Audio Recording

Audio is often dismissed during recording, but audio is a very important part of capturing high quality video data.  Even if the visual is not good, high quality audio will provide data that is comprehensible and quantifiable.  Although there are many different types of microphones available, the most common ones are:

• Built in microphones on the camera
• Lavalier microphones
• Shotgun microphones

Built in and shotgun microphones allow for audio recording from a distance,  whereas the Lavalier microphone requires a close range to the speaker.

The audio from the microphones can either be stored on the video cameras or on an external audio mixer/recorder.

Recording Artifacts 

In any data recording, visually recording the relevant artifacts of the research will be beneficial for post-production and presentation of the study. Artifacts are any physical resource that was used or that influenced the behavior of the subjects. Examples include posters, images, worksheets, or a display of materials that were used in the classroom or discussion. Recording the artifacts provides a general notes of the research.

Each aspect of the environment can bring in a different perspective of analysis and demonstrate the growth of social interaction as it organically unfolds. It is vital to think of the context not only as the setting or background but also as the context of interaction. Interaction among participants can be shaped by how these different contexts are involved in data.

When analyzing the video, we can think about how objects and the environment make up part of our analysis. Through a video recording, it is sometimes quite difficult to be able to capture the entirety of the physical environment. However, it is quite important to be able to document the interactions participants have with the environment. Participants can use their environment as part of their activity, which can affect the participant’s social action (Heath et al., 2010). It is also important to realize when documenting or understanding the physical environment that it shapes and determines the activities that are being captured. These physical environments may not be a direct cause of action but can influence how the participants and the environment interact with one another (Heath et al., 2010).

Examples of ways to think about the physical environment of a shoot:

• Draw a map of the layout and any items of particular interest. This can be done before shooting your video to think about limitations of filming as well as places to set up cameras. Knowing the layout of the furniture helps with identifying where to place a camera or paths to maneuver around the room while filming.
• Still photos not only add additional information about the layout of the physical space but also capture artifacts that are important to a study. This could be posters on a wall the a participant makes references to or a worksheet completed by a student.

 Physical Map with furniture and the dimensions.

Still image of a classroom. Notice the posters on the walls, items on the tables, and other artifacts. 

Still image of poster on the wall of the classroom.

References

Barron Guidelines For Video Research In Education: Recommendations From An Expert Panel, Ch. 4 “Analyzing data derived from video records

Engle, R., Conant, F. R., & Greeno, J. G. (2007). Progressive refinement of hypotheses in video supported research. In R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences, pp. 239 –254.

Heath, C., Hindmarsh, J., & Luff, P. (2010). Video in qualitative research. London: SAGE Publications Ltd.