Review All Annotation Tools

Before beginning annotation:

• Read through the annotation process completely. The process is outlined in this chapter.
• Review the description templates.
• Ensure you are using the most up-to-date Multimedia Resource Glossary, and refer to it often.
• Review the handbook’s Overview section for more informaton about source media and general tips. Remember to relate and flag assets, as needed.

Annotating Program and Source Photos

Select the Asset

Select the asset to view the photo.

Add Keywords

• Review the Multimedia Resource Glossary.
• Select as many as apply and are relevant.
  • Remember, keywords are used to search for specific content.
  • Be careful to select keywords of teaching practices and content that are evident in the photo.
  • Consider: Could this photo be used in products to illustrate the content or teaching practice you have tagged it with?
• Do not deselect “parent words” from keywords.
• Use only the Keyword drop-down choices. Do not write-in any keywords.

Directions: 

Select the +Keyword feature at the bottom of the metadata fields on the right side of your device screen.

Use the drop down to select specific keywords. Refer to the Multilingual Resource Glossary. After selecting the keywords, click on the Select button.

Complete the Metadata Fields

First, open the metadata fields section by selecting “View Fields” at the bottom of the metadata section.

Refer to the Multimedia Resource Glossary, if needed. When you are finished adding iformation the the fields identified below, be sure to save your work by selecting the small check mark next to the open field.

Add information to the following:

• Flag Reason: Review the Flagging Assets chapter.
• Taxonomy: Use the drop down menu. For current annotation, indicate the highest number available from the drop down.
• Description: Write a brief synopsis of the photo’s content.
  • Refer to the Description Template section.
  • Typically, a photo will have a brief description that reflects exactly what is seen in the photo.
  • At times, you may be able to infer what is happening. Be cautious when inferring.
  • For any Keyword that has a sub-keyword, please include the specific indicator in the description. For example:
    • • Individualized Teaching and Learning practices, please include the type of curriculum modification, embedded teaching, consequence, and prompt in the description as well as the keywords.
      • Cognition (Content of Children’s Activity), please include the type of logic and reasoning, mathematical knowledge and skills, and science knowledge and skills in the description as well as the keywords.
• Log Status: Change status to coded.
  • Note: If you are in the training phase as an annotator, you will change log status to “logged” so that it can be reviewed as part of your onoarding. Once this phase ends, you will change log status to “coded.”

Description Templates

Use the description field to describe what is happening in the photo. Briefly describe who is in the photo, when and where the action is, and how the content or teaching practice is most visible. Use these description templates to support your work.

• Educator and child are smiling at the camera, sitting close to each other.
• Two children are sitting at a writing table and writing letters. Only the backs of the children are seen. The writing table appears to be well stocked.
• A child is sitting on the floor near a puzzle. The child is pointing to their forehead as though thinking of a solution. The child is smiling.
• This is a photo of an art shelf in a classroom. The shelving is well-stocked, and labels of the materials are evident on the shelf.
• An educator is holding a child. The educator is looking at the child and her hand is on the child’s back. The child is crying.
• (Example when inferring) The child appears to be ringing the bell for a transition.
• Include specific details:
  • Emotions (happy, smiling, crying, sad, frustrated, worried, pensive) gestures (Sshhh, wave, clap, point)
  • Specific learning materials (trikes, magnifying glass, tablet, instruments)
  • Area of classroom (block area, hallway, sink, etc.)
  • Adaptive learning/participation tools (Tablet, wheelchair, fidgets)
  • Curriculum practice if known (Creative Curriculum, Second Step, etc.)

Annotating Program and Source Videos

Use this process when annotating source videos. These are videos that users may choose from to request new video production. For this reason, accurate annotation and keywords in vital to ensure folks can find the video they need. Source videos might include early learning program videos, child-child interactions, child-adult interactions, child or educator observations, coaching sessions, interviews.

Select the Asset

Select the asset, then click the arrow to play the video.

Add Keywords

• Review the Multimedia Resource Glossary.
• Select as many as apply and are relevant.
  • Remember, keywords are used to search for specific content.
  • Be careful to select keywords of teaching practices and content that are evident in the photo.
  • Consider: Could this video be used in products to illustrate the content or teaching practice you have tagged it with?
• Do not deselect “parent words” from keywords.
• Use only the Keyword drop-down choices. Do not write-in any keywords.

Directions: 

Select the +Keyword feature at the bottom of the metadata fields on the right side of your device screen.

