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8/8/2019 Diverse_video selection criteria
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How do educators select video
resources for classroom use?
Kevin Burden: University of Hull
Theo Kuechel: University of Hull
Acknowledgements:
EduTubePlus PlatformFunding from European Commission
DIVERSE
Portland, USA(July 2010)
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Rational and purposeShortage of empirical evidence about selection
Benefits of defining criteriaImpetus of EdutubePlus Service
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Research Design:
mixed methods
Theory
Hypothesis
Operationalisaton
Respondents
Survey Design
Data Collection
Analysis
FindingsQuan
titati
veelem
ents
ofthe
desig
n
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Previous Research
(summary)Importance of content
Link to learning outcomesand objectives
Student generated authoring
for pedagogical purposes
Length of clip
What to avoid
Theory
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Research
Hypothesiseducators will employ a range of explicitselection criteria to search for video
clipsto use in the classroomcertain selection criteria will be privilegedby educators
educators will locate video resourcesfrom a wide range of different sources
educators will be able to articulate how
they judge the quality and efficacy of thevideo resources they select?
Hypothesis
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OperationalisationOperationalisaton
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Operationalisation: Concepts &
Questions
Q. What strategies do you use to search for video
recommendations for colleagues recommendations from official sources (e.g. LA)
social media or networking (e.g. Twitter)
general online searches (e.g. Google)
subscription services
SIGS
specific online video services (e.g. YouTube) other
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Respondents
Demographics
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Sampling StrategyJudgmental sampling is a non-probability sampling
technique wherein either an authority picked by the
researcher or the researcher himself selects unitsto be sampled based on their knowledge and
professional judgment. This type of sampling
technique is also known as purposive sampling
and authoritative sampling
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http://www.experiment-resources.com/non-probability-sampling.htmlhttp://www.experiment-resources.com/non-probability-sampling.htmlhttp://www.experiment-resources.com/non-probability-sampling.htmlhttp://www.experiment-resources.com/non-probability-sampling.html8/8/2019 Diverse_video selection criteria
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Demographics (location)
Number of respondents 472
1%2%6%4%
6%
6%
30%
46%
UKBelgiumGreeceNetherlands
Other EuropeAustraliasiaUSAAsiaMiddle EastSouth America
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Demographics (age)
0
50
100
150
200
21-30 31- 45 46+
Breakdown by Age
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Demographics (professional)
0
75
150
225
300
Teacher Lecturer Support Advisory Policy Other
Professional Role
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Demographics (subjects)All Subjects
Arts
Science
Technology
ICT
Humanities
Languages
English
MathematicsPE/perf Arts
0 38 75 113 150
Grouped
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Frequency(by user)
19%
23%
43%
15%
Daily
WeeklyMonthlyInfrequent
29%
53%
19%
Daily
WeeklyMonthly
with and without infrequent users
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Frequency( )
74%
26%
DailyWeekly
3%23%
74%
No of Clips used1-3 clips4-10- clips10+ clips
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Online survey
Survey Design
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Data collection
Data Collection
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Headline Findings
Locating Video resources
Judging Criteria
Copyright
Clip length
Visual Quality
Selection Criteria
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Locating Video (Strategies)Colleagues rec.
Official Rec.
Social Networking
Online Search
Subscription
Com Practice/ Subject Ass
Online (e.g YouTube)
Other
0 100 200 300 400
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Other Strategies
DVD
User Generated Content
Record Whiteboard
School TV
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Locating Video (Sources)Purchased Service
Official Rec.
User generated
YouTube etc
Portals
Offline ex DVD
Nat Broadcast TV
Other
0 100 200 300 400
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Other Sources
iTunes Podcasts
BBC iPlayer search
Archive & Museum Sites
Online Newspapers
Digitised Broadcasts
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Locating Video (Quality)Videos that appear in poor visual quality, such as
grainy, or outdated are not used.
The quality of film making is very important, I want
pupils to see well made film to encourage them to
make good films
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Judging Quality(Quotes)
Initial scan to determine broad appropriacy/quality; then added to my social
bookmarking site (Twine); then, once I am planning a PD session, I will review
the resource in depth. If I cannot find an appropriate resource, or a
contextualised resource is required, I will create a video in house (usingCamtasia Studio)
"Evaluate the video taking into account the relevance to the lesson,time
constraints and understandability of the presentation if any"
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Locating Video(Copyright)
generally the whole survey was relatively aware of copyright as an issue: 47%
and 37% showing some awareness
In the filtered survey (i.e. excluding infrequent users) results almost identical(49% and 37%)
Surprisingly high number of those in this filtered group still prepared to use
copyright material for which they did not have permission (28%) and still 17%
from those who classed themselves very aware (191 people)
However a high number seemed to be aware of alternatives like Creative
Commons (39% of full survey and 44% in very aware category)
Very small numbers would not use CC material at all (16.5%)
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Selection Criteria(Length)
The duration of the video is very important. I
choose shorter videos
Video can convey a lot of information or meaning in
a very short time
Short clips with heightened relevance are mosteffective in enhancing teaching technique
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Discussion & conclusions
Original hypotheses
New findings
Modification to existing theory
Next steps (qualitative analysis)
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Image Credits
Slide15: Steve Garfield BY NC SA
Slide 17: Old Shoe Woman BY NC SA
Slide 19: Inju BY NC SA
CC Licenced : Sourced Flickr 2010
http://creativecommons.org/licenses/by-nc-sa/2.0/deed.enhttp://creativecommons.org/licenses/by-nc-sa/2.0/deed.enhttp://www.flickr.com/photos/injuhttp://www.flickr.com/photos/injuhttp://creativecommons.org/licenses/by-nc-sa/2.0/deed.enhttp://creativecommons.org/licenses/by-nc-sa/2.0/deed.enhttp://www.flickr.com/photos/judybaxterhttp://www.flickr.com/photos/judybaxterhttp://creativecommons.org/licenses/by-nc-sa/2.0/deed.enhttp://creativecommons.org/licenses/by-nc-sa/2.0/deed.enhttp://www.flickr.com/photos/stevegarfieldhttp://www.flickr.com/photos/stevegarfield