Session 2A EVOLI- a video tagging tool for an enhanced flipping learning approach

Elisabetta Lando, Educational Technologist – City, University of London, LEaD Digital Education


Exploring a video tagging tool for a dialogic flipped learning approach in teaching and learning.

Students interact with asynchronous video material and generate data through the tagging functions; tutor subsequently use the data to plan for synchronous session.

Flipped learning, or active learning approaches that use a flipped approach such as Scale-up (Student centred active learning environment for undergraduate programs) are not new. Scale-up for example was developed by Robert Beichner, Professor of Physics at North Carolina State University:

‘For Beichner, flipped learning is a key element of ‘upside-down pedagogies. Moving ‘content delivery’ out of class frees up the in-session contact time for the more challenging activities of collaborative investigation, application and creation.’ (NTU Scale up Handbook)

This work shop will explore an open source video tagging tool called eVoli to support an enhanced flipped learning approach that asks students to interact with the video by getting them to tag or input questions as they view. The tutor then looks at the data and plans synchronous sessions accordingly; focusing in on key concepts points.  Though in the past there have always been quite a few challenges to using a flipped learning approach; for example, students may not do the required study meaning the tutor repeating the lesson. In the light of the current COVID19 crisis, it is worth re-exploring this pedagogical approach, particularly as the use of asynchronous videos has hugely increased in this past year.

Indeed, recent feedback from the student union at City (Student Voice Report. Term 1. 20/21. Page 3) shows that students struggle with asynchronous video material, because they want more direct engagement with their lecturer. Therefore, a two-way communicative flipped approach could help with this. In addition, the communicative aspect of tagging could also support the development of an active learning community (Lave, J., & Wenger, E. (1998), another important point often raised in student feedback.

The eVoli video tagging tool was developed as part of a European project called ELSE

NB: This is an open source platform that has gone through City UOL DIAP process to ensure that there is no data risk.



Jane McNeil et al. NTU Scale-Up handbook. (2018)

J.Lave and E. Wenger, Situated Learning—Legitimate Peripheral Participation, Cambridge University Press, Cambridge (1991)

E.Lando. Learning at City blog. Revisiting Flipped learning for online engagement. April 2020

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