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15 February 2007
Introduction – Mark Redrup Education Consultant
St John Bosco is a systemic Catholic College of 880 students (7 – 12) located in Sydney’s Sutherland shire. This study was to investigate the impact of Visual feedback on learning. Footage of student performances, were taken directly into the classroom and used in the new Dartfish Classroom that had been set up. All the recent data indicates that the acquisition of skills is 65% visual learning. This study was about measuring student improvement, their ability to analyse performance, and to see the impact that seeing themselves perform had on their motivation to perform.
The set up at Bosco was that Teachers had the Prosuite 4.0 software on their laptops and the students had access to a 30 monitors with the connect software on them, all controlled by the school server.
The Case study was carried out during term 4 of 2006, and was conducted by a partnership between Mark Redrup (Education Consultant Dartfish Australia, Rod Forward Head of PDHPE, and Aaron Poll Head of Sport at the college)
The Study – Rod Forward - Head of PDHPE
We first came to know about Dartfish through Mark Redrup, the Dartfish Education Consultant and former teaching colleague. Through subsequent presentations at school and inter-school meetings, as well as experimenting with the software, we began to grasp the potential uses Dartfish would have for our school.
As a PDHPE department, we see applications for Dartfish right across the range of years from 7 to 12. It would be especially useful in the learning of new skills for practical PDHPE years 7-10. Further implementation is possible in Year 11 PDHPE Core 3, Body in Motion and Year 12 Core 2, Factors Affecting Performance and Option 4, Improving Performance.
For this case study we chose our elective Year 9 Physical Activity and Sport Studies (PASS) students to undertake an introduction to Dartfish over three (3) half days. This introduction involved students being filmed performing up to three (3) different skilled movements. They then edited, saved and analysed their own performances.
The main analysis comprised of synchronising and comparing the side and front view of their 30 metre sprint. This enabled them to formulate a data table measuring average speed, interval speed, distance travelled, time taken and acceleration over various intervals. Technique notes were included in the analysis at five (5) points throughout the run. Students’ then compared their 30 metre run with at least one other class member using side by side and blend mode.
These analyses were saved as a Media book. This is a great facility that enables students to burn their work onto a CD which could be easily used for assessment purposes. Teachers’ could also burn any number of media books onto a CD to be used as a work sample presentation on a parent / teacher or other show night.
The enthusiasm for the students was extremely high for all three (3) days and the support the students’ gave each other was very pleasing to see. Some of the student comments from the introduction are as follows:
- It was a great learning experience and let me see my different techniques and show me how to improve them. (Laura Bentley)
- It was a new experience which allowed us to see everything we were doing wrong with our running. (Adam Terry)
- It was a new and interesting learning experience. It was fascinating to see ourselves compared to others in the class. (Olivia Cashmere)
After immersing ourselves in many of Dartfish’s applications, we see the software as having an important role to play in our PDHPE department. In 2007, Dartfish will primarily be used with the elective PASS students in years 9 and 10. A sound understanding of the software will ensure a smooth and non-time consuming transition into senior PDHPE in 2008. It will also be used in specific skill based activities, especially gymnastics in years 7-10. In our opinion, Dartfish video analysis software would also be useful in many other subjects that involve the performing arts, including Drama and English. Of course there were teething problems, however, all were solved with minimal frustration. Firstly, the captured clips were about ten (10) minutes long. This meant that there were approximately 15 students accessing each clip to find and edit their own performance. The school network couldn’t handle this and everything slowed down to an unusable speed. To solve this, four (4) students were allocated to edit and save individual performances in personalised folders. This saved us at least two (2) hours of menial work. Secondly, when the students were working with their saved clips, we opened them in Player and then trimmed them and when we switched to the Analyser it caused a system error due to an insufficient graphics card in each individual computer in the lab. However, when the clips were opened using the Analyser, no error was found.
The following are some advice/Tips that will come in handy when beginning to use the software. Firstly, use the camera on a tripod and keep it still if you wish to compare students. As you cannot move the camera at the same speed each clip, you therefore cannot compare students speed. Secondly, take your students through in alphabetical order so they are easy to find when editing the video. Finally, be proficient with the software before you use it with students. They will marvel at how easy it is to do most of the applications and how varied their analysis can become.
