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A flipped classroom is pedagogical approach where learners first explore new course content outside of class by viewing a pre-recorded lecture video or digital module. This is the reverse of the more common practice of introducing new content at class, then assigning homework and projects to completed by the learners independently in an asynchronous way.
Learner-Content Interaction, Learner-Instructor interaction, Learners Interaction.
In online learning flipped classroom, learners are requested to watch a video before a synchronous session. During their watching, they are required to complete tasks, such as:
Answer questions in the comments space (in this case it is recommended to add questions in specific parts of the video in advance [prior to asking learners to watch it])
Share their thoughts\ questions\ impressions of the video in the comments space
Have a discussion with their fellow learners (reply to their peers' comments and questions)
Summarize the new content in their Personal Notes, and then share what they have learned with fellow learners (teach them, or share insights on the new content)
Can watch the video multiple times (as many as needed), at his own pace, can ask questions in advance (no need to wait until the learning session), and get guidance to the process of watching the video
Can highlight important moments in the video, summarize, or bookmark things in the personal notes, then export them and bring them to the next session
The video, as well as the discussion, are constantly available, thus enabling the learner to go back to the video at any given moment, to re-watch, to read the discussion, to learn and to find new thinking angles
All learners can watch the video at the same time, or each of them on their own time - extremely flexible
The Instructor:
The Annoto Insights Dashboard sheds a light on the learning that took place
The instructor can see the questions that were raised during the learning process (prior to the session this content will be discussed)
The instructor knows in advance whether there are topics that need further clarifications
The session can be planned in advance, based on the questions and comments that were raised in the comments space
The Annoto Analytics and Insights Dashboard provides insights on the activity in the video, thus in addition to viewing learners' participation & understanding (a lot can be learnt not only from learners' comments, but also from their replies to one another), it can help planning the next session, based on the discussion in the video:
How many learners watched the video (and what percentage of the video each of them watched).
Which learners commented in the video? Who replied to fellow learners?
What comments were written? You can read the entire discussion. This allows you to:
Plan how to navigate\ manage the class discussion
See if there are any issues\ topics in which learners may be struggling and need further assistance\ explanation\ examples.
Want to share with us how you used Annoto in your Flipped Classroom? We'd love to hear that! Click here to tell us.
In Guided Watching the instructor guides learners throughout the video watching experience.
Learner-Instructor interaction, Learner-Content Interaction.
This can be done in multiple ways:
Asking the learners questions related to specific moments in the video
Bringing their attention to specific moments in the video
Translating or simplifying terms, phrases, or ideas
Connecting moments in the video to previous class discussions
Highlighting moments that are important for the final exam
Using Annoto as an enriching layer – providing additional knowledge or resources
Providing any type of message to the viewers
In Guided Watching, video as a comment opens additional ways for the instructor to deliver messages to the viewers. Showing the correct annunciation of a term or a phrase, recording the screen for “How to” purposes, and even adding additional insights or comments as a video are only a few examples of what can be done.
The Annoto Analytics and Insights Dashboard presents analytics and insights on the class activity, in terms of video consumption, users’ participation and engagement, and enables a quick and easy management of the discussion (replying easily to learners, give their comments “Educator’s Thumbs Up” and even delete comments, if needed). All from the dashboard itself.
On top of enabling discussion and personal notes, Annoto can be used for different types of activities. Every activity is measured, analyzed, and presented in the Annoto Analytics and Insights Dashboard, enabling you to evaluate learners' performance (both quantitatively and qualitatively).
Setting up time during a synchronous class for practice (15-20 minutes, for example)
During this time, learners act individually (each of them watch the video and performs the activity they were requested to complete), for example:
Describing what they are seeing in the video
Answering questions in the comments space (in this case it is recommended to add questions in specific parts of the video in advance [prior to asking learners to watch it])
Analyzing the video according to a model that was previously learned
Throughout the learners' activity, the instructor can read learners' comments and plan the discussion that will be following this activity.
