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The SHARP Guided TourThe SHARP Guided Tour

Welcome to the SHARP guided tour — designed to show you how Welcome to the SHARP guided tour — designed to show you how the SHARP approach works in practice.the SHARP approach works in practice.

By the end of the tour you should be able to see how By the end of the tour you should be able to see how youyou could use could use the SHARP approach with either:the SHARP approach with either:

undergraduates studying for a vocationally oriented degree undergraduates studying for a vocationally oriented degree qualification, orqualification, or

experienced practitioners engaged in programmes of continuing experienced practitioners engaged in programmes of continuing professional development (CPD).professional development (CPD).

Note that all the information in this tour is covered in more detail elsewhere in the Note that all the information in this tour is covered in more detail elsewhere in the SHARP web site, but please stay with the tour — we will give you links at the end.SHARP web site, but please stay with the tour — we will give you links at the end.

Slide Slide 11 of 4 of 4


What is involved in running a SHARP What is involved in running a SHARP style programme?style programme?

To run a SHARP programme you must set up an To run a SHARP programme you must set up an asynchronous multimedia conference (AMC)asynchronous multimedia conference (AMC) where programme where programme participants, tutors (and perhaps also invited contributors) can participants, tutors (and perhaps also invited contributors) can discuss and develop their understanding of discuss and develop their understanding of working knowledgeworking knowledge within your field.within your field. The usual starting point for discussion in the AMC is one or more The usual starting point for discussion in the AMC is one or more short short video clipsvideo clips representing some aspect of working practice. representing some aspect of working practice.



Who makes the video clips?Who makes the video clips?

Video clips for a SHARP style AMC need to be created by Video clips for a SHARP style AMC need to be created by practitionerspractitioners. .

If you are working on a continuous professional development If you are working on a continuous professional development (CPD) programme, these practitioners will also be the (CPD) programme, these practitioners will also be the participants in the AMC. participants in the AMC.

If you are engaged in undergraduate teaching, you will want If you are engaged in undergraduate teaching, you will want most of the participation in the AMC to be from your students most of the participation in the AMC to be from your students and their teachers, but you may also need to arrange for and their teachers, but you may also need to arrange for relevant contributions to be made by some experienced relevant contributions to be made by some experienced practitioners.practitioners.



What does the AMC consist of?What does the AMC consist of?

The AMC discussion itself can consist of The AMC discussion itself can consist of audio, video, textual and audio, video, textual and graphical annotations to the original video clipsgraphical annotations to the original video clips..

By participating in the AMC, students, teachers and practitioners By participating in the AMC, students, teachers and practitioners collaborate in constructing a communal hypermedia resource collaborate in constructing a communal hypermedia resource whose content focuses on a set of real-world working practices.whose content focuses on a set of real-world working practices.

Both the process of constructing the resource, and the end product Both the process of constructing the resource, and the end product itself, are important in promoting everyone’s learning.itself, are important in promoting everyone’s learning.



A practitioner, Sonia, has A practitioner, Sonia, has identified a practical problem identified a practical problem relating to her work. She relating to her work. She decides to create a video clip decides to create a video clip from her office space to capture from her office space to capture the problem...the problem...

Here is a practitioner, who provides consultancy on the design of learning materials. She uses her

video camera to tell other practitioners about a specific task and its

problems

Click to play clip

Slide 1 of 13Slide 1 of 13


Sonia uses the video clip to Sonia uses the video clip to capture a representation of the capture a representation of the problem, in order to share and to problem, in order to share and to discuss it with other professionals discuss it with other professionals who might also have encountered who might also have encountered this problemthis problem

We call this kind of representation in a

video clip a ‘talking head’: more about

that later

Asynchronous multimedia

conferencing

Sonia places the video clip in the Sonia places the video clip in the discussion space, the AMC discussion space, the AMC environment, to make it environment, to make it available to othersavailable to others



The clip is placed in the discussion space, where others can also view The clip is placed in the discussion space, where others can also view it. It is one of a family of what might be called multimedia objectsit. It is one of a family of what might be called multimedia objects

The AMC environment

Sonia’s Sonia’s Video ClipVideo Clip



Another practitioner, Chris, sees Another practitioner, Chris, sees Sonia’s clip and has a suggestion Sonia’s clip and has a suggestion to make. She uses a screen to make. She uses a screen capture program to make another capture program to make another sort of multimedia object. In this sort of multimedia object. In this case she makes an animation case she makes an animation clip, describing an alternative clip, describing an alternative approach for handling this approach for handling this problem.problem.

