Reflective video diaries in the practicum and their shared analysis through multimedia annotations

Authors

DOI:

https://doi.org/10.24310/RevPracticumrep.v8i1.16262

Keywords:

Videodiaries, video annotation, reflective e-diaries, practicum, final undergraduate work, final master's work
Agencies: SEJ462 consolidated groups Junta de Andalucía

Abstract

Digital videos are resources and technologies widely used nowadays in society. These technologies have evolved offering new functionalities such as annotations on the video itself, which allows better communication and analysis between the video product and the users. In professional practices, students and tutors can use these possibilities to establish a closer and more accurate communication and monitoring of the learning experiences of students in the practicum and external practices. This paper presents the possibilities of video annotations for the development of practicum in general and video diaries in particular. At the same time, models of use are offered as free access tools to develop an effective use.

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Author Biographies

Manuel Cebrián-de-la-Serna, Universidad de Málaga

Professor at the University of Malaga, (Spain). Currently Vice Rector of Virtual Campus and Educational Innovation at the International University of Andalusia (UNIA). 

He has been director of several university teacher training services at the University of Malaga (Centre for Educational Sciences -1994-98-, Educational Innovation Service -1998-2000-, Virtual Teaching -2000-2004-).

Experience as an international advisor to the Distance Education System (SINED) and the Association of Rectors (ANUIES) in Mexico. Awarded with the "Order of Puerto Ayacucho" for the projects developed in Amazonas (Venezuela). External evaluator in various evaluation agencies ANEP and other Autonomous Communities. Director of the research group Globalisation, Technology, Education and Learning -GTEA- (http://gteavirtual.org/) of the Junta de Andalucía (SEJ-462), from where we have been director of R+D+i projects in European calls, Spain and Andalusia (Erasmus+, Tempus, Feder, etc.) and from where we lead in four lines of research (see):

Line 1. Practicum and external internships.

Line 2. Educational vs. technological innovation: dangers and opportunities for education.

Line 3. ICT and learning assessment. 

Line 4. Educational robotics, computational thinking, artificial intelligence and emerging technologies. 

Erasmus research and teaching stays in other foreign universities: Harvard University (USA), University of Stockholm (Sweden), University of Cologne (Germany), University of Colima and the University of Guadalajara (Mexico)...

Violeta Cebrián-Robles, Universidad de Extremadura

Professor of Education at the University of Extremadura. Graduated in Pedagogy, and Phd in Equity and Innovation in Education at Vigo University. Law degree from Málaga University, Master in Criminal Law and Criminal Policy, Master in Teaching in Secondary Education and Baccalaureate, Vocational Training and Language Teaching. 

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Published

2023-06-22

How to Cite

Cebrián-de-la-Serna, M., & Cebrián-Robles, V. (2023). Reflective video diaries in the practicum and their shared analysis through multimedia annotations. Diario De Practicum, 8(1), 7–18. https://doi.org/10.24310/RevPracticumrep.v8i1.16262

Issue

Vol. 8 No. 1 (2023)

Section

Monographic

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