Use Of Digital Video Research Articles

The use of digital video in physical education

This paper details the technical and operational aspects of a project investigating the role of digital video in physical education in 12 Irish schools over a period of two academic years. The project design involved a qualitative investigation into the use of digital video in three areas of physical education, namely teaching, learning and assessment. The group of physical education teachers who implemented the project received intensive training in the use of the technology initially and were also given additional training to meet the evolving needs of the project over its duration. The time demands placed on the team in terms of planning and preparation and post‐production work were recorded. The motivational effect of the use of the technology on students was noted. The capacity of the technology to provide focused feedback on performances was examined through the reviewing of video clips of students' performances in physical education lessons. The use of digital video as an aid to both formative and summative assessment in physical education was also examined. Aspects of assessment for learning were used in providing a cohort of students with opportunities to set their own learning goals and evaluate their own learning while compiling electronic learning portfolios. A total of 31 such portfolios were collated. An examination of the use of digital video technology as a means of assessing practical performances was also undertaken.

Introduction to the International Journal of Pedagogies and Learning Special issue on Language Testing

BackgroundAssessment is and should rightly be at the heart of any pedagogical activities to make them more accountable and explain the success or otherwise of the teaching/learning systems. Among the many roles of assessment is the determination of whether the pedagogies in place are achieving what they must achieve, hence the classical requirement for any valid and working educational system. This is a special theme issue that focuses on the interfaces between pedagogies and assessment. It reflects both the ongoing work of specialists in the research field and teachers who as professionals today are under increasing pressure to assess and report on their students' performance, and the emerging new ideas about the relationships between pedagogies and assessment of learning. The articles in this issue shed light on testing and assessment topics in language learning contexts and make strong cases for further research and studies in the area.OverviewThe first article, by Mignette Garvida, presents the historical background of the Diplomas de Espanol como Lengua Extranjera (DELE). In addition, the author discusses the issues related to content and construct validation and the reliability of this internationally renowned assessment instrument.The second article is authored by three academics in an Iranian university. In their contribution, Bahman Gorjian, Alireza Jalilifar and Halimeh Mousavi determine the effect of redundant and consistent stems in multiple-choice vocabulary tests on pre-university students' performance. In an experimental study, the authors examined the impact of redundant stems in multiple-choice teachermade achievement tests on a group of English language learners. The authors found no statistical relationship between the performance of their sample groups on the two different types of tests rendering both tests equally useful in measuring pre-university students' English language ability.Hongli Li in article three investigates whether teachers are really teaching to the test in the case of a high-stakes test of English in China. The findings of Hongli's research indicate that the teachers are not as much influenced by the writing section of the test as they claimed. In other words, teachers are not really teaching to the test in the classical and extreme sense of the word. They list a series of reasons in relation to why teachers are not teaching strictly teaching to the test. Hongli suggests that rigorous teacher training must be in place to improve the efficiency of classroom teaching.In the fourth paper, Seyyed Abbas Mousavi examines the effect of the use of digital video in the development of a general proficiency of spoken English language test. His article is part of a larger study in which he developed and validated a computer-based general English proficiency test. Other than the usability and usefulness of videos in oral tests obtained from the administration of a post- test feedback questionnaire to his study sample, he highlights some of the technical issues in this respect and suggests a workable set of solutions. The post-test feedback as reported by the testtakers indicates the presence of a highly positive washback in the use of digital videos in testing oral language proficiency.In the fifth article the author, Shirley O'Neill, looks at the views of high school students on EFL pedagogy and investigates the reasons behind the differential perspectives of the students according to their English as a foreign language proficiency level. Comparing the performances of higher proficiency level students with those of lower proficiency, the higher proficiency students were found to have greater awareness of the kinds of language learning experiences that would best facilitate their acquisition of the language. In addition, their recommendations for pedagogical change concurred substantially with the gaps identified in the teachers' current practice. …

