IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES, MANUSCRIPT ID 1
Video Collaboratories for Research andEducation: An Analysis of CollaborationDesign Patterns
Roy Pea and Robb Lindgren
Abstract
—
Web-based video collaboration environments have transformative potentials for video-enhanced education and for video-based research studies. We first describe DIVER, a platform designed to solve a set of core challenges we have identifiedin supporting video collaboratories. We then characterize five Collaboration Design Patterns (CDPs) that emerged fromnumerous collaborative groups who appropriated DIVER for their video-based practices. Collaboration Design Patterns (CDPs)are ways of characterizing interaction patterns in the uses of collaboration technology. Finally we propose a three-dimensionaldesign matrix for incorporating these observed patterns. This representation can serve heuristically in making designsuggestions for expanding video collaboratory functionalities, and for supporting a broader constellation of user groups thanthose spanned by our observed CDPs.
Index Terms
—
Video, collaboration, CSCL, collaboratory, design patterns, Web 2.0, metadata, video analysis.
——————————
——————————
1 I
NTRODUCTION
E argue in this paper that the proliferation of digi-tal video recording, computing, and Internetcommunications in the contexts of social sciencesresearch and learning technologies has opened up dra-matic new possibilities for creating “video collaborato-ries.” Before describing our vision for video collaborato-ries, and our experiences in designing and implementingthe DIVER platform for enabling video collaboration, webriefly sketch the historical developments in video useleading to the opportunities at hand.Throughout the 20
th
century, film and later videotechnology has been an influential medium for capturingrich multimedia records of the physical and social worldsfor educational purposes [1] and for research uses in thesocial sciences [2]. While K-20 education is still largelydominated by textual representations of information anduses of static graphics and diagrams, during the 21
st
cen-tury the education and research communities are moreregularly exploiting video technologies, and in increa-singly innovative ways. For example, with the develop-ment of more learner-centered pedagogy, uses of videoare expanding from teachers simply showing videos tostudents to approaches where learners interact with,create, or comment on video resources as part of theirknowledge-building activities [3], [4], [5], [6]. In research,with the proliferation of inexpensive digital consumervideocameras, and software for video editing and analy-sis, individual researchers and research teams are captur-ing more data for studying the contextual details of learn-ing and teaching processes, and the learning sciencescommunity has begun experimenting with collaborativeresearch infrastructures surrounding video datasets [7],[8], [9], [10].We view the Web 2.0 participatory media culture illu-strated by media-sharing community sites [11] as exem-plifying how new forms of collaboration and communica-tion have important transformative potentials for moredeeply engaging the learner in authentic forms of learn-ing and assessment that get closer to the experiences ofworldly participation rather than more traditional de-contextualized classroom practices. Video representationsprovide a medium of great importance in these transfor-mations, in capturing the everyday interactions betweenpeople in their physical environments, during their en-gagements in cultural practices, and using the technolo-gies that normally accompany them in their movementacross different contexts. For these reasons, video is im-portant both as a medium for studies of learning and hu-man interaction, and for educational interventions. Inresearch the benefits of video have been well evidenced.Learning scientists have paid increasing attention overthe past two decades to examining human activities innaturalistic socio-cultural contexts, with an expansion offocus from viewing learning principally as an internalcognitive process towards a view of learning that is alsoconstituted as a complex social phenomenon involvingmultiple agents, symbolic representations, and environ-mental features and tools to make sense of the world andone another [12], [13].This expansion in the central focus for studies of learn-ing, thinking, and human practices was deeply influencedby contributions involving close analyses of video andaudio recordings from conversation analysis, sociolin-guistic studies of classroom discourse, anthropologicaland ethnographic inquiries of learning in formal and in-formal settings, and studies of socially-significant non-
xxxx-xxxx/0x/$xx.00 © 200x IEEE
W
————————————————
•
The authors are with the H-STAR Institute and the School of Educationat Stanford University, Stanford, CA 94305. E-mail: {roypea, rob-blind}@stanford.edu.
anuscript received 9 Dec. 2008.
Leave a Comment