Video Annotation as a Strategy to Promote Student Critical Reflection

I have been collaborating with other faculty members in the design and implementation of an instructional strategy focused on having students access and annotate videos relevant to the content area of courses being taught by my collaborators. Examples of student work and the results of these studies are avaialble, below.

I remain enthusiastic about the potential of VideoANT to support critical reflection by students and invite additional collaborations. You can access my invitation (including a more extensive description of this process and tool), here:

Invitation to Collaborate

Feel free to contact me directly at - brown123@umn.edu

Here are some of the ways we have utilized VideoANT in academic courses.

1) Promoting Media Literacy

Autonomy can be defined as having control over what I do and what I believe. Media are developed to control or manipulate our actions and/or values, beliefs, moods.

Media Deconstruction

Reflecting on media artifacts with regard to the specific tools and techniques used for manipulating beliefs, values, moods, behaviors...

Examples: Students deconstructing media...

2) As a means to add a table of contents to a video. (Dr. Rod Carter; College of Pharmacy). Used in the service of a broader research agenda.

Case-based Reasoning: Capturing and adding table of contents to an example of patient assessment (used ss a tool for argument analysis of captured dialogue - http://esdi.us/research/models/phar6112/default.htm)

http://ant.umn.edu/vav.php?pid=59216434455510

3) Table of contents for an instructional video (Dr. Don Uden, et al; College of Pharmacy, School of Nursing)

How to Administer an Intramuscular Injection for a Mass Immunization Clinic

http://ant.umn.edu/vav.php?pid=61133528609055

Next steps: