Interactive Video Vignettes

Robert Teese (RIT)      Priscilla Laws (Dickinson College)      David Jackson (Dickinson College)

Screenshot of vignette

Sample Vignette
(Requires a modern browser such as Internet Explorer 9 or newer, Safari, Chrome or Firefox.)
If you want your students to try the sample Projectile Motion vignette, copy this URL and give it to them:

Video of a vignette in use
The Newton's First Law vignette shown here is still in production. It is scheduled for release during 2014.

The LivePhoto Physics Group is creating and evaluating the use of "Interactive Video Vignettes" - short single-topic video expositions that incorporate experimental measurement and analysis activities. These web-based vignettes are being developed as exercises to supplement textbook reading and/or serve as pre-lecture or pre-laboratory activities. Each vignette combines narration, a real-world video segment, and video analysis tools to enable students to master concepts while learning how to collect and analyze data. The video analysis methods can range from simply viewing the spacing between lines on a video frame to applying sophisticated data collection and analysis techniques.

By providing an interactive experience outside the classroom, students are able to confront common conceptual difficulties and learn how scientific knowledge is constructed through observation and experimentation. Since Interactive Video Vignettes represent a new genre of learning materials, the LivePhoto group is conducting research on the impact of vignette use on student learning and attitudes.

Interactive Video Vignettes will serve as a model for other STEM web developers as they create interactive materials involving student use of real-world observations in many venues. These include supplements to classroom work, laboratory experiences, on-line courses, and hands-on science museum experiences. In addition, the project is developing new methods for automated collection of data about how students interact with web-based materials. Such data can assist other developers in automating and streamlining their educational research techniques while engaged in formative and summative research on how students can most profitably interact with web-based materials. These techniques provide new tools for research on how different student populations acquire the conceptual, mathematical, and epistemological knowledge that is essential for understanding science.

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This material is based in part upon work supported by National Science Foundation (NSF) grants DUE-1123118, DUE-1122828 and DUE-0717699. Any opinions, findings and conclusions or recomendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.