Advancing Video Research Methodology to Capture the Processes of Social Interaction and Multimodality

Autor/inn/en	Hannula, Markku S.; Haataja, Eeva; Löfström, Erika; Garcia Moreno-Esteva, Enrique; Salminen-Saari, Jessica F. A.; Laine, Anu
Titel	Advancing Video Research Methodology to Capture the Processes of Social Interaction and Multimodality
Quelle	In: ZDM: Mathematics Education, 54 (2022) 2, S.433-443 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hannula, Markku S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-021-01323-5
Schlagwörter	Video Technology; Technology Uses in Education; Research Methodology; Mathematics Education; Interaction; Foreign Countries; Universities; Information Management; Ethics; Cooperative Learning; Problem Solving; Learning Processes; Privacy; Information Security; Faculty Development; Australia; Finland (Helsinki) + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Research method; Forschungsmethode; Mathematische Bildung; Interaktion; Ausland; University; Universität; Procurement of information; Informationsbeschaffung; Ethik; Kooperatives Lernen; Problemlösen; Learning process; Lernprozess; Privatsphäre; Australien
Abstract	In this reflective methodological paper we focus on affordances and challenges of video data. We compare and analyze two research settings that use the latest video technology to capture classroom interactions in mathematics education, namely, The Social Unit of Learning (SUL) project of the University of Melbourne and the MathTrack project of the University of Helsinki. While using these two settings as examples, we have structured our reflections around themes pertinent to video research in general, namely, research methods, data management, and research ethics. SUL and MathTrack share an understanding of mathematics learning as social multimodal practice, and provide possibilities for zooming into the situational micro interactions that construct collaborative problem-solving learning. Both settings provide rich data for in-depth analyses of peer interactions and learning processes. The settings share special needs for technical support and data management, as well as attention to ethical aspects from the perspective of the participants' security and discretion. SUL data are especially suitable for investigating interactions on a broad scope, addressing how multiple interactional processes intertwine. MathTrack, on the other hand, enables exploration of participants' visual attention in detail and its role in learning. Both settings could provide tools for teachers' professional development by showing them aspects of classroom interactions that would otherwise remain hidden. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01