Abstract
reflection processes to video productions. Traditionally, designers across various disciplines have used sketching as an integrative part of their everyday practice, and sketching has proven to have a multitude of purposes in professional design. The purpose of this paper is to explore what happens when an extra layer of video recording is added during the early sketching phases. Using empirical examples, this paper presents and discusses the video recording of sketching sessions. The empirical data is based on workshop sessions with researchers, students and teachers. Inspired by the work of Olofsson and
Sjölén (2007), the sketching sessions were organised into four different phases: investigative, exploratory, explanatory and persuasive. The findings show that adding video to investigative and explorative sketching sessions adds a different time and space dimension, allowing participants to identify and return to crucial moments, such as when one idea spawns a new one or another is rejected. Also, video can make participants very and even too self-aware, though in explanatory and persuasive sessions, this may support participants to use more precise and explicit language. Based on these experiments, four different steps of collaborative video sketching have been identified: shaping, recording, viewing and editing. Combined with the different modes, these steps constitute the basis of our video sketching framework. This framework has been used as a tool for redesigning learning activities. It suggests new scenarios to include in future research using the setups presented in the two cases in this paper. Thus, the video sketching framework is to be viewed as a dynamic framework that is open for further exploration.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 16th European Conference on e-learning ECEL 2017 : ISCAP Porto, Portugal, 26-27 October 2017 |
| Editors | Dr Anabela Mesquita , Dr Paula Peres |
| Number of pages | 9 |
| Volume | 1 |
| Place of Publication | Reading, UK |
| Publisher | Academic Conferences and Publishing International |
| Publication date | 26 Oct 2017 |
| Edition | 1 |
| Pages | 422-430 |
| ISBN (Print) | 978-1-911218-59-3 |
| ISBN (Electronic) | 978-1-911218-60-9 |
| Publication status | Published - 26 Oct 2017 |
| Event | European conference on e-learning 2017 - the Polytechnic Institute of Porto., Porto, Portugal Duration: 26 Oct 2017 → 27 Oct 2017 |
Conference
| Conference | European conference on e-learning 2017 |
|---|---|
| Location | the Polytechnic Institute of Porto. |
| Country | Portugal |
| City | Porto |
| Period | 26/10/2017 → 27/10/2017 |
| Series | Academic Bookshop Proceedings Series |
|---|---|
| ISSN | 2049-0992 |
Fingerprint
Keywords
- video sketching
- learning, reflection
- technologically enhanced learning
- creativity
Cite this
}
The Learning Potential of Video Sketching. / Ørngreen, Rikke; Henningsen, Birgitte; Gundersen, Peter Bukovica; Hautopp, Heidi.
Proceedings of the 16th European Conference on e-learning ECEL 2017: ISCAP Porto, Portugal, 26-27 October 2017. ed. / Dr Anabela Mesquita ; Dr Paula Peres. Vol. 1 1. ed. Reading, UK : Academic Conferences and Publishing International, 2017. p. 422-430 (Academic Bookshop Proceedings Series).Research output: Contribution to book/anthology/report/conference proceeding › Article in proceeding › Research › peer-review
TY - GEN
T1 - The Learning Potential of Video Sketching
AU - Ørngreen, Rikke
AU - Henningsen, Birgitte
AU - Gundersen, Peter Bukovica
AU - Hautopp, Heidi
PY - 2017/10/26
Y1 - 2017/10/26
N2 - This paper introduces a video sketching technique applied to learning settings and investigates what participants learn from creating and redesigning videos while sketching. This process links various sketching techniques and creativereflection processes to video productions. Traditionally, designers across various disciplines have used sketching as an integrative part of their everyday practice, and sketching has proven to have a multitude of purposes in professional design. The purpose of this paper is to explore what happens when an extra layer of video recording is added during the early sketching phases. Using empirical examples, this paper presents and discusses the video recording of sketching sessions. The empirical data is based on workshop sessions with researchers, students and teachers. Inspired by the work of Olofsson andSjölén (2007), the sketching sessions were organised into four different phases: investigative, exploratory, explanatory and persuasive. The findings show that adding video to investigative and explorative sketching sessions adds a different time and space dimension, allowing participants to identify and return to crucial moments, such as when one idea spawns a new one or another is rejected. Also, video can make participants very and even too self-aware, though in explanatory and persuasive sessions, this may support participants to use more precise and explicit language. Based on these experiments, four different steps of collaborative video sketching have been identified: shaping, recording, viewing and editing. Combined with the different modes, these steps constitute the basis of our video sketching framework. This framework has been used as a tool for redesigning learning activities. It suggests new scenarios to include in future research using the setups presented in the two cases in this paper. Thus, the video sketching framework is to be viewed as a dynamic framework that is open for further exploration.
AB - This paper introduces a video sketching technique applied to learning settings and investigates what participants learn from creating and redesigning videos while sketching. This process links various sketching techniques and creativereflection processes to video productions. Traditionally, designers across various disciplines have used sketching as an integrative part of their everyday practice, and sketching has proven to have a multitude of purposes in professional design. The purpose of this paper is to explore what happens when an extra layer of video recording is added during the early sketching phases. Using empirical examples, this paper presents and discusses the video recording of sketching sessions. The empirical data is based on workshop sessions with researchers, students and teachers. Inspired by the work of Olofsson andSjölén (2007), the sketching sessions were organised into four different phases: investigative, exploratory, explanatory and persuasive. The findings show that adding video to investigative and explorative sketching sessions adds a different time and space dimension, allowing participants to identify and return to crucial moments, such as when one idea spawns a new one or another is rejected. Also, video can make participants very and even too self-aware, though in explanatory and persuasive sessions, this may support participants to use more precise and explicit language. Based on these experiments, four different steps of collaborative video sketching have been identified: shaping, recording, viewing and editing. Combined with the different modes, these steps constitute the basis of our video sketching framework. This framework has been used as a tool for redesigning learning activities. It suggests new scenarios to include in future research using the setups presented in the two cases in this paper. Thus, the video sketching framework is to be viewed as a dynamic framework that is open for further exploration.
KW - video sketching
KW - learning, reflection
KW - technologically enhanced learning
KW - creativity
M3 - Article in proceeding
SN - 978-1-911218-59-3
VL - 1
SP - 422
EP - 430
BT - Proceedings of the 16th European Conference on e-learning ECEL 2017
A2 - Mesquita , Dr Anabela
A2 - Peres, Dr Paula
PB - Academic Conferences and Publishing International
CY - Reading, UK
ER -