Effects of video annotation on learning and professional development

Diplôme Thèse Effects of video annotation on learning and professional development eng 2024 2024 author Evi-Colombo Alessia 887942 director Betrancourt Mireille 0000-0001-7144-167X 133865 Services communs de la faculté de psychologie et des sciences de l'éducation (PSECO) 155 10.13097/archive-ouverte/unige:179964 urn:nbn:ch:unige-1799646 FPSE 881 This doctoral research set out to understand the impact of a video annotation-embedded in instructional scenarios on the professional development of VET students. Under the hypothesis that the implementation of video annotation-supported environment can foster reflection-on-action, collective and individual feedback and discussion, as well as knowledge co-construction through the collaborative design of learning artefacts, we designed two experimental scenario to test whether video annotation positively impact students’ learning gains acquisition and professional development. Informed by a state-of-the-art literature review on video annotation (Study 1), such impact has been explored in terms of learners’ knowledge acquisition (Study 2), and of learners’ reflective skills which in turn can lead to the betterment of professional practice (Study 3). Our thesis’ objective is hence two-folded: on the one hand we aim at gathering evidence-driven data to test our video annotation efficacy-related hypothesis and research questions. On the other hand, we also intend to provide instructional designers with the recommendations needed to embed their educational and training scenarios with video annotation and video authoring tools. Findings supports theoretical assumptions on the value of video annotation for learning gains acquisition and professional development aims, provide useful information to instructors willing to adopt collaborative use of interactive video tools, and shed light on the value of video annotation-supported instructional scenarios in authentic VET settings. Video annotation Computer-supported knowledge acquisition Reflective skills Procedural knowledge Dewey 370 109 Section des sciences de l'éducation 72 false 42910a26-aadb-488b-91dc-50796fd75b5a Thesis Public AEC_PhD_Thesis_Video_Annotation.docx 3468395 application/vnd.openxmlformats-officedocument.wordprocessingml.document bea61764510e0f0cebe6dacc1a7b3cd79ba94507e1d706669b0988266c1512ff 72d3fe64-7da5-40d0-a3a4-9c869df62da7 Imprimatur Public IMPRIMATUR.pdf 335843 application/pdf 2ccbd8cd0ac2117e28f1183a29d0ad594b9f3e8bda0e238ae0e52ab01e0f7c14 openAccess Faculté de psychologie et des sciences de l'éducation / Section des sciences de l'éducation

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