IR Vidéo 3 (Lyon, 2018)

Different types of questions - epistemological, technical, legal and ethical - are in play when on uses video recordings as analytical data in the study of educational or training situations. 



Video recording data are crucial for researchers working on teaching and/or learning situations, and more generally for all researchers in the SHS field who want to study complex situated practices comprising communicative dimensions and artefact manipulations. The audio-video flux makes it possible to grasp these dimensions while preserving, at least partially, their temporal order and their spatial relationships. This flux shows what is happening between actors in their material and social environment (Luff, Hindmarsh, & Heath, 2000; Goldman and McDermott, 2007; Sensevy, 2011, Tiberghien and Sensevy, 2012). In connection with other types of data (copies of documents, observation notes, transcript of interviews, questionnaires, etc.), it allows to work at different scales of analysis, both temporal and spatial (Kracauer, 2010; Lemke, 2000). It also makes it possible to document real curricula (what teacher and students really do in teaching/learning situations) over several weeks, thanks to corpus including tens or hundreds of hours of recording. Film recordings are also a very interesting type of data for cross-referencing analyses made by  researchers from different disciplines.

But the very interesting potential of video recordings often remains underused, due to a lack of collective reflexion on theoretical, methodological, technical, legal and ethical issues or reseach works involving this type of data. The IR-Video thematic schools proposed by the ViSA consortium, aim at offering to young researchers (doctoral students, post-doctoral students) and more experienced ones, high-level interdisciplinary training on these different points. During this third edition, organised by the ICAR laboratory in Lyon from 15 to 19 October 2018, the following issues were addressed:

1) How to combine video-recordings with other types of data (photographs, observation notes, audio recordings of exchanges or interviews, copies of documents, questionnaires, etc.) to study educational situations and practices?

2) What are the possible methods and tools for visualising data, in order to analyse a corpus or to present some results?   

During this thematic school, 2 types of methodological issues were be studied. 

1) combination of video recording with other types of data

Generally, videorecording is not the only method researchers use to produce empirical data when they study some learning situations. A lot of them also use interviews, questionnaires, or document collections in order to gain insights into the broader social context, or provide additional traces of the actors' activities (e.g. student notebooks). Some researchers also use ethnographic observations (fieldnotes) during a more or less long time before starting to record, in order to gain acception by the group under study and/or be more informed about the organisation of their social practices. For some others, who prefer observations over longer periods of time, film recording do not constitute primary data, but an auxiliary or punctual way to get more precise information about some time-limited social scenes. In these different cases, researchers nevertheless have in common to use and combine different types of empirical data to understand, analyse and interpret the situations and practices under study. Even in the most "micro" approaches (ethnomethodology, conversational analysis, etc.), researchers not only rely on information extracted from video recordings to understand what is going on in a situation. They also use, often in a implicit way, knowledge about the  social background, (institutional or organizational features, previous social events, history of relations between certain actors, etc.) (Cicourel, 2007[1981]).

Consequently, in most cases, some important methodological questions must be addressed concerning the different types of data production modes that are pertinent to use and combine according to a given scientific project, the characteristics of the empirical field and theoretical orientations (Olivier de Sardan, 1995).Some questions arise: What are the technical and social possibilities according to a specific social and material context? What types of data production tools and methods can be used? How can  different types of data combined in a corpus to produce analyses and interpretations? What concrete steps do researchers have to follow to do this? How do the characteristics of the types of media used  influence the recording of the phenomena observed and their subsequent perceptions by researchers when they conduct their analyses ?

2) Methods and tools for visualising data 

The second methodological issue is about the methods and tools that can be devised to visualise data in order to analyze a corpus or to present research results. The issue is about visual representations that can be made by researchers so as to see what they want to see or show what they want to show. Thus, it can be interesting to build a diagram from data coding in order to represent occurrences of phenomena or processes. Another example concerns the superimposition of graphic symbols, text indications, or even audio comments on a videoclip to guide the viewer's attention to some particular phenomena. This type of visual representation, based on multimodality (text, image, sound, graphics and multimedia), constitutes a point of articulation between theory and empirical data. During the workshop, participants will have the opportunity to explore different possibilities offered by digital technologies to build various and creative types of visual representation. In the process, beyond technical possibilities, reflection will also be carried out about the types of visual representation that are coherent with specific research issues and theoretical choices.