Using a Head-Mounted Video Camera to Understand Social Worlds and Experiences

1.1 This paper considers the use of digital video as a research method for qualitative researchers; specifically the head-mounted video (headcam) and the opportunities it offers for deepening our understanding of social life. Headcam is one of a range of recent technological innovations relating to video that provide researchers with new means of addressing methodological challenges. To date, little has been written about the use of digital video in relation to social research (Henley 1998; Pink 2007a). Even less has been written on the specifics of headcam video techniques and less still on its potential outwith a positivist framework. Our exploratory research on mountain bikers' and walkers' embodied, multi-sensory ways of knowing and experiencing landscapes demonstrates some of the possibilities that advancements in headcam technology can offer interpretative and reflexive approaches to social research.

The association between capillary refill time and arterial flow in the pediatric upper extremity

Measurement of capillary refill time (CRT) is thought of as a fast and inexpensive tool for assessing perfusion to an extremity or digit. CRT is frequently relied upon by orthopedic surgeons, especially in the postoperative period when pulses may be inaccessible owing to casts or dressings. Yet to our knowledge, no study has attempted to correlate CRT with other indices of perfusion to the extremity. We evaluated the association between CRT and arterial flow in pediatric upper extremities. Our hypothesis was that arterial flow would be inversely proportional to CRT--that decreased perfusion would be associated with prolonged CRT. Ten children between the ages of 8 and 17 years with no systemic or upper extremity abnormalities were studied. Radial and ulnar artery flows were evaluated with Doppler ultrasound. Measurements of the radial and ulnar flow volumes were summed, to approximate total flow to the extremity. CRT was measured to the tenth of a second with the use of digital video. Three sets of the above measurements were taken for each participant--at baseline and at two levels of decreased perfusion (produced by inflating a blood pressure cuff to 25 and 75 mmHg). Linear regression was used to analyze the data. A lack of correlation was found between arterial flow and CRT (r=0.02, P=0.93). Though the study has its weaknesses, the results caution the use of CRT as a solitary measure of perfusion in children. This was a level 1 diagnostic study.

Use of Digital Video for Documentation of Microscopic Features of Tissue Samples

Abstract Context.—Digital photography is commonly used to document microscopic features of tissue samples, but it relies on the capture of arbitrarily selected representative areas. Current technologic advances permit the review of an entire sample, some even replicating the use of a microscope. Objective.—To demonstrate the applicability of digital video to the documentation of histologic samples. Design.—A Canon Elura MC40 digital camcorder was mounted on a microscope, glass slide–mounted tissue sections were filmed, and the unedited movies were transferred to a Apple Mac Pro computer. Movies were edited using the software iMovie HD, including placement of a time counter and a voice recording. Results.—The finished movies can be viewed in computers, incorporated onto DVDs, or placed on a Web site after compression with Flash software. The final movies range, on average, between 2 and 8 minutes, depending on the size of the sample, and between 50 MB and 1.6 GB, depending on the intended means of distribu...

Use of Digital Video for Documentation of Microscopic Features of Tissue Samples

Digital photography is commonly used to document microscopic features of tissue samples, but it relies on the capture of arbitrarily selected representative areas. Current technologic advances permit the review of an entire sample, some even replicating the use of a microscope. To demonstrate the applicability of digital video to the documentation of histologic samples. A Canon Elura MC40 digital camcorder was mounted on a microscope, glass slide-mounted tissue sections were filmed, and the unedited movies were transferred to a Apple Mac Pro computer. Movies were edited using the software iMovie HD, including placement of a time counter and a voice recording. The finished movies can be viewed in computers, incorporated onto DVDs, or placed on a Web site after compression with Flash software. The final movies range, on average, between 2 and 8 minutes, depending on the size of the sample, and between 50 MB and 1.6 GB, depending on the intended means of distribution, with DVDs providing the best image quality. Digital video is a practical methodology for documentation of entire tissue samples. We propose an affordable method that uses easily available hardware and software and does not require significant computer knowledge. Pathology education can be enhanced by the implementation of digital video technology.

