Experimenting with Video Annotation

Despite being a relatively new concept, the backlash against the Flipped Classroom concept is growing each day. The main objections to flipping classroom instruction is that it simply replaces a passive classroom experience with a passive homework experience. What many opponents forget is that the ability to slow down, speed up or repeat the instructional video allows for a level of personalization that is not possible in the classroom. Flipped proponents suggest that getting the passive stuff out of the way can provide more time for engaging classroom activities.

What was often missing from the flipped scenario was an opportunity for students to readily engage with the video content. Using VideoANT may help to ensure that your flip doesn't flop by providing students with a means to interact with the video content and their peers.

VideoANT provides students with the ability to annotate online videos with comments or questions. Sharing these annotations with their peers can not only enhance their understanding of the content, but also provide clarification and answer the questions of their peers.

The ability it annotate online videos means that educators can tap into the vast supply of videos available on YouTube Edu and reduce the need to create all of the video content themselves. VideoANT can even be embedded into classroom websites or blogs making it easy to share the end result.

Embedded VideoANT example.

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