The Video Mosaic Collaborative (VMC)
The Video Mosaic Collaborative (VMC) is a collaborative and interactive online space “designed to enable teachers, teacher educators and researchers to analyze and utilize the real classroom videos shot over a span of 20+ years to make new discoveries in math education and transform mathematics research, teaching and learning” (videomosaic.org/)
- Innovative VMC Analytic Tool allows users to edit and annotate rich video data as they examine teaching and learning.
- VMCAnalytic Tool changes the way students, teachers, and researchers think about professional development, multimedia academic publication, and authentic pre-service teaching experiences.
Current Research with the VMC Analytic Tool:
- Developing a pilot study in an Indiana University Educational Psychology course and Rutgers University Child Development and Mathematics Education course exploring how viewing and analyzing videos of teachers and students helps pre-service teachers to connect theory to practice.
- Examining “transfer” in a full video from the VMC. This collaborative analysis will be published in the form of a multimedia “analytic.” The process of the analysis will be studied by a VMC team at Rutgers University.
- The Video Mosaic video archives can be accessed publically at http://www.videomosaic.org/ Here, “video clips from a longitudinal study that followed the mathematical thinking of a cohort group of students doing mathematics in and out of classrooms, from grade school through high school” is available (videomosaic.org)
- A playlist providing an overview and tutorial for the most recent version of the VMCAnalytic Tool can be found here. These videos were created by Esther Winters (page in Rutgers site?) The content of the videos was drafted collaboratively by Andi Gomoll, Robert Sigley, and Esther Winters.
- The VMCAnalytic Tool can be accessed here. You must have a Rutgers or Community Account to use this tool. The tool allows users to access VMC video data and edit this data to fit a diverse range of objectives.
- The editing process in the VMCAnalytic Tool allows users to highlight “events” within video data and annotate these events to create a publishable “analytic.” Users are able to offer feedback on both published and unpublished analytics.
- All published analytics can be viewed by the public here
Presentations and Publication:
Hmelo-Silver, C. E., Maher, C. A., Palius, M. F., Sigley, R. & Alston, A. (2014). Showing what they know: Multimedia artifacts to assess learner understanding. Proceedings ICLS 2014.
Hmelo-Silver, C. E. (2014, March). Learning from video: Design research using the video mosaic collaborative. Invited Presentation. Knowledge Media Research Center. Tubingen, Germany.
Hmelo-Silver, C. E., Maher, C. A., Palius, M. F., Sigley, R., Alston, A., Agnew, G., Mills, C. (2013). Building multimedia artifacts using a cyber-enabled video repository: The VMCAnalytic. Proceedings of the 46th Hawaii International Conference on System Sciences (pp. 3078-3087). Hawaii: IEEE.
Hmelo-Silver, C. E., Maher, C. A., Palius, M. F., Sigley, R. (2012). Resources for Reasoning: Use of Video and Text in a CSCL Environment. The future of learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 2, (pp. 537-538). Sydney, Australia: ISLS
Hmelo-Silver, C. E., Maher, C. A., Agnew, G., Palius, M. (2010). The video mosaic: Design and preliminary research. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 2 (pp. 425-426). International Society of the Learning Sciences: Chicago IL.
Maher, C. A., Palius, M. F., Maher, J. A., Hmelo-Silver, C. E., & Sigley, R. (2014). Teachers can learn to attend to students’ reasoning using videos as a tool. Issues in Teacher Education, 23 (1), 31-47.
Cindy E. Hmelo-Silver