Click to play clip



Chris’ animation clip is also placed in the AMC environment, connected to the video clip made by Sonia

The AMC environment

as an annotation


Chris’ Chris’ animation clipanimation clip



Another practitioner, Tom, also has a view on Sonia’s problem Another practitioner, Tom, also has a view on Sonia’s problem and decides to make a response in a text messageand decides to make a response in a text message

Hello everyone, I have a different way of handling this problem that might be useful to share here ……….Tom



Tom’s text annotation is also placed in the discussion space, directly Tom’s text annotation is also placed in the discussion space, directly connected to the video clip made by Sonia, but also related to Chris’ connected to the video clip made by Sonia, but also related to Chris’ animation clipanimation clip

The AMC environment



and together these create a

complex multimedia object

Tom’s text Tom’s text annotationannotation



The three multimedia objects are linked by their associations to The three multimedia objects are linked by their associations to each other. It is both a physical and conceptual packaging each other. It is both a physical and conceptual packaging together.together.

The AMC environmentThe AMC environment




Annotations can add to, and elaborate upon the video clip: eg in comments/questions/etc



Practitioners view Sonia’s clip and its annotations. A higher- or meta-Practitioners view Sonia’s clip and its annotations. A higher- or meta-level multimedia discussion follows. For example, Sonia adds another level multimedia discussion follows. For example, Sonia adds another video clip to the AMC environmentvideo clip to the AMC environment

Click to play Sonia’s new clip

In this case, the discussion is

about professional

approaches to using software

tools






The AMC environment

The complex multimedia object helps to exemplify and demonstrate a real The complex multimedia object helps to exemplify and demonstrate a real instance of the meta-level problem.instance of the meta-level problem.

While the video clip annotates the complex

multimedia object

Sonia’s video clipSonia’s video clip



Here is Bodil’s question, as a video

annotation

Click to play Bodil’s clip

More questions, comments and advice More questions, comments and advice start from the discussion raised in start from the discussion raised in Sonia’s new video clip. These Sonia’s new video clip. These contributions are also added to the AMC contributions are also added to the AMC environment, as annotations to the environment, as annotations to the video clip. They include:video clip. They include:• voice messagesvoice messages• text messagestext messages• video clipsvideo clips



The AMC environment

Sonia’sSonia’sVideo Video

Representa-Representa-tiontion

Chris’ Chris’ animation animation

suggestionsuggestion

Tom’s advice Tom’s advice messagemessage

The AMC environment

A voice A voice annotationannotation

Creating a rich web of multimedia objects that demonstrate, comment,

question and advise upon the problem initially posed

by Sonia

A text A text annotationannotation

Sonia’s video Sonia’s video representation representation

of the meta-of the meta-level problemlevel problem

Bodil’s video Bodil’s video questionquestion



The AMC environment




The AMC environment

Bodil’s Bodil’s video video

annotationannotation A voice A voice annotationannotation

Sonia’s Sonia’s video clipvideo clip

Topic: Using software tools (Pete Smith) Response: Training time and ongoing work (Ed Chu) Response: RE: Training time & ongoing work (Ann Bell) Response: Specifying needs to providers? (Bob Evans)Topic: Keeping abreast of new tools (Helen Cross)

Over time, more contributions are

added to the discussion: e.g. as

text-based topics and responses, in the more traditional computer conferencing sense



You have completed the You have completed the corecore part of the SHARP tour. part of the SHARP tour.

Please choose any of the following excursions : Please choose any of the following excursions :

Where to now?Where to now?

TechnologyTechnology PedagogyPedagogy

Making video clipsMaking video clips Making annotationsMaking annotations

End the tourEnd the tour


On from hereOn from here

Thank you for taking the SHARP tour. Thank you for taking the SHARP tour.

Please go on now to explore the rest of the SHARP web site. You Please go on now to explore the rest of the SHARP web site. You can:can:

Sign our [Guestbook]Sign our [Guestbook]

Contribute to the [Discussion area]Contribute to the [Discussion area]

Go to the [Project Office] for more details of the SHARP project.Go to the [Project Office] for more details of the SHARP project.

