#  Video annotation 

 



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 Consider video annotation in (….at least) 3 ways:

 1) **pre-service teachers** can be recorded giving their lessons, and receive feedback on the recorded videos that point out strengths and weaknesses of their teaching approaches (at specific time points!!!). Dialogue can ensue on the feedback between the student, peers, and the experienced teacher.

 2) **flipped learning approaches** using video annotation could occur with any subject. The teacher uploads a video, students can annotate the video to ask questions or indicate confusion (at specific time points!!!). Teachers (or other students who know the answer) can reply to the questions to clear up the misconceptions. Subsequent synchronous sessions can be used to collate and extend the most effective dialogue from the annotations.

 3) **asynchronous conference** attendees consume recorded video presentations at will (no more conflicting parallel sessions!!!), and interact with speakers through annotation. The speakers reply back at their convenience, after careful consideration of the feedback. As in the previous two situations, fruitful dialogue can ensue, and again, the feedback can be pinpointed to a specific time in the talk. Furthermore, annotators and responders have the luxury of more time to think and compose. In a synchronous situation, we get one’s best response in the moment, without that extra luxury of time. The asynchronous conference also obviates the need for travelling (less carbon emissions!!!), and solves the time zone issue that would occur with a synchronous set up.

 Here are some relevant publications and figures to highlight:

 Lam, N.C.C. and Habil, H., 2021. [The Use of Video Annotation in Education: A Review](https://myjms.mohe.gov.my/index.php/AJUE/article/view/16208). *Asian Journal of University Education*, *17*(4), pp.84-94.

 Fig 1: An overview of instructional use of video annotation tools in the selected studies

 ![Overview of Instructional use for video annotation](/sites/g/files/omnuum4886/files/annotationforeducation/files/overview_of_instructional_use_of_video_annotation_tools.png)

 

 Sigmon, A.J. and Bodek, M.J., 2022. [Use of an Online Social Annotation Platform to Enhance a Flipped Organic Chemistry Course](https://pubs.acs.org/doi/abs/10.1021/acs.jchemed.1c00889). *J. Chem. Educ.* 2022, 99, 2, 538–545

 ![flipped chemistry course](/sites/g/files/omnuum4886/files/annotationforeducation/files/flipped_chemistry_course.png)

 

 Porwol, L., Metcalf, S.S., Morrison, J.B., Chun, S.A. and Luna-Reyes, L.F., 2022. [Facilitating virtual conferences: reflections and lessons learned in two global communities](https://dl.acm.org/doi/pdf/10.1145/3494676). Digital Government: Research and Practice, 3(1), pp.1-12.

 ![communication affordances by conference type](/sites/g/files/omnuum4886/files/annotationforeducation/files/communication_affordances_by_conference_type.png)

 

 Annotation for learning has taken a large leap forward with the advent of dedicated platforms like Perusall.

 From the publication: Howard, C.D., 2021. [Participatory Media Literacy in Collaborative Video Annotation](https://link.springer.com/article/10.1007/s11528-021-00632-6). TechTrends, 65(5), pp.860-873. Consider a prior stacked approach with annotations overlaid onto a youtube video -- obviously not ideal…….

 ![stacked annotations on a youtube video](/sites/g/files/omnuum4886/files/annotationforeducation/files/overlapping_annotations.png)

 

 Consider below how Perusall’s interface is more manageable, and dialogues are organized in time-stamped, marginal threads.

 ![Perusall exchange screenshot 2022](/sites/g/files/omnuum4886/files/annotationforeducation/files/perusall_exchange_screenshot.png)

 

 If you have never gone to an asynchronous conference, and want to learn more about annotation of all types (including video….), strongly suggest attending the [Perusall Exchange conference 2023](https://www.perusall.com/perusallexchange2023). Hope to see you there!!!