Use the drop down to select specific keywords. Refer to the Multilingual Resource Glossary. After selecting the keywords, click on the Select button.

Complete the Metadata Fields

First, open the metadata fields section by selecting “View Fields” at the bottom of the metadata section.

Refer to the Multimedia Resource Glossary, if needed. When you are finished adding iformation the the fields identified below, be sure to save your work by selecting the small check mark next to the open field.

Add information to the following:

• Flag Reason: Review the Flagging Assets chapter.
• Taxonomy: Use the drop down menu.
• Description: Write a brief synopsis of the video’s content.
  • Refer to the Description Template section.
    • There are templates for program videos, interviews, and events.
    • Descriptions should provide enough information that a user will be able to know what the video is about.
    • For videos longer than 3 minutes and/or containing significant shifts in content include timestamps.
    • For teaching practices, decide how well this clip demonstrates specific teaching practices. For excellent or low range examples, indicate this in the description:
      • “Excellent example of…”
      • “Non-Example of…”
    • For interviews, describe when there are main topic shifts. Descriptions should not be a transcript. See Annotating Transcripts section.
• Log Status: Change status to coded.

Description Templates for Program Videos

Use the description field to describe what is happening in the video. Briefly describe who is in the video, when and where the action is, and how the content or teaching practice is most visible. Use these description templates to support your work.

• Describe the activity that subjects are engaged in. Use time stamps for shifts in activity/content/teaching practice.
• Include specific details:
  • emotions (happy, smiling, crying, sad, frustrated, worried, pensive) gestures (Sshhh, wave, clap, point)
  • specific learning materials (trikes, magnifying glass, tablet, instruments)
  • Area of classroom (block area, hallway, sink, etc.)
  • Adaptive learning/participation tools (Tablet, wheelchair, fidgets)
  • Curriculum practice if known (Creative Curriculum, Second Step, etc.)
• For any Keyword that has a sub-keyword, please include the specific indicator in the description. For example:
  • Individualized Teaching and Learning practices, please include the type of curriculum modification, embedded teaching, consequence, and prompt in the description as well as the keywords.
  • Cognition (Content of Children’s Activity), please include the type of logic and reasoning, mathematical knowledge and skills, and science knowledge and skills in the description as well as the keywords.
  • Examples that include sub keyword:
    • The educator supports a child to remain engaged at group time by offering her a book that matches the book seen at circle time. The educator uses a visual schedule and offers encouragement by rubbing the child’s back and giving her a thumbs up. The child smiles.
    • An educator reads a book during circle time while children respond and act out scenes. The educator prompts students throughout using open-ended questions, visual and gestural prompts. Evidence of Creative Curriculum is evident when the educator refers to the Question of the Day. 3:21 Children transition to small group time when the educator reminds them of the schedule referencing a visual support. Children move from circle 2-3 at a time, walking like an animal from the story. 4:03 Children participate in small group time at 3 small tables. An educator or adult is at each table. The children draw their favorite part of the story and dictate their words for the educator to write them. The educator uses repetition and extension to draw out the child’s responses. * Excellent example of connecting previous learning, using novel words, and embedding positive behavior support.

Description Templates for Source Interviews

• Indicate if the video is an interview. Include any demographics indicated in the interview.
• Describe the topic of the interview and what the participant discusses. Use time stamps for shifts in content.
• Interviews typically will have a transcript. See the Annotating Transcripts section below.
• For Example:
  • Interview with parent Suzie Friend who has 2 children in Head Start. Suzie discusses how educators made her feel welcome and encouraged her to bring her family culture into the classroom. 05:12 Suzie discusses how the program supported her and her family through the referral process. 10:11 Suzie appreciates the classroom educators.
  • Interview with Johnny Friend, Director at We Are Friends Preschool Program. Johnny discusses how data informs practice in the program. 06:12 Johnny discusses difficulty in staff retention. 12:52 Johnny shares the program’s Early Achiever process and ways participating in the process improved teaching practices. 15:01 Johnny shares curriculums used by educators including Conscious Discipline and Creative Curriculum. The educators also implement GLAD strategies as part of their dual language support.

Annotating Video Transcripts

Some videos, like interviews, have an AI generated transcript. This is saved in Webdam as either a PDF or a TXT document. The title indicates which video it reflects.

Directions: 

1. Relate the transcript and the video.
2. Complete the metadata fields:
   • Flag reason: Add “Internal content development use only, AI generated.”
   • Description: Add “Transcript for asset ID # xx” (Replace xx with specific asset ID #)
   • Log Status: Change status to coded.