There is a long history of using video for promoting reflective practices in higher education and its effectiveness is well-established. Video Annotation Tool (VAT) embedded in the digital video database is an emerging method to facilitate learners’ self-reflection through a systematic and in-depth approach to video analysis. This project aims to investigate how VAT can be applied by learners to enhance their reflective practices and communication competence of their own performance and to provide feedback for other learners at an online Video-based Learning Community (VBLC). Quantitative data will be collected through a self-administered questionnaire to review learners’ competence in communication of pre- and post-learning. Qualitative data will be collected with reference from the 4Rs model of reflective thinking framework developed by Ryan & Ryan (2010) to assess learners’ levels of reflection in the learning process. Focus group interview will be conducted to critically examine learners’ perspective and experience in using VAT in a collaborative learning environment. This project will propose a new pedagogical approach to promoting reflective engagement of learners and produce a set of teaching and assessment guidelines on reflective thinking. An archive of learners’ video of practice will be created for future classes to discuss effective communication skills.
|Publication status||Published - 2018|
Shek, M. P. M., & Leung, K. C. C. (2018). Teaching development grants final and financial report: Using video annotation tool to enhance students’ reflective practices and communication competence through a collaborative learning community. Hong Kong: The Education University of Hong Kong.
- Video annotation tool
- Video analysis
- Reflective practice
- Communication competence and collaborative learning
- Teaching Development Grant (TDG) Report
- TDG project code: T0192
- Period: TDG 2016-2017
- Teaching Development Grant (TDG)