The Annoto Analytics and Insights Dashboard provides insights on the activity in the video, and enables you to stay on top of everything that is happening during the activity:
How many comments each learner wrote (Collaboration in Video Users table)?
Did all learners complete watching the video, or did some of them watch only a part of it (Total completion in Video Users table)?
What comments were written? You can read the entire discussion. This allows you to:
Plan how to navigate\ manage the class discussion
See if there are any issues\ topics in which learners my be struggling and need further assistance\ explanation\ examples.
Setting up a specific time in which all learners will participate
Within this slot of time, all learners must find as many X* as possible
Every learner needs to find as many X* as possible (at his own time)
[*Example: in marketing course the instructor arranged a competition between all learners - watching a video that contains many different commercials, learners need to find as many commercial elements as possible]
With the Annoto Analytics and Insights Dashboard you can view the participation of each learner and his level of success in the competition:
How many comments each learner write (Collaboration in Video Users table)?
Did all learners complete watching the video, or did some of them watch only a part of it (Total completion in Video Users table)?
What elements did they find? You can read the entire discussion.
At the end of the session, each learner answers questions about the session, such as:
What is the most important thing you took from this session?
What interested you the most?
Is there a topic you would like to re-discuss in the next session?
Learners can answer either in the Comments space or in their Personal Notes Space.
At the beginning of the next session, learners can be asked to share what they wrote (in case they were asked to write in their Personal Notes space).
We are always happy to hear about new activities with Annoto! Click here to tell us.
Annoto provides you the ability to gain insights on learners' activity and learning. Using different types of questions can shed light on different aspects of the learning, such as: learners' online presence, levels of understanding, video feedback, etc.
These questions dig deeper into the content of the video and provide a clearer view of the levels of understanding - of a specific learner as an individual and of all learners as a whole.
Theory to Practice
Analysis
Probing questions
Cause and effect
"What are potential reasons for..."
"What are the advantages and disadvantages of..."
"Analyze the video according to the model we studied in our last session"
It is recommended to ask questions that will encourage varied answers, rather than asking a Yes\No question, that may ne resulted by multiple “yes’s” in the discussion.
The discussion itself can be managed in the Annoto Analytics and Insights Dashboard.
This type of questions enables learners to share what's on their minds and can increase the reach in terms of the number of users that will participate. As opposed to knowledge questions (that in case they are not mandatory, probably only learners who have confidence in their knowledge will answer), questions that ask learners to share feelings and thoughts can get more users to answer (even the “shy” ones), as there is no “right” and “wrong” when it comes to feelings .
Emotional questions
Reflection Questions
"How did that video make you feel? "
"What would you do differently..?"
“How would you use what you’ve learned in this video in your daily life?”
You may invite learners to reply to their peers, in order to increase the learners’ interaction, and to empower the learning-fusion.
The main idea of this assignment is to cause learners to get in the video and watch it.
Describing
Identifying elements in the video
"Please identify all the ... in the video"
"Describe the actions of character X in the video”
"What 3 key elements are mentioned in the video? "
Video watching statistics can be found in the Annoto Analytics and Insights Dashboard.
Adding a question that includes the phrase: “until this moment” or “so far” towards the end of the video keeps the viewers “on their toes” in terms of staying concentrated throughout the video.
For example: “What is the uniqueness of the video from the beginning and up until this moment? “
“What musical elements did you recognize in the song so far?”
Of course, any other question that comes to mind can be used.
Have more questions phrasing you would like to share with us? We'll be more than happy to hear them - Click here to tell us.
Collaborative learning enables and endorses communication between peers in addition to communication between instructors and learners. . In general: questions can be asked and answered, participants can share thoughts, ideas, theories and even impressions from the video.
In general: questions can be asked and answered, class participants can share thoughts, ideas, theories and even impressions from the video.
Collaborative learning can include Q&A (raised either by the learners or the instructor) as well as learners' interactions.
