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Computer Science

Video Data and the Learning Event: Four Case Studies

Profile image of Ricardo NemirovskyRicardo Nemirovsky

2018

Abstract

Video data is now used throughout the learning sciences as a common form of documenting learning events. Wearable cameras and real-time video feedback have changed the research terrain. And yet scholars often use such data without examining the ways that video-as digital technology-structures and shapes the research findings, while enabling new insights into the event-nature of learning. This international symposium addresses this topic by (1) showcasing and analyzing innovative uses of video technologies in the study of learning, and (2) historically situating such video experiments within traditions of scientific cinema. The term 'scientific cinema' is used in media studies to describe all uses of the moving image in scientific study, beginning with the pioneering work of the Lumiére brothers in the 1890s. This symposium presents four contemporary case studies in which video is used innovatively to investigate mathematics learning experiences in three different countries (US, UK, Italy). Symposium themes The mass dissemination of recording technologies has always been pivotal for the emergence of innovative research methodologies in the social sciences (de Freitas, 2015, 2016; Schneider & Pasqualino, 2014). Over the last 15 years new facets of digital video have spread in society, not only through the availability of novel recording devices but through the pervasive growth of technical ecologies which made complex streams of digital video easily editable and communicable. These socio-technical innovations include action cameras (e.g. GoPro), streaming and generation of videos-of-videos (e.g. Skype), real-time diagramming (e.g. GPS drawing), eye-tracking and movement-tracking, and the assemblage of multiple video/audio sources (e.g. Multicam Editing). Scholars have begun to grapple with innovations in research methodologies as enabled and constrained by these digital recording devices (van Nes & Doorman, 2010). Derry et al. (2010) published a thorough review of video research, identifying principles for systematic selection from an extensive video corpus, analysis protocols, as well as discussing ethical issues with this kind of data. Software protocols for analyzing vast video archives are now deployed regularly, allowing researchers to annotate, code and sort images (Derry et al., 2010; O'Halloran 2013). But many of these software packages "mold" the data and reconfigure it, sorting and chunking it even before human eyes have seen it (van Nes & Doorman, 2010, p.6). The use of video analytic software without adequate attention to how such software is structuring the data becomes increasingly problematic as we begin to rely more and more on findings based on this data. The question of what constitutes an event-as a unit of analysis-is brought to the forefront in video research, as scholars are able to examine activity at micro-scales of interaction, and trace micro-gestures or affective dispersal across a group. Derry et al. (2010) cite Lemke (2000) who claims that "events are timeanalogs of objects. Like objects, they have underlying structures reflecting multiple parts and timescales" (p.7), but the pragmatics of this comment need to be investigated and opened up for further exploration. This symposium will present four case studies exploring the use of video data in studying learning events. All four papers focus on mathematics education, as a way of sustaining focus on a particular kind of content, although each delves into very different kinds of learning.

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