Roy PeaStanford University

Dublin City University

DIVERSE Ireland ConferenceJune 28, 2011

Expanding Horizons for Digital Video in Research, Education and Learning

Expanding Horizons for Digital Video in Research, Education and Learning

Overview• Aims: To improve how we interact with and capture

video for learning and research

– “Video footnoting” – need precise reference for joint attention for learning in video conversations

– From selective capture to encompassing capture (panoramic)

• DIVER software for reflective video conversations: Key ideas, demo and design patterns of user communities

• Gates Foundation Project on Measuring Effective Teaching

• Teachscape Reflect - panoramic video capture and software for reflective professional development communities

• What’s next….?

Shared attention is a crucial developmental component of cognition and learning

• Learning language, especially names for things• Learning about new objects and concepts• Acquiring new skills via imitation and instruction

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Joint visual attentionIn computer supported collaborative learning

• Problem: establishing joint reference in computer-mediated communications using multimedia representations

• Domains: for diagrams, pictures, but especially dynamically changing videos

• Key: to making distributed learning and education function effectively

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• Video is dynamic and time-based. How can I show you what I am referring to in video, to help you understand me? (Guided Noticing)

• How to better support video as a collaborative medium for social learning and teaching communications?

• We need persistent records of video pointing to develop “common ground” in cyber-mediated conversation.

Research challenge: How to point to video for joint attention and social learning?

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Toward panoramic videoSelective capture is a major drawback in research use of audio-video records of learning

• Single camera and microphone misses events occurring outside the field of view.

• Researchers rarely aim to be accountable to what all learners are doing - not only those on whom the video-camera is focused.

2002: DIVER Panoramic Video

• Adapted Lucent’s FullView camera for recording high resolution panoramic video and created DIVER software inventions

• In 2002: Expensive for high-resolution imagery - $85,000 - but potential to become a consumer product in 7-10 years

Funded by National Science Foundation’s Major Research Instrumentation Grant

2002: Desktop DIVER Panoramic

2002: Desktop DIVER Panoramic

“Capture once, author forever”

DIVER Panoramic movie: Authoring a Dive

DIVER Panoramic movie: Playing the dive

2004: WebDIVER platform for video collaboration and social learning conversations

• An IRB-secure, browser-based software service for video uploading, precise reference, annotation, coding, analysis and collaboration for learning sciences and education.

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What is ?• DIVER users "point" into a streaming video with a mouse-controlled viewfinder

to record a "movie within a movie".

• By selecting and annotating video segments, a user authors a point-of-view orienting joint attention to specific video moments. A “dive” is a collection of one or more selections with annotations.

• Dive segments can be played back, commented on, copied for new dives, shared by email or published by embedding a DIVER player in blogs or web pages.

• Playing a DIVER ‘remix’ produces the collection of videoclips with annotations as an integrated movie.

• Community – DIVER supports 2-way video-centered social discourse through web browsers

• Tech – 200+ DIVER user groups; ~8,000 files and ~1,600 video hrs; 3 Tb source video; 300 Gb Flash video for streaming; Can operate in Amazon “elastic computing cloud” for auto video-upload; group admin privileges; ease of server mirroring.

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Use CasesScenario 1: Learning interaction analysis

Scenario 4: Film makingScenario 6: Japanese conversation instruction

Scenario 5: Film analysis and assessment

Scenario 3: Teacher education

Scenario 2: Learning tool prototype design

Examples - DIVER user communities• Comparative political video

analysis across TV networks

• Critical episode analysis of emergency medical team responses during childbirth

• Breast cancer survivor women's story group

• Uses of smart-boards for group learning in different higher education domains

• Studying diagram use in high school physics teaching of geometrical optics

• Oncology training in communicating with cancer patients

• Teaching and analyzing small group rapid prototyping design in HCI course

• Intern doctor training in patient interview skills

• Improving college physics teaching discourse

• Informal learning of mathematics in families

• Video database for study of how collaborative capacities develop

• Headcam studies of office workers using paper & computing technologies

• Distributed Interpretations– Multiple participants offer their interpretations on a video event (motion picture; doctor-

patient interaction; teacher-student interaction)

• Distributed Design– Multiple participants contribute insights on a video event to create or improve a product

or experience

• Distributed Data-Coding– Multiple participants offer individual comments and interpretations, using a category

system adopted for coding and analyzing the video.