Conclusion - Mark Redrup – Education Consultant
In summation the study found that:
- All students improved on their ability to execute the skills taught/learnt
- Analysis of their own performance enabled students to directly compare their techniques with other group members.
- Motivation to get out and repeat a performance and a desire to improve was greatly enhanced through the power of ‘video analysis’
- By the end of the study students could draw out key points and show a real understanding of ‘Knowledge of results and performance’.
- The study engaged all students even the weaker ones in their own learning
- Taking footage in a practical lesson and then using it to link the theory elements of the course was very valuable. All students made Excellent or very good progress.
- Word about this study has spread through the college and parental feedback is that they cannot wait to see the student portfolios at parent / teacher interview!
Bosco College Network Set up – Kevin Kennedy IT Manager
Bosco College has 270 Computers, including 4 main computer rooms, 5 mini labs, and 34 computers in the library. The network is divided into 7 subnets to improve network performance.
Dartfish was installed in 1 (one) of the computer rooms for use by students and staff.
Points to consider:
- Install the licence key and the dongle on a computer/server in the same subnet (if on a computer in the room, the dongle must be connected before powering up the computer)
- At Bosco, the licence was installed on the teacher computer in the computer room. The teacher would then connect the dongle before powering up the computer.
- Dartfish may be accessed on computers by whatever is desirable at your school – Start menu, Shortcut on the Desktop, or a shortcut in a shared folder which students can access.
- The video resources may be saved in a shared folder on the network that the students could access. However, consideration should be given to exact placement, as loading these resources across the network may/will affect network speed during these times due to the size of these video files.
- If clips were to be saved by students, it is desirable to have them saved in a shared folder set up for the purpose, available for viewing by staff and other students. (Read/Write access should be granted)
- We found that there was one issue with the video card in these computers – If the Analyzer tab was used first then there was no problem – if you clicked on another tab, then the Intel graphics drivers became corrupted and a reboot was necessary. This is a computer graphics issue not a software one.
St John Bosco Case Study
St John Bosco Dartfish Case StudyIntroduction – Mark Redrup Education Consultant
St John Bosco is a systemic Catholic College of 880 students (7 – 12) located in Sydney’s Sutherland shire. This study was to investigate the impact of Visual feedback on learning. Footage of student performances, were taken directly into the classroom and used in the new Dartfish Classroom that had been set up. All the recent data indicates that the acquisition of skills is 65% visual learning. This study was about measuring student improvement, their ability to analyse performance, and to see the impact that seeing themselves perform had on their motivation to perform.
The set up at Bosco was that Teachers had the Prosuite 4.0 software on their laptops and the students had access to a 30 monitors with the connect software on them, all controlled by the school server.
The Case study was carried out during term 4 of 2006, and was conducted by a partnership between Mark Redrup (Education Consultant Dartfish Australia, Rod Forward Head of PDHPE, and Aaron Poll Head of Sport at the college)
The Study – Rod Forward - Head of PDHPE
We first came to know about Dartfish through Mark Redrup, the Dartfish Education Consultant and former teaching colleague. Through subsequent presentations at school and inter-school meetings, as well as experimenting with the software, we began to grasp the potential uses Dartfish would have for our school.
As a PDHPE department, we see applications for Dartfish right across the range of years from 7 to 12. It would be especially useful in the learning of new skills for practical PDHPE years 7-10. Further implementation is possible in Year 11 PDHPE Core 3, Body in Motion and Year 12 Core 2, Factors Affecting Performance and Option 4, Improving Performance.
For this case study we chose our elective Year 9 Physical Activity and Sport Studies (PASS) students to undertake an introduction to Dartfish over three (3) half days. This introduction involved students being filmed performing up to three (3) different skilled movements. They then edited, saved and analysed their own performances.
The main analysis comprised of synchronising and comparing the side and front view of their 30 metre sprint. This enabled them to formulate a data table measuring average speed, interval speed, distance travelled, time taken and acceleration over various intervals. Technique notes were included in the analysis at five (5) points throughout the run. Students’ then compared their 30 metre run with at least one other class member using side by side and blend mode.
