Abstract
Over the past few years there has been an increasing interest to investigate the potential of Video-Based Learning (VBL) as a result of new forms of online education, such as flipped classrooms and Massive Open Online Courses (MOOCs) in order to engage learners in a self-organized and networked learning experience. However, current VBL approaches suffer from several limitations. These include the focus on the traditional teacher-centered model, the lack of human interaction, the lack of interactivity around the video content, lack of personalization, as well as assessment and feedback. In this paper, we investigate the effective design of VBL environments and present the design, implementation, and evaluation details of CourseMapper as a mind map-based collaborative video annotation and analytics platform that enables learners’ collaboration and interaction around a video lecture. Thereby, we focus on the application of learning analytics mainly from a learner perspective to support self-organized and networked learning through personalization of the learning environment, monitoring of the learning process, awareness, self-reflection, motivation, and feedback.
Highlights
There is a wide agreement among Technology-Enhanced Learning (TEL) researchers that Video-Based Learning (VBL) represents an effective learning method that can replace or enhance traditional classroom-based and teacher-led learning approaches (Yousef et al 2014a)
We propose CourseMapper as a collaborative video annotation platform that enables learners collaboration and interaction around a video lecture, supported by visual learning analytics
We present the technologies used in the implementation of CourseMapper followed by a detailed description of the implemented video annotation and visual analytics modules and their underlying functionalities
Summary
There is a wide agreement among Technology-Enhanced Learning (TEL) researchers that Video-Based Learning (VBL) represents an effective learning method that can replace or enhance traditional classroom-based and teacher-led learning approaches (Yousef et al 2014a). Learners watch video lectures as Chatti et al Smart Learning Environments (2016) 3:10 homework. On the one hand there are xMOOCs (Extension MOOC) They gained a lot of attention they can be seen as a replication of traditional learning management systems (LMS) at a larger scale. Still they are closed, centralized, structured, and teacher-centered courses that emphasize video lectures and assignments. In contrast to xMOOCs, cMOOCs are open-ended, distributed, networked, and learner-directed learning environments where the learning services are not predetermined, and most activities take place outside the platform (Chatti et al 2014; Daniel 2012; Siemens 2013)
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