A Collaborative Video Annotation and Analytics Environment (CoVAA) Intervention: User Experiences and Reflections of Teacher-Practitioners

Abstract

This paper foregrounds teacher practitioners’ implementation experiences and reflections of a web-based Collaborative Video Annotation and Learning Analytics (CoVAA) intervention aimed at enhancing video-based teaching and learning in schools, with a view to foster secondary students’ conceptual understanding, social knowledge construction, and self-regulated learning dispositions. We first briefly outline the key learning principles that underpin the design of CoVAA, namely social dialogic learning, assessment for learning, and computer-supported collaborative learning. Next, we explain its two key learning affordances: (i) timepoint-based collaborative video annotation supplemented by a live interactive chatboard, and (ii) rapid digital formative feedback in the form of teacher and learner dashboards. We then illustrate how teachers implement these in their classrooms. Teachers’ sense-making of the learning and teaching gains, challenges and pathways forward for leveraging on these contemporary digital social learning affordances to enhance video-based classroom practices are presented and discussed.