To study these 2 methodological issues, the IR-Video 3 thematic school will involve several internationally recognized researchers for their expertise in using video-recording for studying human practices and learning situations.  

 

The thematic school was organized according to 4 training approaches.

1. Two introductory conferences (1h30 each) on the use of visual methods in SHS. The first conference was done by Alain Bouldoires, (University Bordeaux Montaigne) who is the confounder of the Revue Française des Méthodes Visuelles (French Review of Visual Methods - https://rfmv.fr). This presentation gave an account of the evolutive use of visual approaches (photography, movie, visual representations, ..) in the history of human and social sciences. The second speaker was Jose Aurelio Castro Varela, PhD student at the University of Barcelona. He was at that time a member of the Esbrina research group (Subjectivities, Visualities and Contemporary Learning Environments) (https://esbrina.eu/). His presentation dealt with visual representation tools used to study teachers' learning trajectories, including both formal and informal aspects. 

2. Two workshops on the way to combine different types of empirical data. Each was organized over a full day (3 hours in the morning, 3 hours in the afternoon) and managed by an international researcher (Ricky Goldman, New-York University and Jeff Bezemer, University College London). They were organized in 3 phases.

  • Presentation of the theoretical and methodological approach of the speaker, centred on the problem of the combination of different types of data  (full group presentation - 1h30) ;
  • Data session in small groups: participants will work on data from a multimodal corpus of the speaker  (2x1h30).
  • Restitution of the group work and discussion with the researcher (full group - 1h30)

3. Two sessions (2x1h30) about the use of representations in scientific publications based on video data.  During these sessions, facilitated by SFR ViSA researchers, trainees were invited to analyze representations used in various research articles and discuss new possibilities for representations

4. Three technical workshops organized around 3 themes and according to groups of participants' levels:

  • Image and sound recording techniques: which tools (and combination of tools in a research device) is it interesting to use according to an object of study and some material and social constraints? How to ensure a good quality of collected data? What is the role of the aesthetics of images? (workshop managed by Justine Lascar, ICAR research team)
  • Use of  software to analyze multimodal corpuses and to combine different types of data:
    • Nvivo (Claudie Bobineau, University of Rouen) 
    • Transana (Daniel Valéro et Andrée Tiberghien, ICAR research team
  • Legal and ethical issues for the production of video-reccordings for the research (conferences, restitution to filmed actors, etc.) and their long-term preservation (Laurent Veillard and Emilie Masson)

The language used during the thematic school will be both French (for francophone speakers) and English (for the 3 foreign speakers: Ricky Goldman, Jeff Bezemer and Jose Aurelio Castro Varela)

