Transcript Introduction - Near East University

Data Collection Tools
Audio and video recordings
Redar Omr
Advanced Research Techniques
18 - Dec - 2014
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Outlines
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(Consent) for Audio and video recording.
audio and Video recording.
These features are essential.
Audio. (recommendations).
Video Recording. (Recommendations).
Audio and Video recording equipment.
Tripod, earphones, gaffer’s tape, and camera bag.
Plan (for recording).
Minimizing audio and video recording effects.
Purposes of audio and Video recording.
Audi and video as data.
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Outlines
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Transcribe the audio or video tape
Who should do the transcribing?
How should data be transcribed?
Advantages of using audio and video recordings.
Disadvantages of using audio and video
recordings.
• Conclusion
• References
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(Consent) Audio and video recordings
• Permission is needed for both audio and video recordings.
• Is the subject free to refuse to participate in the taping?
• Does the subject understand the use of the tapes?
• Can subject request the destruction of a tape?
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Data collection : Audio and Video
recordings
• Audio and Video recordings are used in data collection to capture information.
• Audio recording is the recording of sound for the purposes of data collection.
The recording of audio data through devices such as tape recorders . The
resulting recorded data are usually transcribed at a later date.
• Video offers the researcher large gains in data-gathering capabilities to audio
recording.
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These features are essential
• The audio and video camera must be able to set a date and time stamp on the
tape, with hours, minutes and second.
• Microphone inputs and headphone outputs
• There should be a choice between fully manual operation and fully automatic
operation.
• Long last batteries, some audio and video camera drain batteries very quickly.
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Audio Recording (recommendations)
• The three most important rules are “location, location, and location ”the
microphone should be as close to the participant as possible once the
microphone have been positioned sound check should be made, Without
good sound tapes are useless as research data.
• Before start recording the noise should be decreased as much as possible .
Widows and doors should be closed and noisy equipment like air conditioners
should be turned off, if possible. Sometimes the echo in a room can be
reduced with carpets and closed curtains.
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Video Recording (recommendations)
• Camera should have an image balance feature (for hand-held use) and stereo
(left/right) audio separation.
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A rechargeable, long-life battery (one that will last more than three hours) is
also highly necessary.
• Lock the camera in a fixed position when you are busy with other things.
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Tripod, earphones, gaffer’s tape, and bag.
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By attaching your camera to a good quality tripod, you will be able to smoothly
pan and zoom.
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It is vital to check your sound with earphones at the beginning of a recording
and again occasionally while recording.
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Gaffer’s tape. When cables are taped down on a stage or other surface, either
for safety or to keep them out of view.
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Bag will keep your equipment safe and secure.
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Plan (for recording(
Planning a study and making certain decisions about,
• What
• When
• Where
• how to shoot?
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Minimizing audio and video recording effects
Most researchers seem to believe that the effect of audio and camera can be
minimized. However It never goes away completely .
• Explaining and discussing the purpose of the recording
• Use (icebreakers) make jokes to relive tension
• Show natural behavior.
• Leave the equipment alone during recording.
• Do not point the camera in a participant’s face.
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Purpose of audio and video recording
Researchers who use audio and video are often concerned with closely describing
and accounting for the relative frequency of a type of event. They may need to
determine an events typicality the distribution of its occurrence.
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Audio and video as data
It can be argued that video is not automatically data but more appropriately
should be characterized as an information source within which data could be
identified.
To create data,
“Video became data after emergent analytic frameworks were developed and
systematically used and worked out across multiple viewings” (Goldman &
McDermott, 2007).
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Transcribe the audio or video tape
Manually transcription. a text transcript is created by typing while listening or
watching to the tape.
Using voice recognition software. It is possible to use a voice-recognition package
such as the Microsoft Windows voice-recognition engine or the commercially
available Dragon Naturally Speaking to convert the audio or video file into a rough
a usable .text transcript. This transcript must then be amended to produce
document. This method is generally ineffective for multi-speaker videos or those
for which a speaker voice profile cannot be created.
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Who should do the transcribing?
• Transcribing is often delegated to a junior researcher or office assistant for
example, but this can be a mistake if the transcriber is poorly trained or
briefed.
• Transcription involves close observation of data through repeated careful
listening and/or watching, and this is an important first step in data analysis.
Therefore a skilled person should do the transcription.
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How should data be transcribed?
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For example, ‘hwaryuhh’ is much more easily read and understood if
represented as separate words, with punctuation and capital letters, as
How are you?
three to four hours for transcribing every hour taped Written language is
represented in particular standardized ways which are quite different from
audible speech.
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disadvantages
• Expensive
• Transcription
• Time consuming
• and participants may be uncomfortable, thereby biasing the data collected.
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Advantages for audio and video
• Audio and Video offers repeated viewing or listening of the same event.
• Audio and video can support interpretation from any frames of analysis.
• Audio and video can be shared with the participants in it.
• Video recording will communicate the actual situation of the subject.
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Conclusion
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References
Bailey J. (2008). First steps in qualitative data analysis: transcribing. Family Practice,25(2),
127–131.
Bezemer, J., & Mavers, D. (2011). Multimodal transcription as academic practice: A social
semiotic perspective. International Journal of Social Research Methodology, 14 (3), 191-206.
Margaret, A. (2002). Video recording in ethnographic SLA research : Some issues of validity in
data collection. Language Learning and Technology, 6(1),40-59
Pawer, R. (2013). Use audio-visual data in the qualitative research work. International Journal
of Scientific and Research Publications, 3(8), 1-2.
Roschelle, J. (2000). Handbook of research design in mathematic and science education:
Choosing and Using Video Equipment for Data Collection. London: Lawrence Erlbaum
Associates .
Goldman, S., & McDermott, R. (2007). Staying the course with video analysis. In R.
Goldman, R.
Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (101-113)
Mahwah, NJ: Erlbaum.
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