Video-as-Data and Digital Video Manipulation Techniques for Transforming Learning Sciences Research, Education, and Other Cultural Practices

Abstract

This chapter concerns the theoretical and empirical foundations and current progress of the Digital Interactive Video Exploration and Reflection (DIVER) Project at Stanford University. The DIVER Project aspires to accelerate cultural appropriation of video as a fluid expressive medium for generating, sharing, and critiquing different perspectives on the same richly recorded events and to work with others to establish a Digital Video Collaboratory (DVC) that enables cumulative knowledge building from video-as-data for discovery and commentary. These uses of digital video manipulation are very distinctive from those used in virtual-learning environments today across K-12, higher education, and corporate training (e.g., BlackBoard, WebCT, PlaceWare), which are primarily video clips that are used to illustrate a point or concept during a lecture or a video of a faculty member teaching and using PowerPoint slides.