  • Jeff Bezemer is a graduate (MA, 1999; PhD, 2003) of the Tilburg University in the Netherlands. He then worked successively at Imperial College London and King's College London, before joining the Institute of Education at University College London where he is co-director of the Center for Multimodal Research (CMR). His research focuses on the effects of social and technological change on learning and communication in different contexts. For the past few years, he has worked more specifically on interprofessional communication, surgical education and clinical decision-making in the operating room. This work feeds the development of new theories and methods to study the role of the body, tools and action in learning and communication. He is particularly interested in how ethnographic and discursive studies could contribute to patient safety research.
  • Ricky Goldman graduated both from the Hebrew University of Jerusalem (MA) and the Massachusetts Institute of Technology (PhD). She is now Professor Emerita in Educational Communication and technology at New York University (NYU). She is an expert in ethnographic approaches using video recordings to study teaching and learning situations. She has designed several digital video analysis tools and developed a methodological approach for analyzing complex corpus containing different types of data. She has conducted various researches in different social contexts, such as: social and emotional learning by girls from disadvantaged neighbourhoods in the context of a play-based learning programme; multimodal teacher-learner interactions in classes using robots or STEM classes. Her research works has been funded by several government agencies, including the Canadian's Social Science and Humanities Research Council (SSHRC), the Natural Science and Engineering Research Council (NSERC), the Canada Foundation Innovation (CFI), and the US National Science Foundation (NSF).
  • Alain Bouldoires graduated from the University Bordeaux Montaigne (PhD, 2001) and assistant professor at the same university, where he teaches information and communication sciences. He is a member of the MICA laboratory (media, information, communication, arts). His work focuses on Visual Methods in the Humanities and Social Sciences and the relationship between media, identity and citizenship. He is co-founder, with Fabien Reix, of the French Review of Visual Methods created in 2015 (https://rfmv.fr). This interdisciplinary journal aims at providing a discusive space for dialogue between the humanities and social sciences on the visual methods issue (still and/or animated image) and, thus, to gradually build an overview of these methods, to which more and more researchers are resorting.
  • Aurelio Castro-Varela completed his thesis at the University of Barcelona, at the School of Fine Arts. He is now associate professor in this institution. As part of his research group (https://esbrina.eu/en/home/), he participated in a project on formal and informal teachers' learning trajectories, using methodologies based on visual mapping. This group has developed theoretical reflections on the use of this type of data for research in education. 
  • Claudie Bobineau is a research engineer at the University of Rouen Normandie, attached to the CIRNEF laboratory. She is also an active member of the MATE SHS network (Methods, Analysis, fieldwork, Surveys in Human and Social Sciences - http://mate-shs.cnrs.fr). This is a national research network initiated and is supported by research engineers who work in the production, processing, analysis and representation of data in Human and Social Sciences (SHS). C. Bobineau is specialized in the use of QACDAS Computer Assisted/Aided Qualitative Data Analysis Software), notably NVivo software. 
  • Emilie Masson is a lawyer at the CNRS (National Center for Scientific Research) in France, where she is a member of the team of the "Correspondant Informatique et Liberté" (CIL). She is familiar with the content of french legislation on personal data (including film recordings of people, especially children) and its constraints and challenges for research in the Humanities and Social Sciences.

In addition to these external speakers, be several researchers and engineers from the ViSA consortium will contribute to the IR-Video3 workshop, in particular :

  • Andrée Tiberghien, DR CNRS Emeritus (ICAR laboratory). She co-founded the ViSA consortium and the ViSA database and is a member of the ViSA steering committee. She has conducted extensive research in didactics, often using classroom video recordings.
  • Patrice Venturini, Professor emeritus (EFTS Laboratory, Toulouse, France). He is the chair of the ViSA scientific committee.  He conducts research works on physics ordinary teaching and learning practices for several years, in a comparative approach.  This led him to develop theoretical and methodological reflections, especially about using video-recording to study this type of didactical practices. 
  • Laurent Veillard, At the time of the school, was an associate professor HDR (habilitation degree) at Lyon 2 University and member of the ICAR laboratory. He is now a professor at the University of Dijon. He is co-head of the ViSA consortium. His research works focuses on teaching and learning practices in VET training programs, using ethnographic approaches.
  • Daniel Valéro, is research engineer at the ICAR laboratory, in charge of the complex corpus cell, which is a technical and methodological support unit for researchers.
  • Justine Lascar, research engineer in the ICAR laboratory, member of the complex corpus cell.

