Technology

Analysis in dance and dance education

Analysis 

Arc media

Acclaim

A teacher can use Acclaim and Arc Media Library video analysis software to upload video to a secure server that includes highlighted areas of the video for illumination as well as time-coded annotated comments. The software program allows groups to watch one another’s works and collaboratively give feedback. Feedback comments can be restricted between student and teacher or between peers or open to the whole class serving to create a constructive exchange of ideas.  The analysis and feedback process heightens student’s self-awareness and quickly and efficiently helps teachers zero in on what is happening at a specific point in time. (Parrish, 2016). Illuminating best practice in dance, these applications support strategies for the analysis of creative work, collaborative evaluation, high quality feedback and assessment. In my pedagogy and movement classes students think through complex problems, identify specific goals, and design evaluation strategies to work for them (Parrish, 2017).

Swivl

Evernote

Flipped assessment from PhD site:

Can student controlled smartphone assessment modalities support creative skill development, efficacy, and metacognition in dance? Traditional classrooms are controlled and moderated by the teacher and students seldom make decisions about their own learning. Using freeware applications on their smartphones, however, dance students can collaboratively discuss, create, and evaluate dance. By defining key learning outcomes aligned with student’s long-term goals, students move past initial quick solutions to more informed, thorough ones (Parrish 2016). 

In my coursework, I use smartphone technology to reform traditional evaluative methods and construct “flipped” assessments which are created by students, for students, serving to prepare students for making critical judgments and decisions on their own. In the process of “flipping” assessment students talk through a problem, learn to visualize relationships between existing knowledge, identify what they are interested in, what they already know, and what they need to discover. Quickly, students learn to draw inferences, spend time encoding the terms of a problem, unpack the component parts, postpone conclusions, and as a result, develop awareness about their own thinking and learning process (Parrish, 2017).