• Performance-Based Feedback– One or more participants provide feedback on some practice or performance that is

captured in the video clip.

• Video-Based Prompting– A single participant (e.g., a group leader or instructor) poses questions, anchored in a

video event, to which other participants are expected to view the video and contribute a response (as in teacher education).

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Charge to the Video Plus Team (Fall 2009) Develop a low-cost capture => analysis => publishing solution that can

provide data for the study and build capacity in districts For work in 400+ schools in 7 districts, employ large scale capture model and

develop large-scale reliable web-based scoring software platform 2009-2010: 3,019 teachers (across Yr 4-9 English Language Arts, Yr 4-9 Math

& Yr 10 Biology) for about 12,000 lessons; and 2010-2011: 2,200 teachers (200 per cell, grade X subject) and about 9,000

lessons. Revise and implement 5 measures of effective teaching:

‒ PLATO: English Language Arts (Stanford University)‒ MQI: Mathematical Quality of Instruction (Harvard University)‒ QST: Quality of Science Teaching (Stanford University)‒ CLASS: Cross-domain (University of Virginia)‒ Danielson’s Framework for Teaching: Cross-domain

Reliably score those lessons (using 5 measures) with a distributed, certified network of coders who are largely trained on-line.

June 2011: 20,000 plus Video lesson capture completed!

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Professional crew operating two cameras

And it doesn’t end there – Capture (two cameras, to videotape); Transfer to computer; Editorial (“stringout,” rough, fine, final); Compress; Upload to online system, synchronize servers manually; Tag for Search; Publish

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• Single camera captures 360-degree image• Great flexibility in capture hardware• Inexpensive• No camera operator necessary, less burden

Panoramic Capture: No Operator Required

Improve Instruction. Improve Achievement

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“Panoramic Plus”360-degree video plus high resolution board capture

Gates MET Project: “Panoramic Plus”Roll in, Capture, Roll out, Repeat.

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High resolution panoramiccamera with a 360°

‘zoom-able’ view

Wireless microphonesto capture student and

teacher audioDedicated capture station for entering data about

video and uploading captured videos to the

server

Second camera to focus on the board

To learn more, visit www.teachscape.com/reflect

Teachscape Reflect: Innovative Technology

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Teachscape Reflect: Born out of the MET ProjectTeachscape’s panoramic video capture, sharing, and scoring tools were used to capture and score video of more than 3,000 teachers and 21,000 lessons in the Measures of Effective Teaching (MET) project funded by the Bill & Melinda Gates Foundation (Yr 1).

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Teachscape Reflect is a collaborative online system that integrates 360-degree panoramic video with research-based

frameworks to strengthen and support teaching practice.

Panoramic VideoCapture

Collaborative Online System

Services & Coaching

Comprehensive Product & Customer Support

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27 To learn more, visit www.teachscape.com/reflect

Capture a View of the Entire Classroom

Panoramic Camera

Processed Video

Raw Video Capture

Pan & Zoom View 360° Panoramic View

Process Shift: Pencil & Paper to Panoramic Video and Social Learning

Old Process

Teachscape Reflect Process

Paper Notes, Evaluation Forms & Classroom Artifacts

Online Review, Commenting & Sharing

In-Person Classroom Observation

Panoramic Video Capture

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29 To learn more, visit www.teachscape.com/reflect

Video capture made easy

Share and Comment On Effective Teaching

Comments

Tag video with comments

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Next Gen Teacher Professional DevelopmentTeachscape Reflect is designed to improve teacher effectiveness and classroom outcomes:

» Coaching to promote effective practices » Peer mentoring and lesson study to strengthen professional learning

communities

» Self-reflection and self-evaluation for individual improvement

» Standardized, evidence-based evaluation

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Next? Everyday Panoramic Video and Dotcasting Live to the Web

Paradigm evolution for video communications

Dimensions?

• Atoms Bits • Professional Consumer• Real-time Time-shifted + Webcast• Place-restricted Anytime, anywhere • Broadcast Conversations• Individual Community• Focal perspective Panoramic