2. Click anywhere to continue Making video clips The starting point when making video clips must be: how can I best capture the working practice that is to be shared? There are a number of choices to be made. Will you use: Will the practitioner(s) make the video themselves, or will they be filmed by someone else? X a hand held camcorder? X a screen-top camera? X a tripod-mounted camcorder? Video clip excursion Slide 1 of 8

3. Click anywhere to continue It is helpful to think of six main types of video clip: X fly on the wall X think aloud X action with commentary X talking head X prepared script X professionally acted. Types of video clips Each of these is described, together with an example, on the following screens. Video clip excursion Slide 2 of 8

4. Click anywhere to continue 1 Fly on the wall Here, a camera is set up to capture practice in situ. The practice unfolds with as little attention to the video capture as possible. The representation captured may or may not include speech from the subject(s) and/or physical activity. If the practice is primarily cognitive (that is, going on inside the subject’s head), it may involve little visible action or aural content. This clip illustrates a tutor in Higher Education marking a student’s assignment and making notes for feedback to the student. You might use this type of video clip with situations such as: group working one-to-one meeting an individual working on a cognitive task that is limited over time, and which you will ultimately annotate. Video clip excursion Slide 3 of 8

5. Click anywhere to continue 2 Think aloud Also described as ‘talking while doing’ or ‘concurrent verbalisation’, here the subject is filmed as they engage in the practice to be represented. They are prompted to ‘think aloud’ as they work. A clip can be called ‘think aloud’ (as opposed to ‘action with commentary’ (described next) if there are reasonable grounds to believe that the audio track contains a reasonable reflection of the subject’s task-related cognitive processes, and is not significantly biased by their desire to provide a tidied up account of what they are doing. This clip shows a subject exploring the Help facility offered with her web browser. You might use this type of video clip to capture a representation of a practice that is normally performed alone, or that does not normally involve speech. (Otherwise there is scope for interference and confusion between speech-in- the-task and speech-about-the-task.) Video clip excursion Slide 4 of 8

6. Click anywhere to continue 3 Action with commentary In this type of representation, the subject is encouraged to explain what they are doing as they work. This is different from thinking aloud because it requires the subject to create a commentary. They are creating their representation with an audience in mind, rather than being restricted to a concurrent verbalisation on the task itself. The commentary may be a continuous explanation as the practice unfolds, or it may be that the subject begins, ends or interrupts the action with a commentary. Here a subject talks about aspects of how she uses Pagemaker (the desk-top publishing program) to create a paper based document. As with ‘think aloud’, you might use this kind of clip for some types of cognitive task into which the viewer would otherwise have very little insight. Video clip excursion Slide 5 of 8

7. Click anywhere to continue 4 Talking head This kind of clip moves even further away from the ‘purity’ of the practice being examined. It is likely to be a more discursive and reflective account than either ‘think aloud’ or ‘action with commentary’ clips. Talking head clips may be made ‘live’ or they may be pre-prepared. Subjects need to be conscious of their audience when making this type of clip. They may use artefacts to help to clarify what they are saying. Such artefacts from the work environment can help to ‘ground’ the clip, making it harder for the subject to depart (intentionally or accidentally) from the actuality of the practice. In this clip the subject speaks to the camera about a working practice and explains aspects of it. You might use this type of clip to represent a practice involving groups; or a set of talking head representations (one from each participant) might prove useful for comparative analysis of the different perspectives upon engagement in the same practice. Video clip excursion Slide 6 of 8

8. Click anywhere to continue 5 Prepared script In this type of video representation, the subject prepares a description (and possibly commentary) of a practice in advance of performance. The script may be used as a prompt, or followed closely for verbatim reporting. In this clip …[need clip here]. You could use this type of clip for a single-subject activity or a planned group activity (though this would necessitate careful coordination and collaboration among the subjects). Video clip excursion Slide 7 of 8

9. Click anywhere to continue 6 Professionally acted In this type of clip the subject engaged in a practice is played by a professional actor who adopts the role of the actual practitioner. Professionally acted clips might involve scripting by an actual practitioner, or could be prepared by a professional writer or production team in consultation with a practitioner. Professionally acted clips are not of great relevance to SHARP-style conferences (which aim to help professionals, for themselves, to tease out tacit knowledge embedded within their own real-world practices). In this clip …[need clip here]. This type of clip is used in commercially produced training videos used to illustrate how a skill or task should be undertaken. It is probably best suited to well-understood types of practice that can be clearly explicated. Video clip excursion Slide 8 of 8

10. Click anywhere to continue You have completed the core part of the SHARP tour. Please choose any of the following excursions : Where to now? Technology Pedagogy Making video clips Making video clips Making annotations Making annotations End the tour End the tour

11. Click anywhere to continue On from here Thank you for taking the SHARP tour. Please go on now to explore the rest of the SHARP web site. You can: Y Sign our [Guestbook] Y Contribute to the [Discussion area] Y Go to the [Project Office] for more details of the SHARP project. Y Look at [Events] for information on upcoming dissemination events. Y Experiment with [WebOrama], a prototype AMC tool.