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Teaching and Learning with Video and Image Annotations
1. Aziza Ellozy, Center for Learning and Teaching, Founding Director, Associate Dean for Learning
Technologies
Hoda Mostafa, Associate Professor of Practice, Center for Learning and Teaching, Pedagogy and Assessment
School of Sciences and Engineering, Scientific Thinking Course Director
2. Workshop Objectives
Introduce teaching and learning with image and video
annotations
Showcase examples of teaching and learning with
MediaThread
Learning and Teaching with “EdCanvas”: showcasing
examples
Brainstorming: using video/image annotations and Ed canvas
in your courses
Hands -on experimentation
3. Learning and Teaching with Video and Images
Adapted from Video Use and Higher Education: Options for the Future. Retrieved from
http://library.nyu.edu/about/Video_Use_in_Higher_Education.pdf
Provide content and
Information
Illustrate a concept or a
principle
Present alternative view
points
Prompt for learning
activities
5. Overcoming the Challenges
Scaffold to ensure active viewing
Hands-on experience with video and image
sources enables in depth procedural
knowledge
Tools for new forms of composition and
citation
6.
7. Examples of learning activities with
video and image annotations
Looking for logical fallacies in visual media *
The “digital multimedia critical essay”: new form of
composition*
Annotating images for key details or creative assignments *
Choosing images from curated collections and using them to
formulate an argument about a specific social issue *
Reflecting/evaluating a performance (pre-service teachers,
doctors, etc.)
13. Rhetorical Analysis of an Image
Choose from the Duke University Ad Access Databases of historical
advertisements . The categories in this advertising collection include:
Beauty and Hygiene (1911-1956); Radio (1922-1956);Television
(1937-1957);Transportation (1938-1957); World War II (1942-1945).
Examine and Draw on the collections to begin to understand
advertising for a certain product or time period. While the collection
reflects major developments in American society, culture, business,
and technology, examine the cross-cultural representations they will
find in the ads.
Compose a rhetorical analysis essay with annotated images to
support your argument.
Assignment created by Doris Jones
14.
15. Social Change Portfolio
The social change research project provides an opportunity to choose a contemporary
social issue (gender issues, environmental conservation, poverty, urban development,
advertising, consumerism, etc.) Given the immense number of documentary
photographic collections, please choose from one of the following:
UNESCO Photobank Online
United Nations High Commissioner for Refugees - Photographs
Images from the History of Medicine (IHM)
Choose 10 photographs that formulate an argument about a specific social issue;
Formulate a thesis statement about the photos. Your argument should consider why
are the photos you have chosen important for research and discussion?
Annotate each of the 10 photographs and describe as well as argue how each photo
represents historical, cultural and political importance.
Integrate relevant theoretical and/or cultural texts to support your arguments. This
means you will perform additional research and locate a minimum of 6 academic
sources for your project (only 2 may be websites; the others must be journal articles,
books, or other scholarly sources).
Assignment created by Doris Jones
17. Digital Critique
Write a minimum of 1500 words
critical essay analyzing the
hypothesis presented in the
documentary “Technology of the
Gods”.
Use Mediathread to cite the
portions or clips of the
documentary that
illustrate/support your argument.
Digital Critique
Assignment created by Aziza Ellozy and Hoda Mostafa
18.
19. We used Mediathread -
• Innovative open source platform developed by
Columbia University
• Allows for research and collection of media, for
composition and assessment
26. Overview
Sharing platform
Teachers and Students
Supports and encourages multimodal content
Draws content from the web to create learning and teaching
“packages”
Allow teachers to create classes and connect to edmodo
(LMS)
Copyright
37. How would you incorporate
EdCanvas in your teaching?