Look at [Events] for information on upcoming dissemination Look at [Events] for information on upcoming dissemination events.events.

Experiment with [WebOrama], a prototype AMC tool.Experiment with [WebOrama], a prototype AMC tool.


About the technologyAbout the technology

We want you to be clear about what you wish to achieve with the We want you to be clear about what you wish to achieve with the technology, so that you are ready to brief your technical support technology, so that you are ready to brief your technical support staff or to carry out research yourself into the technology currently staff or to carry out research yourself into the technology currently available. We won’t specify technical available. We won’t specify technical detailsdetails here as systems are here as systems are changing very rapidly.changing very rapidly.

To implement SHARP you need to set up the following:To implement SHARP you need to set up the following:

Software and hardware for running an asynchronous multimedia Software and hardware for running an asynchronous multimedia conference (AMC) across an appropriate network.conference (AMC) across an appropriate network.

Hardware and software for making video clips, audio clips and Hardware and software for making video clips, audio clips and graphical and text annotations.graphical and text annotations.

Technology excursionTechnology excursion



AMC softwareAMC software

Asynchronous multimedia conferencing of the type required by Asynchronous multimedia conferencing of the type required by SHARP is still in its infancy: SHARP is still in its infancy: you are likely to find a choice of you are likely to find a choice of software packages to support AMC in the very near futuresoftware packages to support AMC in the very near future. .

The SHARP project has developed a prototype tool – The SHARP project has developed a prototype tool – WebOramaWebOrama – – which currently offers the basic functionality required for a simple which currently offers the basic functionality required for a simple SHARP AMC. (You can try out WebOrama on this SHARP site.)SHARP AMC. (You can try out WebOrama on this SHARP site.)

When choosing or designing AMC software, you will need to When choosing or designing AMC software, you will need to consider the following:consider the following: What types of video/audio/text/graphics will it support?What types of video/audio/text/graphics will it support? How can annotations be linked to a video and to each other? – How can annotations be linked to a video and to each other? –

Can you link an audio annotation to a part of a video clip?Can you link an audio annotation to a part of a video clip? How can a conference be structured?How can a conference be structured? How easy will the system be for participants to learn?How easy will the system be for participants to learn?




The networkThe network

You might want to run your SHARP conference across a local area You might want to run your SHARP conference across a local area network (or intranet), or over the Internet. network (or intranet), or over the Internet. You will need to consider You will need to consider where and when your programme participants need access to the where and when your programme participants need access to the conference.conference. You must make it easy and convenient for them to You must make it easy and convenient for them to participate regularly.participate regularly.




Video, audio, text and graphicsVideo, audio, text and graphics

Software packages for creating computer based text and Software packages for creating computer based text and graphics are now everyday tools for most computer-literate graphics are now everyday tools for most computer-literate people.people.

The hardware and software for recording video and audio are The hardware and software for recording video and audio are also becoming cheap and readily available. You might choose also becoming cheap and readily available. You might choose to use camcorder-type equipment or monitor-mounted cameras to use camcorder-type equipment or monitor-mounted cameras and microphones.and microphones.

When you set up a SHARP conference you will need to identify When you set up a SHARP conference you will need to identify equipment and software that is appropriate for your needs. equipment and software that is appropriate for your needs.

Whilst there’s a learning curve in finding out how to operate any Whilst there’s a learning curve in finding out how to operate any equipment and software, equipment and software, the most significant issue for you will be the most significant issue for you will be how to use the technology appropriately to capture good shareable how to use the technology appropriately to capture good shareable representations of working practicesrepresentations of working practices..




Learning with SHARP: Learning with SHARP: the pedagogythe pedagogy

The SHARP approach is designed to meet a particular learning The SHARP approach is designed to meet a particular learning need: to enable people to acquire and improve their ‘working need: to enable people to acquire and improve their ‘working knowledge.knowledge.

This is a short excursion into what we mean by ‘working This is a short excursion into what we mean by ‘working knowledge’, and how the SHARP approach can facilitate the knowledge’, and how the SHARP approach can facilitate the learning process. learning process.

