Video-Supported Collaborative Learning

Minna Koskinen, Frank de Jong, Alberto Cattaneo, Vesna Belogaska, Äli Leijen, Anni Küüsvek , Rui Gonçalo Espadeiro | View as single page| Feedback/Impact
Video-Supported Collaborative Learning
Evidence
Definitions and key concepts in VSCL
Models for VSCL
Pedagogical interventions
Case Studies
Research and theoretical background
Video pedagogy
Four main pedagogical models of VSCL and knowledge building
Six tools to realize a good VSCL pedagogy
Introduction to the case studies
Video-supported educational alliance (ViSuAL)
Collaborative learning and knowledge building
A VSCL pedagogical model and design tool
Video-supported collaborative learning MOOC
Video diaries as a tool for learning
Agency and confidence
Business - Higher Education co-creation model
Teacher’s Manual
Video annotations to support feedback on teaching practice and teachers’ reflective capacity
CPD
Video-recorded micro-teaching (VRMT)
Knowledge acquisition in nurse education through hyper videos
The virtual school and journalists in the digital age
Music teacher training with the help of videos
Management and leadership practices within yz-generation employees in tourism and hospitality
Digital floral creation
Video supported activated didactics and collaborative learning
Strength of Evidence
Transferability
Areas for Further Research
Editor's Comments
Online Communities

Video annotations to support feedback on teaching practice and teachers’ reflective capacity

This experiment is related to teachers’ (1) professional competence development, (2) delivering feedback and (3) reflection on action via a collaborative video-annotation process on teaching professional practices. The experiment aimed to test the use of collaborative video-annotation as a means to support multiple feedbacks on teaching practice and to foster teachers’ reflective capacity.

Read more in the Teacher’s Manual, on page 35.

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