noticing interactions, DIVER TM makes pointing to video
moments and making interpretive annotations a persistent act that is then replayable
as an artifact Pea, Lindgren & Rosen (2006). In this way, DIVER TM can be used
as a tool to promote the development of “professional vision” in learning within
disciplinary domains (Goodwin, 1994).
Originally, DIVER's primary focus was on supporting research activities in the
learning sciences (such as interaction analysis: Jordan & Henderson, 1995), and in
teacher education, where video analyses play a major role for understanding one's
own behavior and reflecting on it in relation to the behavior of others. There are
two different ways users work with video using the DIVER TM approach. In the
first, after creating a dive using the desktop DIVER TM application, the user can
upload it onto WebDIVER TM , a website for interactive browsing, searching, and
displaying of video clips and collaborative commentary on dives. In an alternative
version of the WebDIVER TM system, one can dive on streaming video files that
are made accessible through a web server over the Internet. Using WebDIVER TM
in either of these ways, a dive can be shared over the Internet. Thus it can become
the focus of knowledge-building exchanges, which can be argumentative, tutorial,
assessment, or general communicative exchanges. With DIVER/WebDIVER TM it
becomes obvious that digital video technology may not only amplify existing kinds
of activities and communication, but that it might augment our spectrum of activ-
ities and initiate entirely new forms of learning (Pea, 1985; Beichner, 1994). For
related prior work see also Goldman-Segal (1998) and Stevens, Cherry, and Fournier
(2002). In our research we aim to provide empirical data specific to these theoreti-
cally implemented affordances to advocate their use in education by empirical data.
Tools for Collaborative Hypervideo Structuring
Other tools for video-based collaboration are based on the idea of hypervideo, i.e.,
the selection of video segments from a source video and creation of spatio-temporal
hyperlinks (see Fig. 25.2) to video by multiple users. For example, in the hyper-
video system originally developed at the Computer Graphics Center (ZGDV) in
Darmstadt, Germany, and presented by Zahn and Finke (2003), (1) information
is mainly presented by video, (2) knowledge can be collaboratively expanded by
means of both dynamic links and written e-communication, and (3) the construc-
tion process of joint knowledge representation is reflected in a resulting hypervideo.