Building Multimedia Artifacts using a Cyber-

enabled Video Repository:

The VMCAnalytic

Cindy E. Hmelo-Silver, Carolyn A. Maher, Marjory

F . Palius, Robert Sigley, Alice Alston, Grace

Agnew, and Chad Mills

videomosaic.org

Overview

• Video for teaching and learning

• Building on a major video collection

• VideoMosaic Repository

• Learning through constructing multimedia artifacts

• The VMC Analytic

• Exploring the use of VMC Analytics

– Emerging themes

– Contrasting cases

videomosaic.org

Video for Teaching and Learning

• Helping teachers learn about student learning and classroom

practice (e.g., Borko et al., 2008; Derry et al.; 2006; Maher et

al; 2010)

– Shows how learning unfolds in rich contexts (

• Need support for dealing with complexity of video

– Range of learning cycles include:

• Lesson study (Lewis, 2002; Maher et al; 2010

• Video clubs (Van Es, 2009)

• Problem-based learning (Hmelo-Silver et al; 2009)

• Although much research focuses on teacher’s own video, can

be good reasons to use video from other sources

– Allow selection of telling cases for instructional use

– Preservice teachers may not have access to their own

– Can support comparative reflection

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Video Mosaic Collaborative (VMC)

• Preserves a major video data collection on student reasoning– Robert B. Davis Institute collection

– Videos following the same student cohort from elementary school through high school and beyond (Maher, 2005)

– From longitudinal/cross sectional studies spanning 25 years

– Over 4500 hours of video

– From diverse schools settings

– To be available as open source

– From 40 doctoral dissertations

• Makes available new tools for– Teachers

– Educators

– Researchers

videomosaic.org

Learning through Artifact Design

• Allows showing multiple perspectives

• Forces focus on function—purpose of VMC analytic

• Collaborative design with computer tools can foster productive

collaborative learning processes (e.g, Zahn et al., 2010)

• Using editing tools with video can create ―representational

guidance‖(Suthers & Hundhausen, 2003)

– Specific editing features in video tools afford particular kinds of

epistemic and collaborative practices in working with video

– E.g., being able to select and annotate video clips, users may initiate

discussions about what is important as well as what might enable

comparisons among different segments, or even different videos

• While editing, new ideas constructed through critical reflection

(Zahn et al., 2010)

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Video Mosaic Collaborative (VMC)

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Bringing New Tools

on Board: The

VMCAnalytic

• Create multimedia artifacts

using the VMC repository

• Narrative with video for

purpose

• Variety of uses by

instructors, researchers

• Goal to classify and identify

what differentiates high

quality and low quality

―analytics‖

• Data sources: 27

VMCanalytics from several

different classes and

researchers

• Work very much in progress

Agnew et al, 2010

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VMC Analytic by Hmelo-Silver (2011)

VMC Analytic by Horwitz (2011)

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Brandon Analytic

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How are VMC Analytics being used in different

contexts?

Class Math Depth

LS Depth Clarity Coherence

Design-based Research 0.78 1.00 1.22 1.33

Intro to

Math Ed 1.96 1.80 2.36 2.20 Critical

Thinking 2.00 2.40 2.30 2.00

Practicum 3.00 2.25 2.63 2.63

No Class 1.17 1.67 3.00 3.00

videomosaic.org

Contrasting Cases

Example 1: Analytic illustrating

how student can move from

particular to general

• Concepts from both

learning sciences and

mathematics clearly

articulated

• Indicative of designer's

understanding of

students’ learning

trajectory

Example 2: Analytic illustrates

teacher questioning during

early algebra exploration

• Students claims not

supported by video

segments selected

• Textual descriptions of

events were vague

• Video not well chosen for

intended purpose of

relationship of teacher

questioning and student

engagement

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Example 1

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Example 2

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Word Clouds

• VMCAnalytics coded for

emergent themes

• Explored use of word

clouds as a learning

analytic

– Mathematics Education

ideas

– Learning Sciences ideas

• Allow us to see

dominant themes within

the two areas of interest

Word Cloud of coded Mathematics themes

Word Cloud of coded Learning Sciences themes

videomosaic.org

Discussion

• Variety of themes and users

– Clustered around course goals

– Engaged with issues of complexity of learning content

• Users bring various lenses for creative insights to ss learning

• Show how users support claims with video data

– Descriptions make context and content visible

– Offers opportunity to illustrate connections to earlier ideas

– Can trace building of ideas and cognitive obstacles that arise

• Aid to instruction

– Require backing of ideas by users

– Make central themes transparant

– Window into Ss thinking to guide future instruction

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Moving Forward

• Automated tools for rapid formative assessment

– Word Cloud

– Learning Analytics

• Course based experiments

– VMC Analytic guided by clearly defined purposes related to L & T

– Tool for demonstrating learning trajectories in a variety of settings

• Network technology

– Can empower teacher leaders to be creators of multi-media artifacts

– Tool for professional development, collaboration

– Creation of new social tools

• Researchers

– Opportunities for immediate feedback, collaboration, exchange of

knowledge