When the video become digital more than 20 years ago, several systems of media integration were developed: video, images, texts and sounds were related either for improving the information access or to develop mind tools for complex thinking. Based on this work, Open Video Annotations (OVA) are been designed as an efficient system to support active learning based on video watching. Students can annotate video-document as links to any kind of media on the web. Moreover, they can produce their own documents, video, sound or text, and link them to specific video segments or frame –as “hot frames”. This is an interesting difference in contrast to other frequently used systems of active learning which are based on activities “after” viewing the video-programme and related to the “whole” document. The use of OVA as support to a holistic evaluation is an interesting approach where evaluators intend to collect information about the development of competences of acquisition of knowledge from a global perspective. Student annotations are assessed based on quantitative criteria (number of annotations, amount of information in his/her contribution, new interpretation and text or other media elaborated, etc.) and qualitative criteria (kind of annotation, quality of information, appropriateness, critical thinking, etc.). During the university year 2015-2016, we are conducting an exploratory study on the reliability and validity of this instrument. We have selected arbitrary samples at several universities with students from Educational Technology courses that include the development of digital competence. The will analyse the relationship between official marks and the assessments obtained through the study of OVA on a 5 minutes sequence in the field of digital technologies applied to education. This allows us to explore the possibilities and limits of this kind of instrument and to design new evaluation tools based on OVA technologies.

ANGEHRN, A., LUCCINI, A. & MAXWELL, K. (2009). InnoTube: A Video-based Connection Tool Supporting Collaborative Innovation. Interactive Learning Environments, 17 (3), 205-220. (http://doi.org/bw48vv). BARTOLOMÉ, A. (2003). Vídeo digital. Comunicar, 21, 39-47. COLASANTE, M. (2011). Using Video Annotation to Reflect on and Evaluate Physical Education Pre-service Teaching Practice. Australasian Journal of Educational Technology, 27(1), 66-88. GARCÍA-BARRIOCANAL, E., SICILIA, M.A., SÁNCHEZ-ALONSO, S. & LYTRAS, M. (2009). Semantic Annotation of Video Fragments as Learning Objects: A Case Study with YouTube Videos and the Gene Ontology. Interactive Learning Environments, 19 (1), 25-44. INGRAM, J. (2014). Supporting Student Teachers in Developing and Applying Professional Knowledge with Videoed Events. European Journal of Teacher Education, 37(1), 51-62. MILLER, M. & CARNEY, J. (2009). Lost in Translation: Using Video Annotation Software to Examine How a Clinical Supervisor Interprets and Applies a State-mandated Teacher Assessment Instrument. The Teacher Educator, 44(4), 217-231, MONEDERO, J.J., CEBRIÁN-ROBLES, D., DESENNE, PH. (2015). Usabilidad y satisfacción en herramientas de anotaciones multimedia para MOOC. Comunicar, 44, 52-62. (http://dx.doi.org/10.3916/C44-2015-06) PICCI, P., CALVANI, A. & BONAIUTI, G. (2012). The Use of Digital Video Annotation in Teacher Training: The Teachers’ Perspective. Procedia, Social and Behavioral Sciences, 69, 600-613. (http://doi.org/tp8).