¿En papel o hipermedia? efectos de la información procedimental en vídeo digital en el aprendizaje de un programa editor de partituras por usuarios inexpertos

In this study, and by means of an experimental contrast design, we have tried to determine whether the use of an electronic manual is more effective and efficient than a print manual for the training of novice users with a score editor program. We also looked for differences in access to the two types and for information on users' perceptions regarding the materials they used. Were developed a minimalist print manual, an hypermedia manual and two questionnaires. The most prominent difference between the two manuals was the use of digital video to present procedural information in the electronic version. The rest of the information remained the same for the two manuals, as did the training strategy based on guided exploration. The research findings show an effect of the hypermedia manual in learning outcomes, access to manuals and users' perceptions. This effect might have been due to the confluence of several factors differentiating the manuals: the procedural information in the video format and the design of the interface -with limited control elements, fast access to information and a low complementary interaction between presentation modalities- minimized the potential cognitive overload and allowed the user to start working rapidly.

Focusing the lens: The use of digital video in the practice and evaluation of parent–infant psychotherapy

This paper gives an overview of the Anna Freud Centre's use of video as a clinical and a research tool with parents and young infants. The new digital technologies have implications for extending therapeutic technique in clinical work, and for evaluation of innovative work in applied settings. Video provides the technical means to observe, support and intervene in interactional processes that occur between mother and infant in earliest infancy and also allows research to focus on the mother–infant relationship. Parent–infant psychotherapy is an analytic treatment modality that aims to promote the parent–infant relationship in order to facilitate infant development. The clinical case example provided explores the use of digital video in work with parents and their twins in the Parent–Infant Project therapy room. Video as a research tool is illustrated by the evaluation of a couple of parent–infant psychotherapy outreach projects in a prison setting, and in a hostel for homeless families.

Moving Out of the Dark Ages: An Argument for the Use of Digital Video in social Work Research

ABSTRACT The fields of anthropology and sociology are the origins of qualitative research. Early qualitative researchers documented findings through the use of copious notes. The invention of portable audio recorders lead to qualitative researchers taping their findings. The use of recording devices as the primary source of data documentation has been embraced by social work researchers. Though, in the last twenty years several advances in visual recording devices have been made which offer a significant potential for advancement in the data collection and analysis. Social Work continues to rely on the technology of the 1960s. The use of digital video presents many advantages over audio. Video gives depth, can be easily analyzed using a PC, and offers diversity in presentation of findings. This article discusses the history of qualitative research; the use of technology in data collection; the emergence of visual methods; the emergence of social work in the field; and a call for social work researchers to use video technology in their research.

Using Digital Video for Professional Development in Urban Schools

This study used a variety of qualitative methods within the context of an exploratory single case study to examine the use of digital video as a means for a preservice teacher to capture personal teaching episodes and reflect on them as an integral part of her professional development. Results demonstrate how an urban preservice teacher’s work with digital video of her teaching promoted reflection and the development of teacher identity. Results also demonstrated how a teacher educator was able to use the digital video as a tool to help the beginning teacher identify effective practices.

Developing a collaborative model of research using digital video

Digital video can play an important role in reconfiguring educational research methodology that challenges the perceived distinction between teachers and academics – the former normally positioned as ‘users’ of research that has been designed, interpreted and theorised by the latter, usually the ‘producers’ or academics [Triggs, P., & John, P. (2004). From transaction to transformation: ICT, professional development and the formation of communities of practice Journal of Computer Assisted Learning Special Issue 20(6) 426–439]. In this paper, we report on a collaborative project between university researchers and four teachers within the Primary and Secondary Sectors that has sought to develop new ways of asking questions about the classroom experience through the use of digital video. By each contributing their expertise and experience, teacher practitioners and researchers work in partnership to interpret and jointly construct new knowledge, understanding and classroom practice. The first part of this paper reports on the methodology, examining the role of digital video in facilitating research collaborations, while the second part provides an account of one of the participating teacher’s experiences of the process.