Pedagogy excursionPedagogy excursion



The problem of ‘inert knowledge’The problem of ‘inert knowledge’

Much of what is learned in formal educational systemsMuch of what is learned in formal educational systems – schools, – schools, universities, training classrooms – universities, training classrooms – proves not to be accessible proves not to be accessible outside the context in which it was learned.outside the context in which it was learned. It is described as ‘inert It is described as ‘inert knowledge’. Three possible explanations have been given:knowledge’. Three possible explanations have been given:

The relevant knowledge is (potentially) available, but the learner The relevant knowledge is (potentially) available, but the learner cannot access it at the time they need it.cannot access it at the time they need it.

The relevant knowledge is structured in the wrong way (for The relevant knowledge is structured in the wrong way (for example for recall in an examination, but not for use in solving example for recall in an examination, but not for use in solving an unfamiliar problem).an unfamiliar problem).

The knowledge is fundamentally The knowledge is fundamentally situatedsituated: that is, it is : that is, it is unreasonable to expect it to ‘transfer’ because situations are unreasonable to expect it to ‘transfer’ because situations are unique, problem solving is specific and the very idea of transfer unique, problem solving is specific and the very idea of transfer is questionable.is questionable.

Pedadogy excursionPedadogy excursion



Developing ‘working knowledge’Developing ‘working knowledge’

We use the term ‘working knowledge’ to mean the opposite of inert We use the term ‘working knowledge’ to mean the opposite of inert knowledge. knowledge. It is knowledge that studentsIt is knowledge that students have acquired and which have acquired and which they they can use in unfamiliar, real world, problem-solving situationscan use in unfamiliar, real world, problem-solving situations..

‘‘Working knowledge’ also connotes Working knowledge’ also connotes knowledge that is characteristic knowledge that is characteristic of real-world workplacesof real-world workplaces: situated, job-specific knowledge as well : situated, job-specific knowledge as well as more general vocationally-relevant knowledge.as more general vocationally-relevant knowledge.

The SHARP approach uses asynchronous multimedia conferencing The SHARP approach uses asynchronous multimedia conferencing (AMC) as a way of helping:(AMC) as a way of helping: students to develop working knowledge by giving them insights students to develop working knowledge by giving them insights

into how work is actually carried out, andinto how work is actually carried out, and practitioners to improve their working knowledge by examining practitioners to improve their working knowledge by examining

their ‘tacit’ knowledge (knowledge they use in their jobs but their ‘tacit’ knowledge (knowledge they use in their jobs but which is difficult to put into words).which is difficult to put into words).




Learning in communities of practiceLearning in communities of practice

SHARP adopts an idea first put forward by JITOL (Lewis, SHARP adopts an idea first put forward by JITOL (Lewis, Goodyear & Boder, 1992; Goodyear, 1995): if you are working on a Goodyear & Boder, 1992; Goodyear, 1995): if you are working on a programme of continuing professional development with programme of continuing professional development with experienced practitioners, you need to organise the programme experienced practitioners, you need to organise the programme forfor a distributed community of practice and provide it a distributed community of practice and provide it byby telematics- telematics-based ODL methods.based ODL methods.

This requires that groups of university staff cluster around a This requires that groups of university staff cluster around a community of practice (rather than around an academic discipline) community of practice (rather than around an academic discipline) and use telematics-based ODL methods to build and sustain the and use telematics-based ODL methods to build and sustain the community.community.

Goodyear, P. (1995) Situated action and distributed knowledge: a JITOL perspective on electronic performance support systems, Educational and Training Technology International (32,1) 45-55.

Lewis, R., Goodyear, P., and Boder, A. Just in Time Open Learning, Neuropelab Occasional Paper NL/1/92, Archamps, France: Neuropelab 1992.




The ‘evolving knowledge base’The ‘evolving knowledge base’

JITOL developed the idea of an ‘evolving knowledge base’, created JITOL developed the idea of an ‘evolving knowledge base’, created from a library of the interactions between practitioners. This from a library of the interactions between practitioners. This evolving knowledge base is seen as a way of capturing much that evolving knowledge base is seen as a way of capturing much that is topical and innovative in the working practices of the community.is topical and innovative in the working practices of the community.

Although the ‘evolving knowledge base’ idea was never fully Although the ‘evolving knowledge base’ idea was never fully worked out in JITOL, it remains a powerful way of conceptualising worked out in JITOL, it remains a powerful way of conceptualising how a community of practice might begin to share its working how a community of practice might begin to share its working knowledge.knowledge.

