Four main pedagogical models of VSCL and knowledge building

A comprehensive literature review consisting of 120 studies was conducted in the ViSuAL project to discover existing pedagogical models to facilitate collaborative learning and teachers’ professional development with the help of videos. 

Based on the analyses, four main pedagogical models of video-supported collaborative learning and knowledge building to support learning and professional development were determined:

1. Observation & collaborative analysis of video-recorded practices

The model involves VSCL – activities entailing the collaborative observation and analysis of teachers, professional video-recorded practices (either their own or others’). This pedagogical model includes four subcategories: teachers’ video clips, video cases, video clubs and video traces, in accordance with the different findings as regards VSCL recording practices and use.

2. Collaborative video-supported authoring

Collaborative creation of videos is a central element of collaborative learning and authoring. This model is based on the conducting of “video projects” as a specific type of media project (Baake, 1999; Stack, 2009, Tetloff et al., 2014). In this paradigm, video is used as a means of design, by which students engage in the active production of videos as a motivating and authentic collaborative task (Zahn et al., 2005). The model is best used as a fundamental resource embedded within student-centered pedagogical perspectives – for example, project-based learning or inquiry-based  learning, where students become producers and collaborators (Berg, 2016) and also  authors and developers as members of online communities of e-practitioners based on virtual learning environments (Larsen, et al., 2008).

3. Collaboration based on video-based educational content

This model is rooted in collaborative learning activities carried out using educational video-based content. Here the video is explicitly designed and built in order to function as an instructional resource. In this sense, the content in the video is not necessarily related to professional practice but to other kind of content (e.g. physics phenomenon, a historical event…).

Video-based content is a resource for teaching and instructional purposes, video-based lessons, video courses, video modules and other online digital video resources involving a number of types of video formats, such as demonstrations, tutorials, screen casting, and video lectures, as well  as documentaries, chronicles, narratives, films, and other formats. Video content provides a good opportunity for the fostering of different kinds of collaborative learning processes and for promoting collaborative discussions.

4. Video-supported synchronous collaboration

The fourth model is based on collaborative learning practices found in online synchronous and interactive communication environments. This pedagogical model involves the exploitation of synchronous communication among teachers and learners,  using live video conferences (other labels were live streaming, videoconferencing and web conferencing).

Reference:

Ramos, J.L., Cattaneo, A.A.P., De Jong, P.P.C.M., & Espadeiro, R.C. (submitted, Aug 2021) Pedagogical  models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art. Journal of Research on Technology in Education (under review).