Video research in learning sciences

Approaches to data gathering and analysis

Arttu MykknenPhd. StudentLearning and Educational Technology Research Unit Video research in educational contexts1Todays contentExercise 1.General notions about video researchApproaches to data gatheringApproaches to analysisDifferent transcription stylesPros & ConsExercise 2.

ExerciseForm a group of 3-4Select one researcher from the group. Others will perform a task.Researcher tries to record the interaction and task performance of the participants with paper and pencil.

You have two minutes to do the task.Be sure that you have a correct answer.Use paper and pencil to enhance your thinking.

On a next slide youll see pictures of cats and dogs. Organize the icons in a way that all cats are on the left side and dogs are at right.

How many moves you need to do, if one move is an icon jumping over the other?Cats and Dogs

3About video researchCatches the enactment of the person under observation and the environmental factors - > ubiquitous in comparison to paper and pencil observation.Video observations can be utilized as main method or as a complementary method for other methods (Surveys, Interviews).What occurs in the situation?Do people act like they claim they do.It can be used in various situations and different kind of contexts.Allows many various analytic approaches. Gives an restricted view of the situation.You are always pointing something and leaving something out.Very usable when studying microlevel enactment.Data gathering - in generalData gathering should be planned carefully, especially the fact how the data will be analysed in future.First you need to select and decide the focus and interest of your study. What you want to achieve with the data.For example, to get information about specific instruction method.Where and what to film? This should be done as explicitly as possible -> you can be reflective when you are conducting the analysis.Data gathering - Theoretical starting pointsSpecified goals and research questions.Specifying research focus and context in relation to research questions and aims of the researchForming the theoretical frameworkUnderstanding the theoretical starting point helps to understand the data when approaching the collected data.Theory as a practical tool; directs the research and analysisTheory should be materialized somehow in the data.By some product or activity.

DATA GATHERING - Planning the setTell to participants as thoroughly as possible the different phases and aims of your study.The research permission should include information as a much as possible about:Who owns the data and how long.How data is stored.Use in different contexts.Inform the participant about their rights and flexibility.HOWEVER, ALWAYS INCLUDE THE POSITIVE OPTIONS FIRST DATA GATHERING- filmingDo you want to follow one or more participants?Classroom or some other more peaceful room?How many cameras are used for filming?What is the specific purpose of every camera.Do you use free camera in addition to stable cameras?Example

DATA GATHERING- Where to focus (e.g., in classroom)Teachers enactment Speech, teaching methods, tool used for teaching, instructionStudents enactmentParticipation to classroom activities, task performanceInteractionTeacher - student, student - studentContent of the lectureData gathering two approachesInductive approaches apply when a minimally edited video corpus is collected and/or investigated with broad questions in mind but without a strong orienting theory (Derry et al. 2010)

A deductive approach is required when the researcher has a strong theory and clear research questions (Derry et al. 2010) ExampleGroupwork exampleGroupwork example 2RegulationTips for filmingVary your research traditions as little as possible.Stay close to the object that your are filming.Use external mike if possible.Think about illumination.Use several cameras if possible.Do not conduct the whole data gathering at one time. Try different executions, for example, change the place of the mikePilotingIf you use more that one camera, make a distinguishable noise before you start Helps you to syncronize the films.Do not get friendly with the participants.

DATA GATHERING- sorting the dataDont leave anything unsorted.Mark every event with some kind of a code Place, class, peopleIf you work in school or such place give an overall feedback after data gathering. After analysis personel and students might have changed. Take backup copy from everything!ANALYSISStarts by concretizing the situation and making clear what happens in the event. Iterative interpretation of the data -> picking and selecting the essential events from the data. Scrutinizing these events as thoroughly as possible.Try to find patterns or a behavior from the data.If possible use data brainstorming with your collegues to check your interpretations.Analysis- Meaningful partsInteraction, communication and behavior follows usually somekind of pattern.Whats the time Denise?2.30Thats good Denise!The structure of previous interaction is hidden behind the single frases gestures.ANALYSIS - TranscriptionsRepresents on what is happening in the situation and interaction between participants.Transcripts also represents what researcher wants to emphasize. What are you transcriping and what you are leaving out.You must decide how much you are going to include to the transcript. Gestures, expressions, speech sounds etc.ANALYSIS Different opportunities for transcriptionWhats the time Denise?2.30Thats good Denise!

ANALYSIS Different opportunities for transcription23. (Teacher) Whats the time Denise24. (2,3)25. (Denise) ehmm26. (0,6)27. (Denise) Halfpast two28. (0,5)29. (Teacher) Thats good DeniseIf you want to show something from the data, just do it

Melander, H, & Sahlstrm, F, 2009

Different software for video researchDifferent tools for different phasesRough editing: Movie MakerTranscriptions: Inqscribe ja Express scribeAnalysis and categorisation: Nvivo tai ElanFinal editing: Movie Maker

SummaryPROSCONSAmout of the dataCaptures the situation ubiquitouslyIn comparison to paper and pencilPermanentCan be analysed countless timesAllows different kind analysing methods.Technical problemsDisruptive presence of camera and the researcherEthical limitationsIs the data used only for its original purpose. ProsSustainabilityGives time for reflectionCan be used as additional triangulation for other methodsAllows collaboration between peersIn comparison to observationDetails are really hard to capture on flyDetails might be unimportant in the momentConsReliabilityRestricted view

Too easy to produce too much dataAmount of data can be ovewhelming

Exercise 2.Share an Ipad with the same group that you had in the beginning.

Your task is to analyze a video about problem solving situation. Try to find a meaningful event(s) by using categories for small group interaction (Bales, 1950).

Group 1.Socioemotional area (positive)1. Show solidarity (gives help, reward)2. Shows tension release (jokes, laughs)3. Agrees (Shows passive acceptance, understands) Group 2.Task area (attempted answers, question)Gives / asks suggestion (direction)Gives / asks opinion (evaluation, analysis, expresses feeling)Gives / asks orientation (information, repeats, confirms)Group 3.Socioemotional area (negative)Disagrees (shows passive rejection, formality, witholds help)Shows tension (asks for help, withdraws out of the task)Shows antagonism (deflates others status, defends or asserts self)