Prepare-Participate-Connect: Active learning with video annotation

Meg Colasante, Kathy Douglas

Abstract


Annotation of video provides students with the opportunity to view and engage with audiovisual content in an interactive and participatory way rather than in passive-receptive mode. This article discusses research into the use of video annotation in four vocational programs at RMIT University in Melbourne, which allowed students to interact with and learn from video-based learning materials. Four different practice models were used in the study where students analysed case-based and role-played scenarios to understand and develop workplace skills. The findings of the study show that while students were actively engaged with their videos and generally satisfied with their experiences, factors such as video suitability, individual versus team analysis, deep- or surface-level activities, and timing of intervention affected satisfaction and learning outcomes. The study analysed data relating to student use of video annotation through Rogow’s (1997) learning process of prepare-participate-connect. This process provided a framework to ascertain the advantages and disadvantages of the ways that the four cohorts used video annotation. The findings of the study provide insights into video-based annotation practice, leading to the adaptation and expansion of Rogow’s process for use in the tertiary education sector.


Keywords


Video, Video annotation, Vocational education, Tertiary education, Property services, Audiovisual technology

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DOI: https://doi.org/10.14742/ajet.2123