Abstracts - Earli

and ‘moments’ in the classroom (video clips), link these to children’s work (slides), a personalanalysis (text), underpinned by research (text), all in one place and in one ‘environment’, therebycreating a potentially very powerful digital element of their professional development portfolio, incontrast to the more conventional ways of collecting and putting together evidence. One of themain issues emerged from the analysis of the data collected is the relationship between text andvideo both in the creation and in the reading of a videopaper. The videopaper is not dominated bythe video but the text is an important component to it, which makes it a new mode for reflecting onand representing practice. Moreover, the ability to link raw data and video with text analysis andobservations in a videopaper enables the ‘reader’ to interact with the content in a way that issignificantly different from reading a traditional linear text. The students expected the reader (orthemselves as readers) to interact with the videopaper and think about the evidence provided in theclips.Using VideoPapers for multi-purposes: Disseminating research practice and research resultsSally Barnes, University of Bristol, United KingdomRosamund Sutherland, University of Bristol, United KingdomIn this paper we present a videopaper which represents a collaborative way of carrying outresearch between teachers and educational researchers. The overall aim of this research was toexplore the complexity of teaching and learning in schools. Research in classrooms andeducational practices is most often carried out by educational researchers on teachers and pupils.Rarely do the results find their way back into schools and classrooms. Therefore, the impact ofmuch classroom-based research on educational practices has been limited. One aspect of this workis an emerging methodology for teachers and educational researchers to collaborate in anintegrative process of carrying out research which allows for the different perspectives of teachersand educational researchers to promote discussion and reflection on the collection, analysis andinterpretations of the digital video data. We have been experimenting with ways of representingthis research process/practice that capture the essence of the collaboration. Using videopaperallows for the multi-purpose exposition of the different perspectives which emerge throughcollaborative research practices.C 2029 August 2007 08:30 - 10:30Room: 0.99SymposiumVisualization and Science LearningChair: Richard Duschl, Rutgers University, USAOrganiser: Marcia Linn, University of California, Berkeley, USADiscussant: Kenneth Koedinger, Carnegie Mellon University, USAWhen asked, almost everyone reports that they are a visual learner. How do we take advantage ofthis belief? The field is contested. Many make broad claims for the value of models andvisualizations. Others argue that multiple representations make topics like chemistry difficult tolearn. Some claim that visualizations are no more effective than static diagrams. This symposiumreports evidence for successful uses of visualizations in four diverse contexts Jim Slotta,– 172 –