 

Scientific Committee:

  • Nathalie Blanc (Université Lyon 1, ICAR, ASLAN)
  • Laurent Filliettaz (Université de Genève)
  • Patrick Gibel (Université de Bordeaux, E3D)
  • Damien Givry (Aix-Marseille Université, ADEF)
  • Dominique Guidoni-Stolz (Agrosup Dijon, UP DPF)
  • Christophe Joigneaux (Université Paris 8, CIRCEFT)
  • Serge Leblanc (Université Montpellier, LIRDEF)
  • Grégory Munoz (Université de Nantes, CREN)
  • Gérard Sensevy (Université Rennes 2, CREAD)
  • Françoise Thibault (Alliance Athéna)
  • Andrée Tiberghien (CNRS – émérite, ICAR)
  • Patrice Venturini (Université Toulouse Jean Jaurès, EFTS)
  • Laurent Veillard (Université Lyon 2, ICAR, ASLAN)
  • Abdelkarim Zaid (Université Lille 3, Théodile-CIREL)

Organizing committee

  • Nathalie Blanc (Université Claude Bernard Lyon 1)
  • Nicolas Guichon (Université Lumière Lyon 2)
  • Patricia Lambert (ENS de Lyon)
  • Justine Lascar (CNRS)
  • Gerald P. Niccolai (CNRS)
  • Andrée Tiberghien (CNRS)
  • Daniel Valero (CNRS)
  • Laurent Veillard (Université Lumière Lyon 2)

Program

Presented by Laurent Veillard (University Lumière Lyon 2)

Plenary conference by Alain Bouldoires (University of Bordeaux)

Les images savantes nous convient à nous intéresser à toutes les images (gravures, photographie, imageries, films scientifiques…), à penser leur renvoi au « réel » (ordre descriptif, imitation, idéal, référentialité, singularité, rationalité…), et à prendre en compte ce qu’elles font aux sciences. Pour se faire, nous partirons d’une proposition de définition des méthodes visuelles. Nous en mesurerons la diversité des pratiques en parcourant une « petite histoire » de ces méthodes qu’il s’agisse d’images fixes ou animées. 

Plenary conference by José Aurelio Castro Varela (University of Barcelona)

Over the last two years, the interdisciplinary research group ESBRINA (University of Barcelona) has carried out the project "How Teachers Learn: Educational Implications and Challenges to Address Social Change," focused on mapping scenarios (inside and/or outside schools) that became a source of knowledge and experience for about thirty educators. To this end, teachers from three high schools were invited to build a visual cartography about their learning trajectories throughout a three-hour session.  Most of the maps included several kinds of images, different forms, textures and colors, and also words and sentences. Later we created a table for adding our fieldwork notes, a transcription of each teacher’s verbal presentation, and a brief description of what cartographies may lead us to think. However, this mix of layers brought in turn an onto-methodological problematic: where should we find the boundaries of the maps? Explanations and notes worked as a legend of them or, on the contrary, visual parts came to exceed –as many teachers said– a discursive, more lineal approach to learning experiences? In a nutshell, which layer was making sense of which other, and why?  In line with a post-qualitative perspective, which goes beyond “representational and binary logics” (Lather & Pierre 2013, p. 630), some researchers of the group finally decided to consider cartographies as a space of thinking and making connections, where language was sometimes a function to see, and images, other times, one other to tell.

Presented by Andrée Tiberghien (UMR ICAR, CNRS, Lyon)

Lecture 1 : Context and theory: the points of viewing theory (POVT)

Ricki Goldman (New York University Steinhardt)

The theme of the first lecture was the methodological diversity how a variety of visual and textual data types can be combined together to improve researcher/learner/participant social and learning-science knowledge. Goldman also introduced an approach called Digital Video Ethnography, (a term coined by Goldman in 1998 (LEA publishers). She also provided an explanation and samples of the Points of Viewing Theory [POV-T], (Goldman, 1997/1998/1999) and how this theory is even more significant in these times of untruthfulness and an unwillingness to address validation.

animated by Ricki Goldman (New York University Steinhardt)

Lecture 2 : The Linear Film

continuation of keynote by Ricki Goldman (New York University Steinhardt)

 

Lecture 3: Methodology, "Thick interpretation" and Negotiated conclusions

Ricki Goldman (New York University Steinhardt)

This lecture provided an overview of the history and future of video analyses which has changed the nature of ethnographer Clifford Geertz’s thick description to more accurately be called thick interpretation (Goldman, 19XX). With the current saturation of social media and data analytics methods, how do we maintain and even deepen the conclusions we find by layering various methods, tools, and Mixed Methods—a term which Goldman renamed in 1995 “Quisitive Research.”