These analyses were saved as a Media book. This is a great facility that enables students to burn their work onto a CD which could be easily used for assessment purposes. Teachers’ could also burn any number of media books onto a CD to be used as a work sample presentation on a parent / teacher or other show night.
The enthusiasm for the students was extremely high for all three (3) days and the support the students’ gave each other was very pleasing to see. Some of the student comments from the introduction are as follows:
- It was a great learning experience and let me see my different techniques and show me how to improve them. (Laura Bentley)
- It was a new experience which allowed us to see everything we were doing wrong with our running. (Adam Terry)
- It was a new and interesting learning experience. It was fascinating to see ourselves compared to others in the class. (Olivia Cashmere)
After immersing ourselves in many of Dartfish’s applications, we see the software as having an important role to play in our PDHPE department. In 2007, Dartfish will primarily be used with the elective PASS students in years 9 and 10. A sound understanding of the software will ensure a smooth and non-time consuming transition into senior PDHPE in 2008. It will also be used in specific skill based activities, especially gymnastics in years 7-10. In our opinion, Dartfish video analysis software would also be useful in many other subjects that involve the performing arts, including Drama and English. Of course there were teething problems, however, all were solved with minimal frustration. Firstly, the captured clips were about ten (10) minutes long. This meant that there were approximately 15 students accessing each clip to find and edit their own performance. The school network couldn’t handle this and everything slowed down to an unusable speed. To solve this, four (4) students were allocated to edit and save individual performances in personalised folders. This saved us at least two (2) hours of menial work. Secondly, when the students were working with their saved clips, we opened them in Player and then trimmed them and when we switched to the Analyser it caused a system error due to an insufficient graphics card in each individual computer in the lab. However, when the clips were opened using the Analyser, no error was found.
The following are some advice/Tips that will come in handy when beginning to use the software. Firstly, use the camera on a tripod and keep it still if you wish to compare students. As you cannot move the camera at the same speed each clip, you therefore cannot compare students speed. Secondly, take your students through in alphabetical order so they are easy to find when editing the video. Finally, be proficient with the software before you use it with students. They will marvel at how easy it is to do most of the applications and how varied their analysis can become.
Conclusion - Mark Redrup – Education Consultant
In summation the study found that:
- All students improved on their ability to execute the skills taught/learnt
- Analysis of their own performance enabled students to directly compare their techniques with other group members.
- Motivation to get out and repeat a performance and a desire to improve was greatly enhanced through the power of ‘video analysis’
- By the end of the study students could draw out key points and show a real understanding of ‘Knowledge of results and performance’.
- The study engaged all students even the weaker ones in their own learning
- Taking footage in a practical lesson and then using it to link the theory elements of the course was very valuable. All students made Excellent or very good progress.
- Word about this study has spread through the college and parental feedback is that they cannot wait to see the student portfolios at parent / teacher interview!
Bosco College Network Set up – Kevin Kennedy IT Manager
Bosco College has 270 Computers, including 4 main computer rooms, 5 mini labs, and 34 computers in the library. The network is divided into 7 subnets to improve network performance.
Dartfish was installed in 1 (one) of the computer rooms for use by students and staff.
Points to consider:
- Install the licence key and the dongle on a computer/server in the same subnet (if on a computer in the room, the dongle must be connected before powering up the computer)
- At Bosco, the licence was installed on the teacher computer in the computer room. The teacher would then connect the dongle before powering up the computer.
- Dartfish may be accessed on computers by whatever is desirable at your school – Start menu, Shortcut on the Desktop, or a shortcut in a shared folder which students can access.
- The video resources may be saved in a shared folder on the network that the students could access. However, consideration should be given to exact placement, as loading these resources across the network may/will affect network speed during these times due to the size of these video files.
- If clips were to be saved by students, it is desirable to have them saved in a shared folder set up for the purpose, available for viewing by staff and other students. (Read/Write access should be granted)
- We found that there was one issue with the video card in these computers – If the Analyzer tab was used first then there was no problem – if you clicked on another tab, then the Intel graphics drivers became corrupted and a reboot was necessary. This is a computer graphics issue not a software one.