Annotating Video with Open Educational Resources in a Flipped Classroom Scenario
This addresses the problem of enhancing student activity and engagement in educational settings using OERs, but it is incremental as it builds on existing annotation methods.
The paper tackles the challenge of articulating Open Educational Resources (OERs) by developing a tool to support video annotation in flipped classrooms, aiming to improve learner engagement through a progressive annotation process that starts with predefined resources and transitions to free annotation.
A wealth of Open Educational Resources is now available, and beyond the first and evident problem of finding them, the issue of articulating a set of resources is arising. When using audiovisual resources, among different possibilities, annotating a video resource with additional resources linked to specific fragments can constitute one of the articulation modalities. Annotating a video is a complex task, and in a pedagogical context, intermediary activities should be proposed in order to mitigate this complexity. In this paper, we describe a tool dedicated to supporting video annotation activities. It aims at improving learner engagement, by having students be more active when watching videos by offering a progressive annotation process, first guided by providing predefined resources, then more freely, to accompany users in the practice of annotating videos.