Group Admins
Description
Updated Session Description
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Original Session Description
Our session will present results from a research project in which TRAVIS GO (OER) was developed and tested, followed by a show-and-tell of TRAVIS GO that focuses on the two issues of facilitating participation and critical thinking (theme 3). TRAVIS GO is a web application for simple and collaborative annotation of video and audio material in schools and higher education. It was developed using a design-based research approach which engaged the potential users of the app in the processes of planning and evaluating TRAVIS GO. Based on interviews with teachers, our team of media reseachers and software engineers developed TRAVIS GO, a freely-available, adaptable, and quick-to-use (shallow learning curve) web application for easy and collaborative annotation and analysis of video and audio material. The app provides an adaptable workspace, key didactic features include tagging and commenting on posts, sharing and exporting projects, and working in live collaboration. We will demonstrate how, when employed in practice, these features can help foster participation and critical thinking in students by structuring the discourse around a freely chosen audiovisual material. We will draw from findings gained by testing and evaluating TRAVIS GO in five classes (school subjects: History, Music, German literature, French) during the development process. Because of the openness of the tool we would like to explore with the session participants their need for additional features in the app and in which ways TRAVIS GO is fit to be employed beyond school-specific subjects of aesthetic education, e.g. for civic education or opinion-making in our media-saturated Western democracies. In terms of the overarching conference theme “care” we would like to emphasize that access to TRAVIS GO is “open” in the sense that everyone can work with the app without prior registration and that all projects and edits in TRAVIS GO are stored locally on the collaborators’ computers (“privacy by design”, theme 1).
References
Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.
Jenkins, H. et al. (2007). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Chicago. https://mitpress.mit.edu/sites/default/files/titles/free_download/9780262513623_Confronting_the_Challenges.pdf
Klug, D.; Schlote, E. (2018). Ästhetische Bildung mit audiovisuellen Medien digital unterstützen – schulischer Praxisbedarf und Konzepte der Filmbildung. In: Autenrieth, Ulla et al. (Hrsg.), Medien als Alltag. Köln: Herbert von Halem, 68-98.
Peters, Benjamin (2018). Participation. Digital keywords : a vocabulary of information society and culture. Princeton: Princeton University Press
Schartum, D. W. (2016). Making privacy by design operative. International Journal of Law and Information Technology, 24(2), 151-175. doi:10.1093/ijlit/eaw002
TRAVIS GO (n.d.). www.travis-go.org/en
