Learning and Teaching Investment Fund 2011

Summary of projects

Poster of Project - Using a media annotation tool to enhance learning that is work-relevant and enables industry collaboration (A multiple case study evaluation across disciplines and sectors to inform models to achieve this)

Project title

Using a media annotation tool to enhance learning that is work-relevant and enables industry collaboration (A multiple case study evaluation across disciplines and sectors to inform models to achieve this)

Project leaders

Meg Colasante

Project team

  • Josephine Lang (DSC)
  • Narelle Lemon (DSC)
  • Wendy Warren (DSC)
  • Rebekha Naim (DSC)
  • Kathy Douglas (BUS)
  • Michele Ruyters (BUS)
  • Christine Peacock (BUS)
  • Amanda Kimpton (SEH)
  • Jenny Hallam (SEH)
  • Giovanni Mandarano (SEH)
  • Michael Leedham (SEH)

Project summary

RMIT University’s media annotation tool (MAT) is an interactive and innovative tool that enables learners to engage with video. Evaluation work from a 2009 pilot study with physical education students suggested that MAT was ideal for active learner-centred engagement with video, was pedagogically sound, and teacher friendly. Recommendations from the pilot study included integrating and examining MAT in further learning scenarios, including work-integrated learning options, thus forming the basis of this 2011 LTIF project.

This project incorporated a collaborative approach by academics from varied disciplines and across academic colleges who each had work-relevant learning needs for integrating MAT into learning and teaching, and most of these included industry participation in the learning processes. The participating teachers, from the disciplines of chiropractic, medical radiations, and education (undergraduate); law (postgraduate); property services, and audio-visual technology (vocational); formed key project contributors, plus their student cohorts. Examples of industry participation included industry representation in videos (by interview, or demonstrating or role playing practice), and/or providing feedback to students in MAT. Examination was via a multiple-case study of the varied learning cohorts’ use of MAT in their respective work-relevant contexts, to inform models of MAT use and the development of guidelines and publications to support wider application of such models.

The project produced both process and product outcomes. The process of integrating this new educational technology into nine case cohorts over six disciplines involved MAT training and support mechanisms for teachers and students, learning design, and meetings and reflections on the various case applications of MAT. The student experience—being key to the project—was captured over two semesters by surveys, observations, interviews and learning artefacts. The teacher experience (plus that of industry representatives where possible) was harnessed by interactive interview. Each integration was unique and data analysis is underway post-project into 2012 to examine MAT’s effectiveness in the varied contexts. From this, models of work-relevant learning that optimise virtual authentic learner engagement are in development. Early indicators are that MAT is more effective in engaging learners where learner-learner and learner-teacher interactions are included in the learning design, and where there is clear linkage to assessment.

As for products, a suite of guides have been produced, informed by the experiences of this project. These include two manuals: ‘Teacher Instruction Guide’ and ‘Student Instruction Guide’; and two quick guides: ‘Group Set-up Quick Guide’ and ‘Media Annotation Quick Guide’. These guides have benefitted from peer and student review from within the project and external to project, and feature case use examples from the project to further illustrate MAT integration options. Additionally, technical support flyers were produced to support student video related technical needs. The full case models (in development) and the guides (completed) will be available to support further use of MAT in the University, and as new products, these will be open to further (post-project) evaluation.

Outcomes

Dissemination products and/or processes to engage others beyond the project are either completed, in press, in review, or in production. (For full details please refer to Section 4, ‘Dissemination strategies and outputs’ of the full report).

Summarised here are the completed products, papers and presentations. Further publications are currently in press or under review.

Completed products:

Marchiori, G. & Colasante, M. (2011). ‘Attaching your Flip Camera to the tripod’ and ‘Downloading your Flip Camera video’; Flip cam laminated technical support flyers to supplement product supplied Flip Cam instructions https://www.dlsweb.rmit.edu.au/set/LearningObjects/GAM/FlipCam_QGuides_2011.pdf

Jardine, J. & Colasante, M. (2012) (acknowledging input from project team members and peer reviewers), MAT Guides:

  • Manuals:

‘Teacher Instruction Guide’ https://www.dlsweb.rmit.edu.au/set/LearningObjects/GAM/MAT_Guide_Teacher_2012.pdf

‘Student Instruction Guide’ https://www.dlsweb.rmit.edu.au/set/LearningObjects/GAM/MAT_Guide_Student_2012.pdf

  • Quick guides:

‘Group Set-up Quick Guide’ https://www.dlsweb.rmit.edu.au/set/LearningObjects/GAM/MAT_QG_Groups_2012.pdf

‘Media Annotation Quick Guide’ https://www.dlsweb.rmit.edu.au/set/LearningObjects/GAM/MAT_QG_Annotation_2012.pdf

Marchiori, G. (2012) (with acknowledgement to Darren Smith). Technical support flyers: ‘How to format video for the Media Annotation Tool (MAT)’ https://www.dlsweb.rmit.edu.au/set/LearningObjects/GAM/WINFF_for_MAT.pdf

Completed publications:

Lemon, N. (2011). Visually capturing pre-service teachers using e-learning technologies: Intertextural reflection on preparing to teach visual arts as a primary generalist teacher. In Kárpáti, A., Gaul, E. (Eds.). ART – SPACE – EDUCATION. Proceedings of the 33. INSEA World Congress, Budapest, 25-30th June 2011. Congress Book. Budapest: Hungarian Art Teachers' Association (HATA, Magyar Rajztanárok Országos Egyesülete). ISBN 978-963-08-1596-3

Kimpton, A. & Hallam, J., (& Jardine, J as proxy for Colasante, M.) (2011), Tech Tasters No. 4: Reflecting with Videos - what can MAT add to learner engagement with video? College of Science, Engineering and Health Learning and Teaching Forum 2011 - "Spaces and Beyond"; Learning spaces: Physical, Virtual or Contextual, 25 November 2011 http://www.rmit.edu.au/seh/staff/ltforum http://www.rmit.edu.au/seh/staff/ltforum#_4._Reflecting_with

Steward, A., Mandarano, G., & Colasante, M. (in press). ‘Supporting Student Learning with the aid of a media annotation tool (MAT)’. AIR - ASMMIRT 2012, Australian Institute of Radiography, 9th Annual Scientific Meeting of Medical Imaging and Radiation Therapy. 20-22 April 2012, Sydney

Colasante, M., & Lang, J. (2012). Can a media annotation tool enhance online engagement with learning? A multi-case work-in-progress report. Proceedings of the 4th International Conference of Computer Supported Education, 16-18 April, 2012, Porto. Ed. José Cordeiro, Markus Helfert and Maria João Martins, vol.2, 455-464.

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