Great question! The short answer is yes and no. If I recall, one aspect Rand advocated for experience acceleration was multiple viewings of shorter clips. We do have at least two viewings required in our methods course assignments and almost all our studies. As far as providing more explicit scaffolding, this is a work in progress informed by both our research and use in our methods courses. One thing we are attempting to do now is to shift towards encouraging patterns of noticing rather than focusing on specific moments alone. We believe eye-tracking and machine learning in these contexts will help open opportunities in this regard. 

You do recall Rand's work correctly. I really admire the combination of approaches you are employing here. What a great testbed for experimentation!

Thanks for the post! I do believe there could be applications to such professional development. One thing we've noticed in our own work is that participants' field-of-view (FOV) can be used to determine differences in who or what they are focusing in a 360 video (either with a headset or on a laptop screen). In one case, whether participants attended to the mathematics in the video was associated with whether they focused on two girls' contributions to whole class discussion in the particular video viewed. I imagine something similar could be adapted for a equity-specific focus. 

Very nice thoughts! We considered annotation tools initially, but given our focus on teacher noticing and some of the things we learned about such noticing, opted for examining tools like the machine learning & eye tracking aspects. Part of this is to better facilitate more timely feedback since some annotation features could add more time to teacher educators providing feedback (although pre-given annotation features may help to reduce this). For K-12 students, the machine learning aspects could be useful to see whether students are noticing/attending to things we would want them to focus. I could see this being coupled with timely questions/prompts (for example, engaging in a virtual field trip underwater and seeing if students are attending to certain ecological features / patterns). 

We do have folks on our team with a great deal of background with AR and have thought about aspects of its integration. We haven't integrated this aspect with the machine learning components, but this could be done. 

I think some of your points regarding the real-time audience are very important. Right now, I think there are limitations in the devices (specific 360 cameras & streaming capabilities) that make this somewhat difficult, but we were discussing things like "virtual observations" pre-pandemic. 

There's a LOT of what you have in your question that we've discussed as well. Much of it is really "not having enough time" to do it all. It's heartening to see so many NSF projects and scholars delving into these issues (too much great work for just one group!).

Preservice teachers who participate know that we're engaging them in professional noticing tasks and we're studying their use of the technology & their recorded viewing / written responses along these lines. We usually engage them with the task used in the recorded lesson(s) and have them watch a "tutorial" video of "how to watch 360 while watching 360." This tutorial is essential because in our early work with folks we found they didn't always move the perspective (so we made a tutorial to engage them in doing just that). 

We also have participants engaging with and without the VR Headsets (some folks can't wear them and during the Pandemic we couldn't provide them for participants). We ended up developing a way to record where participants looked while watching 360 videos in the background (i.e., without screen recording software). We're now working on improving this tool so teacher educators can use it for research & practice (it is the tool we coupled with our machine learning approach so we can examine what PSTs are focusing in their 360 video viewing). 

Thanks for all of the information.  Great to hear about this.

We have not, but that is a very interesting measurement question/topic for study. There's definitely enough 360 video material that could be used for such purposes. If this is something of interest for your work, we do have several videos on our YouTube channel and website (I'd ask to use a video that has me as the "teacher" as one premise for all other videos was that it was to focus on students' learning and not evaluating the teachers - fine with myself being evaluated/critiqued). I'd be happy to chat about that in more detail.