Abstract:

This paper examines the affordances for isochronic video annotation software (VAS) to enhance video assessment. We embedded the GoReact video annotation software with the aim to transform feedback delivery on a video assessment assignment into a more situated learning experience. Data is drawn from the experiences of 55 students on the Innovation module at WMG led by the second author along with the tutor team comprising of authors 3, 5 and 6. Tutor non-participant observational and student survey data inform our analysis.

We observed that VAS created a zone of proximal development with a five-stage system of assessment and assessment support. These included:
(a) a detailed explanation of the set question in class,
(b) support meetings between tutors and student teams,
(c) viva exam,
(d) release of annotated tutor feedback, and
(e) student feedback survey.

Student knowledge was closely examined as they externalised their ideas and presented analytical outcomes on the set question. We found that insights gleaned from support meetings with tutors strongly informed the final development phase of student video outputs. The group viva offered an opportunity for guided metacognition, which was enhanced by students’ previous engagement with annotated comments on draft video submissions. Our evidence suggests that students were able to move beyond subject-linked knowledge, as they were encouraged to reflect on their assignment creation experience while self-learning new film production techniques and the use of software tools. We observed student discussions that featured the methods of cognitive apprenticeship including coaching and scaffolding. Our findings support previous research which suggests that VAS affords the opportunity for deeper reflection on action within a situated context. It allowed an artefact created by student groups to be deconstructed by their tutor then jointly re-assembled in a dialogic process.

Keywords:

Video annotation, video assessment, reflective learning, Higher Education, situated cognition.