Participants pair up to work on "Guiding questions" - animated by Ricki Goldman (New York University Steinhardt)

FUTURES, What we (may not) need for better research

Ricki Goldman (New York University Steinhardt)

In the closing lecture and Q&A, Professor Goldman addressed semiotics from various linguistic stances going back to Ferdinand Saussure’s significant bifurcation of langue and parole, to BL Whorf’s controversial theory of linguistic relativity, to S. Hall’s 1997 book called The Work of Representation.  Hall claims that “things, concepts, and signs lie at the heart of the production of meaning in language. The process, which links these three elements together, is what we call representation.” (Hall, 1997, p. 17).Hall means that we agree to participate within the culturally determined codes that are established, not by “what is out there” as an objective reality, but by what we have collectively created within a social code or language as we participate in discourse communities. As a result, researchers and learners cannot interpret meaning as a one-to-one correspondence between object and referent. Different people will always interpret the same “thing” differently. The key is to reach agreements to tryto understand difference and to know how to negotiate difference, keeping the mind open to what may be a best interpretation given the full range of possible explanations. To unravel this, Goldman explained the Galactic Metaphor and the layering of points of viewing.  

Four workshops parallel during this time. The French mission statements of the workshops are detailed below

Conception et exploitation de corpus - Justine Lascar 

Durant cet atelier, nous aborderons les étapes qui jalonnent la constitution et l'exploitation des corpus audiovisuels. Dans un premier temps, nous aborderons les problématiques rencontrées lors de la constitution et l’exploitation des corpus. Dans un second temps, nous présenterons les solutions matérielles et logicielles nécessaires à l’exploitation des données audiovisuelles : conseils à la prise de vue, édition du signal audio video, montage.  Nous aborderons en particulier les opérations de découpage des fichiers, de conversion de formats et de montage sous forme de « multiscopes ». Si besoin, une assistance personnalisée autour de ces questions pourra être proposée en dehors de ces ateliers.

 

Logiciel d'aide à l'analyse Nvivo - Claudie Bobineau

NVivo est un logiciel d’aide à l’analyse de données qualitatives, recensé dans la famille des Caqdas (Computer assisted qualitative data analysis software). Ce logiciel, parfois qualifié de « muet » (Lejeune, 2017), ne fait rien sans l’intervention du chercheur. Toutefois, un de ses principaux atouts réside dans sa capacité à pouvoir traiter de nombreux types de données qualitatives (vidéos, images, documents textes, PDF, tableurs, pages web, etc.). L’objectif de cet atelier consistera à présenter les différentes fonctionnalités d’import, de traitement et d’analyse de vidéos dans NVivo, en combinaison avec d’autres types de données. 

Logiciel d’aide à l’analyse Transana dans un contexte de recherche en sciences humaines – Andrée Tiberghien et Daniel Valéro 

Transana est un logiciel d’aide à l’analyse des données qualitatives de type multimédia (CAQDAS). Basé sur la théorie ancrée, il privilégie une démarche inductive de l’analyse des données.Notre intervention reposera sur une présentation des principales fonctionnalités du logiciel, accompagnée d’une discussion sur les usages possibles dans divers contextes scientifiques, en particulier ceux liés à l’analyse de situations d’interaction dans différents contextes d’enseignement et de formation (entretiens, situations de classe, ateliers…).

Questions juridiques et éthiques - Emilie Masson et Laurent Veillard

Dans le cadre de la gestion des données de la recherche il est important de connaître les droits et obligations des chercheurs face à la collecte, au traitement et la réutilisation de ces données. Au cours de cet atelier, les nouvelles dispositions européennes concernant la protection des données personnelles seront d'abord exposées. La base de données Visa sera aussi présentée comme solution de stockage pérenne des corpus de données, en particulier vidéo. Toutes les questions d'ordre juridique et éthique des participants pourront être abordées. 