Use of Digital Video to Assess Orientation and Mobility Observational Skills

This study compared the observational skills in orientation and mobility (O&M) of nine university students and nine certified O&M specialists using a digital video assessment. The students differed from the O&M specialists in their stylistic observations and the details of their responses. Implications for the improvement of video assessments are discussed.

POTENTIAL FOR REMOTE SENSING FROM AGRICULTURAL AIRCRAFT USING DIGITAL VIDEO

A field imaging system using low-cost digital video was evaluated for use on agricultural aircraft. The system usesa digital video (DV) camera, Global Positioning System (GPS), and Video Mapping System (VMS) for image georeferencing.Remote control and monitoring was implemented to allow the pilot to image specific field areas of interest, facilitating imageacquisition and post-processing. Two practical applications are described to exemplify the use of digital video in agriculturalaircraft. Broadleaf weeds were distinguished from cotton, and chlorophyll a (chl a) concentration was regressed againstdigital numbers obtained from images of catfish ponds. For the weed detection study, a mixture of spotted spurge (Euphorbiamaculata L.) and hyssop spurge (Euphorbia hyssopifolia L.) were distinguishable from both early cotton (Gossypiumhirsutum L.) and Johnsongrass (Sorghum halepense (L.) Pers.) using supervised classification algorithms. Results comparinga Mahalanobis Distance-classified image with the raw RGB image indicated cotton, spurge, and Johnsongrass correctlyclassified with 73%, 67%, and 82% accuracy, respectively. For the pond study, statistically significant relationships wereobserved between digital numbers from pond images and chlorophyll a (chl a ) from water samples obtained at multiple ponds.These experiments demonstrate the potential benefits of using low-cost digital video on aircraft to assist agriculturalproducers in improving management decisions.

Advances in Digital Video Content Protection

The use of digital video offers immense opportunities for creators; however, the ability for anyone to make perfect copies and the ease by which those copies can be distributed also facilitate misuse, illegal copying and distribution ("piracy"), plagiarism, and misappropriation. Popular Internet software based on a peer-to-peer architecture has been used to share copyrighted movies, music, software, and other materials. Concerned about the consequences of illegal copying and distribution on a massive scale, content owners are interested in digital rights management (DRM) systems which can protect their rights and preserve the economic value of digital video. A DRM system protects and enforces the rights associated with the use of digital content. Unfortunately, the technical challenges for securing digital content are formidable and previous approaches have not succeeded. We overview the concepts and approaches for video DRM and describe methods for providing security, including the roles of encryption and video watermarking. Current efforts and issues are described in encryption, watermarking, and key management. Lastly, we identify challenges and directions for further investigation in video DRM.

Towards structure discovering in video data

Digital images and video clips are becoming popular due to the increase in the availability of consumer devices that capture them. Digital content is also growing over the Internet. Applications that benefit from video are education and training, marketing support, medical, etc. The increase of this digital content creates a need for user-friendly tools to browse through large volumes of digital material. However, there are two basic impediments to wider use of digital video. The first is cataloging, which includes video digitization, compression and annotation, and the second is the lack of fast and effective search and browse techniques for this massive video content. The authors are interested in this second problem. One method that they believe is promising is the augmentation of a metadatabase with information on video content so that users can be guided to appropriate data sets. An automated technique is presented that combines manual annotations and knowledge produced by an automatic content characterization technique (i.e. clustering algorithms) to build higher level abstraction of video content.

