Stanford University
Professor of Education and Learning Sciences
roy.pea@stanford.edu
Stanford University
Professor of Education and Learning Sciences
roy.pea@stanford.edu
In analyzing classroom videotapes and numerous think-aloud protocol videotapes in the Dynagrams project, I began dreaming about a computer-based system that would allow for both qualitative and quantitative analysis and textual annotation and graphical markups of the content of the videorecords. Working with then graduate student Jeremy Roschelle at UC Berkeley, we secured funding from Apple's Classroom of Tomorrow Project, and Bellcore, that led to our design and development of VideoNoter. Randall Trigg of Xerox PARC also secured some funding from Steelcase to contribute to our efforts.
The design of
VideoNoter incorporated four kinds of windows, each supporting a distinct
functionality. The four kinds of windows were:
(1) Worksheets. The primary window for entering and retrieving observations
with text editors and graphics editors about time-based media such as video
or audio.
(2) Collections. The means for grouping data objects together and creating
hierarchical organizations of these objects.
(3) Text Editors. General purpose windows for constructing and displaying
text.
(4) Graphics Editors. General purpose windows for constructing and
displaying graphics.
For both the Dynagrams Project and Jeremy's research for his dissertation on the Envisioning Machine in physics, we created videodiscs of pre-edited videos of classroom teaching and student reasoning sessions for analysis, but the costs of doing this for large data samples were prohibitive. Jeremy Roschelle went on to create CVideo, a product that had fewer functionalities but enabled researchers to use Control-S functionality with videotape machines and basic annotation capabilities with word processing.
Other researchers and staff who contributed to this effort included Steve Bagley, Monique Barbason, Randall Trigg, Michael Sipusic, and Shelley Goldman.
VideoNoter
(1989-1991)