JITOL was limited to text-based representations of working JITOL was limited to text-based representations of working practices and working knowledge. SHARP provides an opportunity practices and working knowledge. SHARP provides an opportunity to add multimedia to the toolkit, to allow practitioners more natural to add multimedia to the toolkit, to allow practitioners more natural and vivid ways of representing what they do and some of what they and vivid ways of representing what they do and some of what they know.know.




Representations of practiceRepresentations of practice

In setting up a SHARP style AMC you will be asking practitioners to In setting up a SHARP style AMC you will be asking practitioners to make representations of their working practices. The key medium make representations of their working practices. The key medium for this is the video clip.for this is the video clip.

Video clips are short pieces of video, typically between 5 seconds Video clips are short pieces of video, typically between 5 seconds and 5 minutes long, which represent some relevant aspect of a and 5 minutes long, which represent some relevant aspect of a practitioner’s work. practitioner’s work.




Using video clips to good effectUsing video clips to good effect

Video is a vivid medium that, if used appropriately, can be closely Video is a vivid medium that, if used appropriately, can be closely tied to the actuality of what practitioners do. By making good use of tied to the actuality of what practitioners do. By making good use of video clips you will be able to enable your AMC to remain focused video clips you will be able to enable your AMC to remain focused on the actuality of real world working practices. It is an idea that on the actuality of real world working practices. It is an idea that relates strongly to an approach presented by Bransford et al. relates strongly to an approach presented by Bransford et al. (1990), called ‘anchored instruction’.(1990), called ‘anchored instruction’.

‘‘At the heart of the model is an emphasis on the importance of creating an At the heart of the model is an emphasis on the importance of creating an anchor or focus that generates interest and enables students to identify and anchor or focus that generates interest and enables students to identify and define problems and to pay attention to their own perception and comprehension define problems and to pay attention to their own perception and comprehension of those problems. They can then be introduced to information that is relevant to of those problems. They can then be introduced to information that is relevant to their anchored perceptions. The major goal of anchored instruction is to enable their anchored perceptions. The major goal of anchored instruction is to enable students to notice critical features of problem situations and to experience the students to notice critical features of problem situations and to experience the changes in their perception and understanding of the anchor as they view the changes in their perception and understanding of the anchor as they view the situation from new points of view.’situation from new points of view.’

Bransford, J. et al. (1990) anchored instruction: why we need it and how technology can help, in Nix, D. and Spiro, R., eds, Cognition, education and multimedia, Erlbaum, 115-141.




Making video clipsMaking video clips

The starting point when making video clips must be: The starting point when making video clips must be: how can I best how can I best capture the working practice that is to be shared?capture the working practice that is to be shared? There are a There are a number of choices to be made. Will you use:number of choices to be made. Will you use:

Will the practitioner(s) make the video themselves, or will they be Will the practitioner(s) make the video themselves, or will they be filmed by someone else?filmed by someone else?

a hand held camcorder?a hand held camcorder? a screen-top camera?a screen-top camera? a tripod-mounted camcorder?a tripod-mounted camcorder?

Video clip excursionVideo clip excursion



It is helpful to think of six main types of video clip:It is helpful to think of six main types of video clip:

fly on the wallfly on the wall think aloudthink aloud action with commentaryaction with commentary talking headtalking head prepared scriptprepared script professionally acted.professionally acted.

Types of video clipsTypes of video clips

Each of these is described, together with an example, on the following Each of these is described, together with an example, on the following screens.screens.




1 Fly on the wall1 Fly on the wall

Here, a camera is set up to capture Here, a camera is set up to capture practice practice in situin situ. The practice . The practice unfolds with as little attention to the unfolds with as little attention to the video capture as possible.video capture as possible.

The representation captured may or The representation captured may or may not include speech from the may not include speech from the subject(s) and/or physical activity.subject(s) and/or physical activity.

If the practice is primarily cognitive If the practice is primarily cognitive (that is, going on inside the (that is, going on inside the subject’s head), it may involve little subject’s head), it may involve little visible action or aural content.visible action or aural content.

This clip illustrates a tutor in Higher This clip illustrates a tutor in Higher Education marking a student’s assignment Education marking a student’s assignment and making notes for feedback to the and making notes for feedback to the student.student.

You might use this type of video clip with situations such as:• group working• one-to-one meeting• an individual working on a cognitive task

that is limited over time, and which you will ultimately annotate.




