1. Aziza Ellozy, Center for Learning and Teaching, Founding Director, Associate Dean for Learning
Technologies
Hoda Mostafa, Associate Professor of Practice, Center for Learning and Teaching, Pedagogy and Assessment
School of Sciences and Engineering, Scientific Thinking Course Director

2. Workshop Objectives
Introduce teaching and learning with image and video
annotations
Showcase examples of teaching and learning with
MediaThread
Learning and Teaching with “EdCanvas”: showcasing
examples
Brainstorming: using video/image annotations and Ed canvas
in your courses
Hands -on experimentation

3. Learning and Teaching with Video and Images
Adapted from Video Use and Higher Education: Options for the Future. Retrieved from
http://library.nyu.edu/about/Video_Use_in_Higher_Education.pdf
Provide content and
Information
Illustrate a concept or a
principle
Present alternative view
points
Prompt for learning
activities

4. Superficial
comprehension
Passive viewing and
lack of active
engagement
Difficulty in modeling
rigorous scholarly
practices of utilizing
and citing
images/videos
Challenges

5. Overcoming the Challenges
Scaffold to ensure active viewing
Hands-on experience with video and image
sources enables in depth procedural
knowledge
 Tools for new forms of composition and
citation

7. Examples of learning activities with
video and image annotations
 Looking for logical fallacies in visual media *
 The “digital multimedia critical essay”: new form of
composition*
 Annotating images for key details or creative assignments *
 Choosing images from curated collections and using them to
formulate an argument about a specific social issue *
 Reflecting/evaluating a performance (pre-service teachers,
doctors, etc.)

8. Learning and Teaching with Image
Annotation
Example - Art History by Beth Harris

9. Annotating images for key details or creative assignments
Art History by Beth Harris
http://www.flickr.com/photos/ha112/234233755/
Photo Source

10. Annotating images for key details or creative assignments

11. Annotating images for key details or creative assignments

12. Annotating images for key details or creative assignments

13. Rhetorical Analysis of an Image
Choose from the Duke University Ad Access Databases of historical
advertisements . The categories in this advertising collection include:
Beauty and Hygiene (1911-1956); Radio (1922-1956);Television
(1937-1957);Transportation (1938-1957); World War II (1942-1945).
Examine and Draw on the collections to begin to understand
advertising for a certain product or time period. While the collection
reflects major developments in American society, culture, business,
and technology, examine the cross-cultural representations they will
find in the ads.
Compose a rhetorical analysis essay with annotated images to
support your argument.
Assignment created by Doris Jones

15. Social Change Portfolio
 The social change research project provides an opportunity to choose a contemporary
social issue (gender issues, environmental conservation, poverty, urban development,
advertising, consumerism, etc.) Given the immense number of documentary
photographic collections, please choose from one of the following:
 UNESCO Photobank Online
 United Nations High Commissioner for Refugees - Photographs
 Images from the History of Medicine (IHM)
 Choose 10 photographs that formulate an argument about a specific social issue;
 Formulate a thesis statement about the photos. Your argument should consider why
are the photos you have chosen important for research and discussion?
 Annotate each of the 10 photographs and describe as well as argue how each photo
represents historical, cultural and political importance.
 Integrate relevant theoretical and/or cultural texts to support your arguments. This
means you will perform additional research and locate a minimum of 6 academic
sources for your project (only 2 may be websites; the others must be journal articles,
books, or other scholarly sources).
Assignment created by Doris Jones

16. Statelessness
A Socio-Political Analysis of the World’s “Nowhere People”
Sherine Mikhail

17. Digital Critique
 Write a minimum of 1500 words
critical essay analyzing the
hypothesis presented in the
documentary “Technology of the
Gods”.
 Use Mediathread to cite the
portions or clips of the
documentary that
illustrate/support your argument.
Digital Critique
Assignment created by Aziza Ellozy and Hoda Mostafa

19. We used Mediathread -
• Innovative open source platform developed by
Columbia University
• Allows for research and collection of media, for
composition and assessment

20. Media Thread
Analysis
Platform
Analyze and
annotate
Collect
Synthesize and
quote
Compatible
Video and
image
databases

21. Pedagogical Features
Search Collect Select
Notes Cite

22. New Form of Composition

23. Alternatives to Mediathread
SPLICD
TubeChop

24. How would you use video or
image annotation in your course?

25. Learning and Teaching WITH and
THROUGH digital content

26. Overview
 Sharing platform
 Teachers and Students
 Supports and encourages multimodal content
 Draws content from the web to create learning and teaching
“packages”
 Allow teachers to create classes and connect to edmodo
(LMS)
  Copyright

27. How can teachers use it?

34. How can students use it?

35. EXAMPLE 1
EXAMPLE 2
CLASS CANVAS SITE

37. How would you incorporate
EdCanvas in your teaching?

38. … and now let’s practice
“MediaThread” and “EdCanvas” in Action

39. References
 Lane, D., & Tang, Z. (2003). An Online Multimedia Resource in Behavioral
Neuroscience. The Journal of Undergraduate Neuroscience Education.1(2), A8-
A15. Retrieved from http://www.funjournal.org/downloads/LaneA8.pdf
 Cruse, E. (2006).Using Educational Video in the Classroom: Theory, Research
and Practice. Retrieved from http://www.libraryvideo.com/articles/article26.asp
 Bossewitch, J., & Preston, M. (2001).Teaching and Learning with Video
Annotations. In Trebor Scholz (Ed.), Learning through digital media:
Experiments in technology and pedagogy (pp. 175-183). Institute for Distributed
Creativity Retrieved from http://learningthroughdigitalmedia.net/
 Video Use and Higher Education: Options for the Future. Retrieved from
http://library.nyu.edu/about/Video_Use_in_Higher_Education.pdf
 Wald, M., Wills, G., Millard, D., Gilbert, L., Khoja, S., Kajaba, J., Li, Y., & Singh,
P. (2009) Enhancing Learning Using Synchronised Multimedia
Annotation. In, EUNIS 2009: "IT: Key of the European Space for
Knowledge”, Santiago de Compostela, Spain, 23 - 26 Jun 2009. EUNIS.
Retrieved from http://eprints.soton.ac.uk/268218/
 Berk, R. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and
mtvU in the college classroom. International Journal of Technology in Teaching
and Learning. 5(1), 1-21.

40. Questions
Thank you

41. Extra Examples
aellozy@aucegypt.edu
hodamostafa@aucegypt.edu

42. Do Animals Have Rights?

43. Challenging The Ideal of Female Beauty: An Examination of Real Beauty Dove Campaign
by Nadia Salah

44. Would You Shake Hands With an AIDS Patient?: An Examination of AIDS/HIV
Disease through a Social Lens
Rabaa Ismail Radwan

45. http://www.universetoday.com/51894/define-gravity/