New opportunities for the use of digital video in on-line radiologic curricula 1

To explore techniques to conveniently and self-sufficiently create high-quality, web-ready instructional digital video snippets suitable for routine use in on-line radiologic curricula. A commercially available digital camera with an 8-megapixel image receptor and the capability to record web-ready digital video and audio at a resolution of up to 640 x 480 pixels and a frame rate of up to 30 per second was used to obtain video snippets intended for inclusion in on-line curricula. Hand-held and tripod techniques were compared. Evaluation focused on the types of snippets deemed most likely to be used within on-line educational content, ranging in length from 10 seconds to 2 minutes. Additionally, basic postprocessing functions to experiment with combinations of video-file size, format, transmission efficiency, and image quality were used. The overall video quality was considered by participating radiologists to be good to excellent for its intended purposes. For most situations tested, a matrix size of 320 x 240 pixels provided a good balance of visual quality versus file size and transmission overhead. The 640 x 480 format was occasionally optimal, but was usually larger than necessary and resulted in substantially larger files, especially at a rate of 30 frames per second. A rate of 15 frames per second was considered adequate for most situations, regardless of matrix size, although it did add some barely discernible choppiness to the display. For all but very short snippets, a tripod or some other form of stabilization was necessary to eliminate distracting "camera shake" associated with free-hand acquisition. With a tripod, appropriate ambient lighting, and a favorable acoustical environment, videos of excellent quality when using the highest settings available on the camera (640 x 480, 30 frames/sec) could be self-sufficiently produced. However, such high-quality video with its associated large file size was rarely the optimal fit for the needs of this curricula. These results indicate that newer-generation digital cameras are useful for quickly and inexpensively producing high-quality, web-ready digital video suitable for use in on-line education.

Investigating digital video applications in distance learning

The paper gives a brief overview of the use of digital video in distance education, the background to The Open University's Digital Video Applications (DiVA) Project, the contexts in which the Digital Video Library system is being used and some evaluation findings. Through DiVA, the university is investigating how it can use its video assets effectively, to support reuse of existing materials in course production. The project team is also evaluating student use of the system. The paper reports on an observation study which revealed several usability issues and stakeholders' opinions about potential uses of the DiVA system. This is followed by findings from an evaluation of student use of the system at a residential school and its use as part of an online learning activity undertaken by students accessing the system remotely. Evaluation findings to date indicate some quality and workload issues but they also show opportunities that come to light when using the DiVA system.

University of California, Los Angeles, David Geffen School of Medicine at UCLA.

University of California, Los Angeles, David Geffen School of Medicine at UCLA.

A teacher's use of digital video with urban middle school students: Expanding definitions of representational literacy

The role of educational technology as media is rapidly expanding. When placed directly into the hands of students, digital video, in particular, has the potential to transform schooling. In this case study, members of the Naptown Prodigy, an after school club, produced music videos and iMovies of streetball performances. The club's advisor, an urban middle school English teacher, participated in the PT3 Vanguard program, a university—public school staff development collaboration. The teacher's access to technology through the Vanguard program enabled her students to use digital video as both a construction and expression medium. This project provides a unique and promising example of the ways in which teachers can use digital video to foster representational literacy among inner‐city youth.

Understanding Digitized Second Language Videotext

Despite the widespread use of digital video and, increasingly, multimedia in listening instruction throughout second language programs, little is known about how learners attend to dynamic visual elements in comprehension. A lack of research in how listeners engage with videotext retards the development of computer-based listening skills. This investigation seeks to describe what learners do when they attend to digital video media. In conjunction with Japanese language instructors, three authentic Japanese news broadcasts were recorded and digitized for computer display. Through a series of immediately retrospective verbal reports, 12 tertiary students of Japanese provided verbal reports as they attended to a front-to-back viewing of videotexts. Based on constructivist perspectives of comprehension, the study produced a seven-category framework regarding the comprehension of second language videotexts. The results of this investigation point out that visual elements work in a number of ways that go beyond merely ‘supporting’ verbal elements; they are better thought of as integral resources to comprehension whose influence shifts from primary to secondary importance as a Hlistener develops a mature understanding of the videotext.