Use of representations in publications

presentation and discussion animated by Andrée Tiberghien (UMR ICAR, CNRS, Lyon) et Patrice Venturini (University of Toulouse)

Alors que les vidéos ont pour caractéristiques de rendre compte de l’évolution temporelle des situations et, au moins en partie, de l’espace dans lequel elles ont lieu, on peut se demander comment ces spécificités de la vidéo se traduisent dans les représentations construites par les chercheurs quand ils publient leurs résultats. A partir d’un premier travail réalisé par un groupe de la SFR VISA consistant à penser une grille d’analyse des représentations, les participants ont été invités en petits groupes à analyser un article (envoyé au préalable). Ensuite les participants ont été amenés à confronter leurs analyses pour faire émerger des éléments clés rencontrés dans les articles ou au contraire à développer.  

 

Four workshops parallel during this time. The French mission statements of the workshops are detailed below

Conception et exploitation de corpus - Justine Lascar 

Durant cet atelier, nous aborderons les étapes qui jalonnent la constitution et l'exploitation des corpus audiovisuels. Dans un premier temps, nous aborderons les problématiques rencontrées lors de la constitution et l’exploitation des corpus. Dans un second temps, nous présenterons les solutions matérielles et logicielles nécessaires à l’exploitation des données audiovisuelles : conseils à la prise de vue, édition du signal audio video, montage.  Nous aborderons en particulier les opérations de découpage des fichiers, de conversion de formats et de montage sous forme de « multiscopes ». Si besoin, une assistance personnalisée autour de ces questions pourra être proposée en dehors de ces ateliers.

Logiciel d'aide à l'analyse Nvivo - Claudie Bobineau

NVivo est un logiciel d’aide à l’analyse de données qualitatives, recensé dans la famille des Caqdas (Computer assisted qualitative data analysis software). Ce logiciel, parfois qualifié de « muet » (Lejeune, 2017), ne fait rien sans l’intervention du chercheur. Toutefois, un de ses principaux atouts réside dans sa capacité à pouvoir traiter de nombreux types de données qualitatives (vidéos, images, documents textes, PDF, tableurs, pages web, etc.). L’objectif de cet atelier consistera à présenter les différentes fonctionnalités d’import, de traitement et d’analyse de vidéos dans NVivo, en combinaison avec d’autres types de données. 

Logiciel d’aide à l’analyse Transana dans un contexte de recherche en sciences humaines – Andrée Tiberghien et Daniel Valéro 

Transana est un logiciel d’aide à l’analyse des données qualitatives de type multimédia (CAQDAS). Basé sur la théorie ancrée, il privilégie une démarche inductive de l’analyse des données.Notre intervention reposera sur une présentation des principales fonctionnalités du logiciel, accompagnée d’une discussion sur les usages possibles dans divers contextes scientifiques, en particulier ceux liés à l’analyse de situations d’interaction dans différents contextes d’enseignement et de formation (entretiens, situations de classe, ateliers…).

Questions juridiques et éthiques - Emilie Masson et Laurent Veillard

Dans le cadre de la gestion des données de la recherche il est important de connaître les droits et obligations des chercheurs face à la collecte, au traitement et la réutilisation de ces données. Au cours de cet atelier, les nouvelles dispositions européennes concernant la protection des données personnelles seront d'abord exposées. La base de données Visa sera aussi présentée comme solution de stockage pérenne des corpus de données, en particulier vidéo. Toutes les questions d'ordre juridique et éthique des participants pourront être abordées. 

