This MESH Guide has been developed by the ViSuAL Knowledge Alliance (ViSuAL-KA). The Alliance consisted of 6 European Higher Education Institutes and 6 Educational Technology Companies. The 12 partners in this project co-created 1) an evidence-based pedagogical model for Video-Supported Collaborative Learning and 2) a co-creating BUS-HEI-partnership model. Both outputs are described in this MESHGuide.
The pedagogical models outlined in this guide provide a range of examples of how videos can be used to promote active and deep learning in different subjects and to achieve different educational goals. The Guide also highlights the importance of professional agency, or professional autonomy in the making of pedagogical decisions.
The ViSuAL Knowledge Alliance has developed research in The Netherlands, Finland, Estonia, and Switzerland.
The case studies providing data for the research as listed in column 5 in the Guide are drawn from a range of subjects, age groups and countries. The case studies serve to illustrate the high level of transferability of the model to classroom teaching beyond the case study contexts. Teachers will recognise the universal applicability of the ideas.
The resulting artefacts of the project are:
- a hands-on pedagogical model based on contemporary learning scientific insights, practical experience and internal case based evidence
This MESH guide presents a three-year Erasmus+ knowledge Alliance project with a multiple case study – some cases involving teacher students, some involving vocational students – on the implementation of a collaborative pedagogy based on video use, with the aim of deriving a possible instructional design model for teachers from the analysis of the different instantiations.
This experiment was conducted in the AERES University of Applied Sciences, The Netherlands, with student teachers. Student teachers recorded videos of their teaching and reflected together on the teacher roles by discussing and giving feedback on each other’s lesson recordings. The goal was to facilitate collaborative learning and connecting practice to theory on activating didactics and collaborative learning.
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