2 Think aloud2 Think aloud

Also described as ‘talking while doing’ Also described as ‘talking while doing’ or ‘concurrent verbalisation’, here the or ‘concurrent verbalisation’, here the subject is filmed as they engage in the subject is filmed as they engage in the practice to be represented. They are practice to be represented. They are prompted to ‘think aloud’ as they work.prompted to ‘think aloud’ as they work.

A clip can be called ‘think aloud’ (as A clip can be called ‘think aloud’ (as opposed to ‘action with commentary’ opposed to ‘action with commentary’ (described next) if there are reasonable (described next) if there are reasonable grounds to believe that the audio track grounds to believe that the audio track contains a reasonable reflection of the contains a reasonable reflection of the subject’s task-related cognitive subject’s task-related cognitive processes, and is not significantly processes, and is not significantly biased by their desire to provide a tidied biased by their desire to provide a tidied up account of what they are doing.up account of what they are doing.

This clip shows a subject exploring the This clip shows a subject exploring the Help facility offered with her web browser.Help facility offered with her web browser.

You might use this type of video clip to capture a representation of a practice that is normally performed alone, or that does not normally involve speech. (Otherwise there is scope for interference and confusion between speech-in-the-task and speech-about-the-task.)Video clip excursionVideo clip excursion



3 Action with commentary3 Action with commentary

In this type of representation, the In this type of representation, the subject is encouraged to explain what subject is encouraged to explain what they are doing as they work. This is they are doing as they work. This is different from thinking aloud because it different from thinking aloud because it requires the subject to create a requires the subject to create a commentarycommentary. They are creating their . They are creating their representation with an audience in representation with an audience in mind, rather than being restricted to a mind, rather than being restricted to a concurrent verbalisation on the task concurrent verbalisation on the task itself. The commentary may be a itself. The commentary may be a continuous explanation as the practice continuous explanation as the practice unfolds, or it may be that the subject unfolds, or it may be that the subject begins, ends or interrupts the action begins, ends or interrupts the action with a commentary.with a commentary.

Here a subject talks about aspects of how Here a subject talks about aspects of how she uses Pagemaker (the desk-top she uses Pagemaker (the desk-top publishing program) to create a paper publishing program) to create a paper based document.based document.

As with ‘think aloud’, you might use this kind of clip for some types of cognitive task into which the viewer would otherwise have very little insight.




4 Talking head4 Talking head

This kind of clip moves even further away This kind of clip moves even further away from the ‘purity’ of the practice being from the ‘purity’ of the practice being examined. It is likely to be a more discursive examined. It is likely to be a more discursive and reflective account than either ‘think and reflective account than either ‘think aloud’ or ‘action with commentary’ clips.aloud’ or ‘action with commentary’ clips.

Talking head clips may be made ‘live’ or they Talking head clips may be made ‘live’ or they may be pre-prepared.may be pre-prepared.

Subjects need to be conscious of their Subjects need to be conscious of their audience when making this type of clip. They audience when making this type of clip. They may use artefacts to help to clarify what they may use artefacts to help to clarify what they are saying. Such artefacts from the work are saying. Such artefacts from the work environment can help to ‘ground’ the clip, environment can help to ‘ground’ the clip, making it harder for the subject to depart making it harder for the subject to depart (intentionally or accidentally) from the (intentionally or accidentally) from the actuality of the practice.actuality of the practice.

In this clip the subject speaks to the In this clip the subject speaks to the camera about a working practice and camera about a working practice and explains aspects of it.explains aspects of it.

You might use this type of clip to represent a practice involving groups; or a set of talking head representations (one from each participant) might prove useful for comparative analysis of the different perspectives upon engagement in the same practice. Video clip excursionVideo clip excursion



5 Prepared script5 Prepared script

In this type of video representation, the In this type of video representation, the subject prepares a description (and subject prepares a description (and possibly commentary) of a practice in possibly commentary) of a practice in advance of performance.advance of performance.

The script may be used as a prompt, or The script may be used as a prompt, or followed closely for verbatim reporting.followed closely for verbatim reporting.

In this clip …[need clip here].In this clip …[need clip here].

You could use this type of clip for a single-subject activity or a planned group activity (though this would necessitate careful coordination and collaboration among the subjects).