Four workshops parallel during this time. The French mission statements of the workshops are detailed below

Conception et exploitation de corpus - Justine Lascar 

Durant cet atelier, nous aborderons les étapes qui jalonnent la constitution et l'exploitation des corpus audiovisuels. Dans un premier temps, nous aborderons les problématiques rencontrées lors de la constitution et l’exploitation des corpus. Dans un second temps, nous présenterons les solutions matérielles et logicielles nécessaires à l’exploitation des données audiovisuelles : conseils à la prise de vue, édition du signal audio video, montage.  Nous aborderons en particulier les opérations de découpage des fichiers, de conversion de formats et de montage sous forme de « multiscopes ». Si besoin, une assistance personnalisée autour de ces questions pourra être proposée en dehors de ces ateliers.

Logiciel d'aide à l'analyse Nvivo - Claudie Bobineau

NVivo est un logiciel d’aide à l’analyse de données qualitatives, recensé dans la famille des Caqdas (Computer assisted qualitative data analysis software). Ce logiciel, parfois qualifié de « muet » (Lejeune, 2017), ne fait rien sans l’intervention du chercheur. Toutefois, un de ses principaux atouts réside dans sa capacité à pouvoir traiter de nombreux types de données qualitatives (vidéos, images, documents textes, PDF, tableurs, pages web, etc.). L’objectif de cet atelier consistera à présenter les différentes fonctionnalités d’import, de traitement et d’analyse de vidéos dans NVivo, en combinaison avec d’autres types de données. 

Logiciel d’aide à l’analyse Transana dans un contexte de recherche en sciences humaines – Andrée Tiberghien et Daniel Valéro 

Transana est un logiciel d’aide à l’analyse des données qualitatives de type multimédia (CAQDAS). Basé sur la théorie ancrée, il privilégie une démarche inductive de l’analyse des données.Notre intervention reposera sur une présentation des principales fonctionnalités du logiciel, accompagnée d’une discussion sur les usages possibles dans divers contextes scientifiques, en particulier ceux liés à l’analyse de situations d’interaction dans différents contextes d’enseignement et de formation (entretiens, situations de classe, ateliers…).

Questions juridiques et éthiques - Emilie Masson et Laurent Veillard

Dans le cadre de la gestion des données de la recherche il est important de connaître les droits et obligations des chercheurs face à la collecte, au traitement et la réutilisation de ces données. Au cours de cet atelier, les nouvelles dispositions européennes concernant la protection des données personnelles seront d'abord exposées. La base de données Visa sera aussi présentée comme solution de stockage pérenne des corpus de données, en particulier vidéo. Toutes les questions d'ordre juridique et éthique des participants pourront être abordées. 

Lecture by Jeff Bezemer (UCL Institute of Education) 

In this workshop a semiotic approach to video based research on social interaction in the clinical workplace was elaborated through several lectures and group activities. We begin with an exposition of key concepts -e.g. meaning, mode, action, interaction, communication, materiality, embodiment- and analytical tools –e.g. transcription, annotation, visualization, quantification. Using examples from the operating theatre and the intensive care unit, we considered what forms of expertise and sources of information are needed beyond the video record to produce ‘valid’ accounts of professional practices and learning environments that are relevant to both semioticians and health professionals. . 

Data session animated by Jeff Bezemer (UCL Institute of Education) 

The participants worked in small groups on materials from the workshop facilitator, with aim to develop a research plan detailing how and along what lines a larger corpus of these materials might be systematically analysed, and what further information would need to be sought and how. 

Continuation of the data session animated by Jeff Bezemer (UCL Institute of Education) 

Restitution and discussion animated by Jeff Bezemer (UCL Institute of Education)  

In the closing part of the workshop we jointly discussed the research plans developed during the data sessions and made connections with the work that has already been undertaken on the materials in focus

Use of representations in publications

presentation and discussion animated by Andrée Tiberghien (UMR ICAR, CNRS, Lyon) et Patrice Venturini (University of Toulouse)

La discussion nourrie par les participants et les analyses antérieures menées dans la SFR a cherché à faire émerger de nouvelles possibilités de représentations pertinentes pour rendre compte des analyses de données vidéo.

animated by Laurent Veillard (University Lumière Lyon 2)