Difference between revisions of "Derry-etal2010"

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|BibType=ARTICLE
 
|BibType=ARTICLE
 
|Author(s)=Sharon J. Derry; Roy D. Pea; Brigid Barron; Randi A. Engle; Frederick Erickson; Ricki Goldman; Rogers Hall; Timothy Koschmann; Jay L. Lemke; Miriam Gamoran Sherin; Bruce L. Sherin;
 
|Author(s)=Sharon J. Derry; Roy D. Pea; Brigid Barron; Randi A. Engle; Frederick Erickson; Ricki Goldman; Rogers Hall; Timothy Koschmann; Jay L. Lemke; Miriam Gamoran Sherin; Bruce L. Sherin;
|Title=Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics
+
|Title=Conducting video research in the learning sciences: guidance on selection, analysis, technology, and ethics
|Tag(s)=EMCA; Video-recorded interaction; Video Methods; Video Analysis
+
|Tag(s)=EMCA; Video-recorded interaction; Video Methods; Video Analysis; Data management
 
|Key=Derry-etal2010
 
|Key=Derry-etal2010
 
|Year=2010
 
|Year=2010
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|Journal=Journal of the Learning Sciences
 
|Journal=Journal of the Learning Sciences
 
|Volume=19
 
|Volume=19
 +
|Number=1
 
|Pages=3–53
 
|Pages=3–53
 +
|URL=https://www.tandfonline.com/doi/abs/10.1080/10508400903452884
 
|DOI=10.1080/10508400903452884
 
|DOI=10.1080/10508400903452884
|Abstract=The goal of this contribution is to provide guidance for researchers conducting
+
|Abstract=Focusing on expanding technical capabilities and new collaborative possibilities, we address 4 challenges for scientists who collect and use video records to conduct research in and on complex learning environments: (a) Selection: How can researchers be systematic in deciding which elements of a complex environment or extensive video corpus to select for study? (b) Analysis: What analytical frameworks and practices are appropriate for given research problems? (c) Technology: What technologies are available and what new tools must be developed to support collecting, archiving, analyzing, reporting, and collaboratively sharing video? and (d) Ethics: How can research protocols encourage broad video sharing and reuse while adequately protecting the rights of research participants who are recorded?
(a) studies that use video to closely examine teaching and learning in learning en-
 
vironments such as classrooms, the goals of which are to understand learning pro-
 
cesses and better design formal learning environments; and (b) studies using video
 
for in-depth analyses of peer and adult–child interactions in informal settings, such
 
as museums and homes, the goals of which are to help researchers and developers
 
understand informal learning as it occurs naturally in various contexts and to
 
achieve better informal settings for learning.We collaborated to provide a careful
 
discussion of principles, strategies, and important issues that should inform re-
 
searchers’ choices at all points in the video research process.1 We tried to develop
 
these guidelines without favoring any particular methodological orientation or set
 
of methods. The learning sciences is an interdisciplinary field, and video is a tool
 
that enhances various methodologies associated with different, and some would
 
argue incommensurate, philosophical orientations. These include ethnography,
 
ethnomethodology, experimentation, discourse analysis, interaction analysis, and
 
others. But regardless of a researcher’s methodological orientation or specific re-
 
search goals, video offers a means of close documentation and observation and
 
presents unprecedented analytical, collaborative, and archival possibilities, aswell
 
as new problems. Researchers with different methodological orientations and
 
goals confront many common challenges among those that we address.
 
 
}}
 
}}

Latest revision as of 05:49, 25 March 2021

Derry-etal2010
BibType ARTICLE
Key Derry-etal2010
Author(s) Sharon J. Derry, Roy D. Pea, Brigid Barron, Randi A. Engle, Frederick Erickson, Ricki Goldman, Rogers Hall, Timothy Koschmann, Jay L. Lemke, Miriam Gamoran Sherin, Bruce L. Sherin
Title Conducting video research in the learning sciences: guidance on selection, analysis, technology, and ethics
Editor(s)
Tag(s) EMCA, Video-recorded interaction, Video Methods, Video Analysis, Data management
Publisher
Year 2010
Language English
City
Month
Journal Journal of the Learning Sciences
Volume 19
Number 1
Pages 3–53
URL Link
DOI 10.1080/10508400903452884
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

Download BibTex

Abstract

Focusing on expanding technical capabilities and new collaborative possibilities, we address 4 challenges for scientists who collect and use video records to conduct research in and on complex learning environments: (a) Selection: How can researchers be systematic in deciding which elements of a complex environment or extensive video corpus to select for study? (b) Analysis: What analytical frameworks and practices are appropriate for given research problems? (c) Technology: What technologies are available and what new tools must be developed to support collecting, archiving, analyzing, reporting, and collaboratively sharing video? and (d) Ethics: How can research protocols encourage broad video sharing and reuse while adequately protecting the rights of research participants who are recorded?

Notes