As the entire discussion is on top of the video, Q&A becomes an integral part of the video, not having to leave the video for other platforms in order to ask questions or clarifications.
Since every comment is time-based, all questions and answers are always within the context of the video, meaning: even an "I don't get it" comment can easily be answered, knowing to what specific moment in the video it refers.
Good\ relevant\ smart comments can be highlighted by the "Educator's Thumbs up" feature (whenever an instructor "Likes" a specific comment or a reply). to see how "Educator's Thumbs up" look like.
Q&A can be in all directions:
Instructor poses questions, learners answer
Learners ask, instructor answers
Learner asks, other learners answer
Learners can use the platform to interact with one another, regarding video content:
Introduce themselves
Ask questions
Share thoughts
Reply to other learners' questions
Video as a comment can be an integral part of the discussion on a video, enabling the instructor and the learners to express themselves not only in writing, but also in speaking, using facial expressions, hand gestures and body language.
In addition, instructors or learners can easily record their screen, for demonstrations or to better make a point.
Learners can even have the ability to post questions or comments as anonymous. In this case, only instructors will see the user's name. to see how Anonymous comments look in instructor's view.
More on learners interaction can be found .
The activity in the discussion is measured, analyzed and presented in the , enabling to get a clearer view on , l, as well as to directly from the dashboard.
Encountered other types of interactions? We'd love to hear them! to share them.
On top of enabling discussion and personal notes, Annoto can be used for different types of assignments.
Every activity is measured, analyzed and presented in the Annoto Analytics and Insights Dashboard, enabling you to evaluate learners' performance (both quantitatively and qualitatively).
Two ways to submit an assignment:
In the shared space - the Comments Space. In this case, all users can see what their fellow learners have written and learn from one another.
The assignment is filled in the Personal Notes Space and then exported to a document (via the Annoto menu) and submitted to the instructor (via email or any other way of your choice)
Click here to learn how to export personal notes.
The Annoto Dashboard tables can be exported, meaning you can easily see all analytics in a table (thus filter a specific user for grading purposes).
A video discussion can be also exported, enabling to see all the comments that were written by a specific user in a video.
Have additional ideas of assignments? We'd love to hear them! Click here to share with us.
Learners’ Interaction is a way for learners to share thoughts, theories & ideas, and in some cases - even feelings (For example: users sharing how the video made them feel).
Learners can use the platform to interact with one another, regarding video content:
Introduce themselves
Ask questions
Share thoughts
Reply to other learners' questions
Some courses include learners from different regions, backgrounds or even countries. Starting a course with learners introduction can overcome social distancing, help the learners feel more comfortable and encourage collaborative learning.
Learners can introduce themselves as part of the discussion (the instructor can invite the users to introduce themselves), or even as an introduction video (on which other users can comment).
There is a lot that a learner can learn from his peers. Asking questions will not only help the learner to have a better understanding of the video, but can also expose learners to other ways of thinking.
Having the opportunity to share one's personal view of things can create meaningful discussions between learners, the kind that nurtures outside of the box thinking and celebrates similarities and differences between learners.
For a learner, being able to answer others' questions means to take a step forward in terms of learning. When learners are given the legitimization to answer their peers, their answers become more in-depth, established, and based on knowledge, as the responsibility to provide a good, relevant, meaningful answer is on their shoulders.
Since the discussion between learners contributes to their learning experience by being exposed to additional ways of thinking, being able to record themselves can open up the discussion even more.
Learners can now see and hear their peers, better understand their tone, their ways of thinking or the meaning of their insights, by seeing them explaining it.
It also enables the viewers to introduce themselves.
The instructor can choose whether to take an active part in the discussion or not (the discussion can be also viewed from the Annoto Analytics and Insights Dashboard , enabling the ability to read the comments of all the videos in one place). The dashboard can also give a full image of the engagement and participation of the users in a specific video, as well as in the entire course.
Want to share with us other benefits and usages of Learners Interaction? We'd love to hear them! Click here to tell us.
