Identifying engagement patterns with video annotation activities: A case study in professional development


  • Negin Mirriahi University of New South Wales
  • Jelena Jovanovic University of Belgrade
  • Shane Dawson University of South Australia
  • Dragan Gašević The University of Edinburgh
  • Abelardo Pardo The University of Sydney



Education, Professional Development, Learning Analytics


The rapid growth of blended and online learning models in higher education has resulted in a parallel increase in the use of audio-visual resources among students and teachers. Despite the heavy adoption of video resources, there have been few studies investigating their effect on learning processes and even less so in the context of academic development. This paper uses learning analytic techniques to examine how academic teaching staff engage with a set of prescribed videos and video annotations in a professional development course. The data was collected from two offerings of the course at a large research-intensive university in Australia. The data was used to identify patterns of activity and transition states as users engaged with the course videos and video annotations. Latent class analysis and hidden Markov models were used to characterise the evolution of engagement throughout the course. The results provide a detailed description of the evolution of learner engagement that can be readily translated into action aimed at increasing the quality of the learning experience.


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Author Biography

Abelardo Pardo, The University of Sydney

Dr. Abelardo Pardo is Associate Head of Teaching and Learning and Senior Lecturer at the School of Electrical and Information Engineering, The University of Sydney. He has a PhD in Computer Science by the University of Colorado at Boulder. He is the director of the Learning and Affect Technologies Engineering (LATTE) laboratory specialized in educational technology, and codirector of the Learning Analytics Research Group. His areas of research are learning analytics, software for collaborative and personalized learning, and technology to improve the student experience and teaching practice. He is also research fellow at the LINK Research Lab (The University of Texas at Arlington), manager of the Engineering and Technology Program at the STEM Teacher Enrichment Academy (The University of Sydney), and member of the executive board of the Society for Learning Analytics Research (SoLAR).




How to Cite

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).




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