We were asked recently in a class to provide a review of articles on our area of interest, mine is generating emotional resonances using video in computer based training. The twist, and this is a sop to DE&I and CRT that our society is experiencing (don't let anyone tell you it's made up), 3 of the 5 articles had to be focuses on how diversity, criticality, feminism and/or indigenous people are effected by our work.
Mine, it seems to me, is pretty much unburdened by these demands. I don't care what color skin you have or where you come from. All I care about is making you safer in the field. And specific to this case I care about whether or not the video's I show you are creating emotion that will develop long-term memories.
Regardless, in order to get the A, I found some articles.
REFERENCE
Kosterelioglu, I. (2016). Student views on learning environments enriched by video clips. Universal Journal of Educational Research, 4(2), 359–369.
Theoretical Perspective
This study focused on a constructivist approach to learning.
Key Tenets
• The study used video clips as augmentation devices for classroom teaching to determine how videos affected students in four primary themes; course and learning objective permanence, class participation, student attitude, and overall achievement.
• Notable in reference to the research that I'm doing, the study found that video clips to help student engagement led to "improving memory in learning" by 27% (p. 359).
• The study notes regarding video as a useful tool for classroom studies that "clearly, videos are appropriate to the nature of today's youth and can be used educationally as practical implementations in current classrooms" (p. 359).
• "Research results on the educational use of videos shows that use of video or multimedia materials in education increases learning" (p. 360).
• "The more senses that are used in the learning environment, the easier and more meaningful the learning will be" (p. 360).
• "Content is more meaningful and strengthens learning by allowing associations between the material in the video and other situations" (p. 360).
Key Scholars
• Mitra, B., Lewin-Jones, J., Barrett, H., and Williamson, S.
• Berk, R.A.
• Greenberg, A. D. and Zanetis, J.
• Dale, E.
Theory Reflection
• We are using videos to help emphasize how improper work procedures can affect the learner, his friends, and his family. By using video, which can add meaning, we hope to strengthen the memories that are made during the training.
• There are areas where this study does not align with our own, specifically in the fact that this is more pedagogical, while my area of interest is andragogy. However, within our learning cohort, there are areas of overlap. This study focused on first-year undergraduate students, which would make the participants about 20 years old. There are workers within our learning audience who are around 20 years old, especially those entering the workforce for the first time. Finding ways to more effectively engage these workers would be worthwhile.
Methodology and Method
• This study utilized a qualitative methodology that included a descriptive analysis via semi-structured open-ended question questionnaire.
• This study focused on the effectiveness of video following the work of Greenberg and Zanetis, who studied the effectiveness of video for learning.
REFERENCE
Moore, S. A., Roth, R. E., Rosenfeld, H., Nost, E., Vincent, K., Rafi Arefin, M., & Buckingham, T. M. A. (2019). Undisciplining environmental justice research with visual storytelling. Geoforum; Journal of Physical, Human, and Regional Geosciences, 102, 267–277.
Theoretical Perspective
This study utilized critical visualization via an "undisciplined" approach.
Key Tenets
• This is a great study about using the power of different media, including video, to help others understand the challenges of hazardous waste in our society and how best to deal with hazardous waste.
• The study was primarily about how to use and harness variety to find the best, most effective means to engage and communicate.
• "In our case study, which follows, we demonstrate how storytelling generates new insights about the waste landscape and environmental justice not only at the end of analysis but during it (e.g., Lepawsky, 2016)" (p. 268).
• "The collective and collaborative effort of applying diverse epistemological approaches, skill sets, and interests to one common problem or object in a way that expands avenues for investigation, rather than seeking consensus or converging on one answer to a pre- defined research question" (p 267).
• "A storytelling approach reinforces the role of small, curated datasets in EJ research (Burns and Thatcher, 2015), as a researcher must leverage their situated understanding to cull small stories from larger datasets. Such an approach enables researchers to humanize the data" (p. 268).
Key Scholars
• Pearce, M. W.
• Kelly, M. A.
• Crampton, J. W., and Krygier, J.
• Lepawsky, J.
Theory Reflection
• Although this article focuses more on the story "teller," it does provide evidence of using video in more unique ways to create greater impact for the viewer. This is something we are trying to achieve by using video with VR in a unique, emotionally resonant way.
• One appealing aspect of this study was the way they used the participants' and the participants' ideas to map out the most effective way to engage the learner. Finding a way to use our learners' ideas to make training more effective harnesses both the creative capabilities of our participants and learners but also makes it more likely that we will be speaking more directly to our learners using their voice.
Methodology and Method
• This study utilized interviews and observation as well as a design challenge to allow for competition. Much of the "undisciplined" approach is based on the work of Star and Griesemer, Galison, as well as Kitchen and Dodge who studied collaboration within science and technology studies.
• The study also utilized a case study approach with multiple cases and people interviewed one year later.
REFERENCE
Spiegel, S. J., Thomas, S., O’Neill, K., Brondgeest, C., Thomas, J., Beltran, J., Hunt, T., & Yassi, A. (2020). Visual storytelling, intergenerational environmental justice, and indigenous sovereignty: Exploring images and stories amid a contested oil pipeline project. International Journal of Environmental Research and Public Health, 17(7), 2362.
Theoretical Perspective
This study utilized the cognitive process as a theoretical perspective with critical investigation of indigenous cultures.
Key Tenets
• This study focused on indigenous people of the pacific northwest in Canada and how they, the participants, also indigenous people, could be engaged in and help others understand their culture through the use of visual storytelling. The participants used cameras and group interaction via gallery exhibitions to transfer their learning and cultural and social ways.
