Exploring the data from CLAS/WeVu: A video annotation platform for learning (Session 1 of 2)
Leah Macfadyen is a tenure track Instructor in the Department of Language and Literacy Education, UBC Faculty of Education and Associate Director of and Instructor in the UBC Master of Educational Technology Program. Leah will be leading one of two LAVA sessions exploring CLAS/WeVu and the data generated from it.
“In this introductory session, I will demonstrate and discuss how I have used a collaborative video annotation tool with students in an online course. CLAS (the Collaborative Lecture Annotation System) – now available as WeVu to users outside UBC, was developed in the UBC Faculty of Arts, and is actively in use in various UBC faculties and elsewhere to support learner engagement with video (as well as audio and now image) resources in a variety of ways: whole-class annotation of lecture videos, one to one instructor feedback on learner ‘performance’ of different kinds, asynchronous group ‘video seminars’ and more. CLAS/WeVu offers learners additional tools to support self-regulated learning, offers educators tools to gather and give richer feedback, and – I would argue – can support more effective social presence in virtual learning environments.
CLAS/WeVu collects some data that might be usefully explored to reveal learner usage patterns. I will review what data is currently available, and share some sample data (and a data dictionary) with you. So far, little use has been been made of this data to give instructors or learners richer feedback.
I invite you to join in a small collective exploration of the data (either independently or working with others), experiment with analyses or visualizations that might be useful, and to return to LAVA on Tuesday November 19th to demo what you have achieved. Recommendations for future improvements in data collection and data structure will also be welcome.”
A few published studies investigating CLAS data:
- Mirriahi, N., Jovanovic, J., Dawson, S., Gašević, D., & Pardo, A. (2018). Identifying engagement patterns with video annotation activities: A case study in professional development. Australasian Journal of Educational Technology, 34(1). https://doi.org/10.14742/ajet.3207
- Mirriahi, N., Liaqat, D., Dawson, S. et al. (2016). Uncovering student learning profiles with a video annotation tool: reflective learning with and without instructional norms. Education Tech Research Dev 64: 1083. https://doi.org/10.1007/s11423-016-9449-2
- Pardo, A, Mirriahi, N, Dawson, S, Zhao, Y, Zhao, A & Gasevic, D (2015). Identifying Learning Strategies Associated with Active use of Video Annotation Software. in Proceedings of the 5th International Conference on Learning Analytics & Knowledge (LAK 2015). ACM Press, New York, NY, USA, pp. 255-259. https://doi.org/10.1145/2723576.2723611
- Gašević, D., Mirriahi,N. & Dawson, S. (2014). Analytics of the effects of video use and instruction to support reflective learning. Proceedings of the fourth international conference on learning analytics and Knowledge. http://www.sfu.ca/~dgasevic/papers_shared/lak_clas14.pdf
- Mirriah, N. & Dawson, S. (2013). The pairing of lecture recording data with assessment scores: a method of discovering pedagogical impact. Proceedings of the Third International Conference on Learning Analytics and Knowledge.doi>10.1145/2460296.2460331