38. … and now let’s practice
“MediaThread” and “EdCanvas” in Action
39. References
Lane, D., & Tang, Z. (2003). An Online Multimedia Resource in Behavioral
Neuroscience. The Journal of Undergraduate Neuroscience Education.1(2), A8-
A15. Retrieved from http://www.funjournal.org/downloads/LaneA8.pdf
Cruse, E. (2006).Using Educational Video in the Classroom: Theory, Research
and Practice. Retrieved from http://www.libraryvideo.com/articles/article26.asp
Bossewitch, J., & Preston, M. (2001).Teaching and Learning with Video
Annotations. In Trebor Scholz (Ed.), Learning through digital media:
Experiments in technology and pedagogy (pp. 175-183). Institute for Distributed
Creativity Retrieved from http://learningthroughdigitalmedia.net/
Video Use and Higher Education: Options for the Future. Retrieved from
http://library.nyu.edu/about/Video_Use_in_Higher_Education.pdf
Wald, M., Wills, G., Millard, D., Gilbert, L., Khoja, S., Kajaba, J., Li, Y., & Singh,
P. (2009) Enhancing Learning Using Synchronised Multimedia
Annotation. In, EUNIS 2009: "IT: Key of the European Space for
Knowledge”, Santiago de Compostela, Spain, 23 - 26 Jun 2009. EUNIS.
Retrieved from http://eprints.soton.ac.uk/268218/
Berk, R. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and
mtvU in the college classroom. International Journal of Technology in Teaching
and Learning. 5(1), 1-21.
Intro to the benefits and types of uses and disciplinesChallenge with current use of multimedia in learning and teachingIntroduce the tool and what it doesGive examples of assignmentsExplain the benefits for learning and teachingBrainstorm uses in your own courses
Increased video/image usage across a variety of learning contexts and across different disciplines to:Source: Video Use and Higher Education: Options for the Future. Retrieved from http://library.nyu.edu/about/Video_Use_in_Higher_Education.pdf
Learning Goals:The purpose of the rhetorical analysis essay is to help you develop your visual literacy and your powers as a rhetorician. You are both to argue for a text’s persuasiveness and to be persuasive in doing so. In addition, the purpose of this assignment is to help you implement the methods of rhetorical analysis we have discussed in class so far t help you develop the expertise in rhetorical argumentation that you will need for the research paper.Essay Format:(1) Use Media Thread to create the text with the image(s) for the assignment.(2) Annotate and tag specific elements from the image which is the focus of your argument. Your annotations will help enrich your argument.(3) Include in-text citations and a list of Works Cited using MLA format.
section 3StatelessnessA Socio-Political Analysis of the World’s “Nowhere People”Sherine Mikhail “Through his black and white photos Constantine tells the different stories of individual stateless persons. His photos visually display these people’s life stories and bring forth the problems they struggle with”
The documentary, Technologies of The Gods is your assigned viewing for this project. Before attempting digital critique below, you must take some time to first plan your essay by answering these questions and thinking about the guidelines below:What is the Hypothesis presented in this documentary? What lines of evidence does the documentary offer to support the hypothesis?Your task here is to evaluate the argument presented in this documentary in support of the HYPOTHESISYou should use the tools covered in UNIT 1. You do not need to use them all. i. The Baloney Detection Kit (assigned reading and video) ii. Logical Fallacy detection (in-class activity 3) iii. Standards of Critical Thinking (assigned reading)You should research some of the claims presented in support of the documentary’s hypothesis. This will help you build your own evaluation of the documentary and the hypothesis being presented. You should arrive at a clear, concise and logical analysis of the video documentary.Critique: Analyze using MediaThread Using MediaThread, the tool demonstrated in the workshop, write your critical essay analyzing the hypothesis presented in the documentary “Technology of the Gods”.Instead of using citations, use Mediathread to select portions or clips of the documentary that illustrate/support your argument.Your essay should be 750-1000 words and you should support your argument with video “citations”
How Does it work?Browse SourcesCollect Items for AnalysisCreate and Annotate SelectionsEmbed Selections into your Compositions
Video can be treated as raw material to be controlled, segmented, reorganized, reviewd, discussed and debated as part of the activelearningexperience.
In addition to enabling the association of metadata and note-taking, the emerging standards also support and suggest new forms of composition and presentation. By specifying a particular sub-selection of a video, students can embed video clips in addition to creating a traditional bibliographic citation. This style of composition allows students to “quote” their video directly, instead of describing it in the text, or referring to the time codes corresponding to their analysis. Students might then produce a PowerPoint presentation, “film essay,” interactive media environment, or hyperlinked text with embedded multimedia.