• Like the other study in this review on hazardous waste, this study used the participant's creativity to help find practical solutions for transferring information.
• "Our approach draws on the premise that cultural values in landscapes can powerfully shape a “sense of being and belonging” and collectively shared feelings of hope, nostalgia, loss, and intergenerational change. This approach dovetails with work on place attachment that highlights various cultural constructions of place meaning and affective and cognitive processes through which the attachment is expressed" (p. 4).
• "Critical feminist visual methods have been developed with the aim of situating visual representations within anti-colonial epistemologies and storytelling that can radically reverse the power relation between academics and so-called research “subjects” (p. 2).
• "The early developers of ‘photovoice’ methodologies articulated three main goals around this technique [16]: (1) provide stimulus for active dialogue within a community; (2) create a safe environment for critical reflection, and; (3) promote social change, through informing the wider public and policymakers" (p. 14).
• "Stories are crucial to social change; moreover, storytelling has always been a major part of indigenous cultures" (p. 15).
Key Scholars
• Hansen, A. and Machin, D.
• Castleden, H. and Garvin, T.
• Liebenberg, L.
• Catalani, C. and Minkler, M.
Theory Reflection
• This article discusses the power of photo-voice storytelling and focuses primarily on the storyteller's power to communicate via video and photo. It does offer some information on the power of photo and videos to help explain indigenous peoples' struggles and challenges with the oil industry.
• As we deal with minority groups and, in some cases, minorities at HASC, it's important to understand the downstream effects of our work; doing so via video might make it more effective. Like the hazardous waste study, if we can find ways to use our own learners' voices and ideas, then we have a better chance to more effectively engage our learners.
Methodology and Method
• This study utilized a qualitative methodology that included group meetings with the community to discuss photovoice activities and share findings among the group.
REFERENCE
Pennock, P. H. (n.d.). Using video clips to implement multicultural topics of science and nature of science into a biological content course for pre-service teachers- an action research project. Eric.Ed.Gov. Retrieved October 20, 2021, from https://files.eric.ed.gov/fulltext/EJ1171919.pdf
Theoretical Perspective
This study utilized interventionist strategies which included multicultural lessons as well as a transformative approach with a decision-making/social action approach.
Key Tenets
• This is a good article written in the first person by a teacher hoping to bridge gaps in classrooms in terms of race and racial understanding using video to bridge those gaps.
• "Introducing controversial topics by way of videos is a familiar tool used in educational settings (Baharav, 2008; Rodrigues, Smith, & Ainley, 2001; Roskos-Ewoldsen & Roskos-Ewodsen, 2001). According to Denning (2000), videos are a “…powerful communications medium which, in combination with other learning resources and instructional strategies, can perform a vital role in modern education” (p. 1)" (p. 3).
• "Learning effectively through videos cannot be accomplished without reflective thinking on the part of students. Dewey stated, “Reflective thinking is an active, persistent, and careful consideration of a belief or supposed form of knowledge, of the grounds that support that knowledge, and the further conclusions to which that knowledge leads” (Reflective Thinking: RT, n.d., Paragraph 2)" (p. 4).
• "Incorporating multicultural video clips is not without risks. As evident in the first clip, students may feel overwhelmed and confused when presented with highly controversial information about race initially. One suggestion is that the instructor could present clips from least to most controversial during the length of the study" (p. 24).
Key Scholars
• Denning, D.
• Dewey, J.
• Banks, J. A.
Theory Reflection
• This, like other studies, shows the capabilities of learning effectively and engaging learners using video. Additionally, it focuses on the importance of reflective thinking after the video to make those memories fixed. This is something we need to consider and make use of in our video exercises.
• Additionally, the focus of this article is on multicultural education. Although the great majority of our learners are white and male, we need to ensure that HASC is creating and delivering training for all workers regardless of their race. Being able to develop a video that bridges racial gaps would be a worthwhile investment of study and time.
Methodology and Method
• This study utilized qualitative data analysis and interview questions.
• This study focuses heavily on Banks' ethical and moral implication of teaching multicultural topics and uses video as the means of communicating it.
REFERENCE
Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: a comprehensive study. Smart Learning Environments, 1(1). https://doi.org/10.1186/s40561-014-0006-3
Theoretical Perspective
This study focused on a constructivist approach to learning.
Key Tenets
• This study focuses on the power and poignancy of storytelling to foster collaboration, personalize learning, and enhance engagement.
• The study found that participants were more engaged and that students' engagement was highest with video presentations. Students engaged more when they were involved with digital storytelling as a presentation tool.
• "Storytelling, in general, is a powerful pedagogical approach that can be used to enhance learning outcomes for general, scientific and technical education (Sharda [2007])" (p. 2)
• "Digital storytelling is a powerful model for creating constructivist e-Learning environments" (p. 6)
Key Scholars
• Hill, W. F.
• Dupain, M. and Maguire, L.
• Thorndike, E., Pavlov, I. P., and Skinner, B. F.
• Jung, E. J.
Theory Reflection
• Our videos attempt to tell a story of the hazards to help engage the learner in the victim's life and make the training more real to them. They can build on what they've seen and heard before about these hazards and procedures.
• Unlike this study, however, our participants will be passive observers rather than active builders of the videos and stories. Although the HASC VR videos tell a story, in our case, a tragic one, the participants will be reviewers and viewers. This could affect engagement levels since the participants will not be directly involved in creating the story or the video content.
Methodology and Method
• This study utilized a mixed qualitative and quantitative method that utilized interviews and observation as well as case studies with multiple cases.
• This study focused heavily on Dupain and Maguire's studies regarding the effective use of digital technology in the classroom, especially in terms of learner creativity and
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