6 Professionally acted6 Professionally acted

In this type of clip the subject engaged in a In this type of clip the subject engaged in a practice is played by a professional actor practice is played by a professional actor who adopts the role of the actual who adopts the role of the actual practitioner.practitioner.

Professionally acted clips might involve Professionally acted clips might involve scripting by an actual practitioner, or could scripting by an actual practitioner, or could be prepared by a professional writer or be prepared by a professional writer or production team in consultation with a production team in consultation with a practitioner.practitioner.

Professionally acted clips are not of great Professionally acted clips are not of great relevance to SHARP-style conferences relevance to SHARP-style conferences (which aim to help professionals, for (which aim to help professionals, for themselves, to tease out tacit knowledge themselves, to tease out tacit knowledge embedded within their own real-world embedded within their own real-world practices).practices).


This type of clip is used in commercially produced training videos used to illustrate how a skill or task should be undertaken. It is probably best suited to well-understood types of practice that can be clearly explicated. Video clip excursionVideo clip excursion



Making annotationsMaking annotations

Annotations form the substance of the discussion within a SHARP Annotations form the substance of the discussion within a SHARP conference. They may be:conference. They may be:

help to explain a representation, such as its purposehelp to explain a representation, such as its purpose

ask questions about a representationask questions about a representation

provide contextualising information to the representation, orprovide contextualising information to the representation, or

discuss the representation.discuss the representation.

videovideo

audioaudio

graphics, orgraphics, or

text.text.

The purpose of an annotation may be, for example, to:The purpose of an annotation may be, for example, to:

Annotations excursionAnnotations excursion



How to prompt effective discussionHow to prompt effective discussion

To run a good SHARP style conference, you need to:To run a good SHARP style conference, you need to:

establish and make explicit the goals of participationestablish and make explicit the goals of participation

be pro-active in organising the AMC and encouraging be pro-active in organising the AMC and encouraging contributionscontributions

help synthesise the ideas presentedhelp synthesise the ideas presented

provide ‘good’ examples of style, form, length/duration of provide ‘good’ examples of style, form, length/duration of annotationsannotations

monitor participation and seek out (and support) those people monitor participation and seek out (and support) those people who are making few contributionswho are making few contributions

mark the close, as well as the opening, of discussions (for mark the close, as well as the opening, of discussions (for example, by summarising).example, by summarising).




Video annotationsVideo annotations

In addition to using video clips to In addition to using video clips to capture a representation of practice, capture a representation of practice, they can also be used within a SHARP they can also be used within a SHARP conference to annotate the original conference to annotate the original clip. clip. They are additional to, or They are additional to, or elaborate on, the first clip.elaborate on, the first clip.





Audio (voice) annotations:Audio (voice) annotations:

help the viewer to focus on the action in the clip while hearing help the viewer to focus on the action in the clip while hearing more/different/other commentsmore/different/other comments

can provide a rich expressive contribution, capturing tone, and can provide a rich expressive contribution, capturing tone, and also humour, gravity, conviction, etc.also humour, gravity, conviction, etc.

are easy to create – they are much quicker than typingare easy to create – they are much quicker than typing have persistance and are permanently stored as objects, unlike have persistance and are permanently stored as objects, unlike

real speech, so can be revisited and replayedreal speech, so can be revisited and replayed can simplify the interface can simplify the interface can be given with playback control, e.g. to replay, to move/step can be given with playback control, e.g. to replay, to move/step

forward and backwards, to scan, to stop.forward and backwards, to scan, to stop.

Audio annotationsAudio annotationsAnnotations excursionAnnotations excursion



Text and graphics will be familiar media to all participants.Text and graphics will be familiar media to all participants.

Making effective text annotations within a SHARP conference Making effective text annotations within a SHARP conference requires participants to be brief, to the point, and clear about how requires participants to be brief, to the point, and clear about how their annotation relates to the original video clip and to other their annotation relates to the original video clip and to other annotations.annotations.

The use of graphics will depend heavily on what is supported by The use of graphics will depend heavily on what is supported by your conferencing software. Participants may find it particularly your conferencing software. Participants may find it particularly helpful to be able to ‘draw’ directly on a video clip, or a still from it. helpful to be able to ‘draw’ directly on a video clip, or a still from it.

Text and graphical annotationsText and graphical annotationsAnnotations excursionAnnotations excursion


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