MESHGuides

In this experiment students at the Aeres University of Applied Sciences (The Netherlands) created a digital demonstration of their floral creation lessons. The videos were created by student teachers as teaching materials for VET students who studied floral education in their own college. Students worked in pairs planning and creating videos and giving  comments and feedback to others.

This experiment took place at YZ-Generation Management Development Project (JAMK University of Applied Sciences, School of Business). The purpose of the experiment was to improve managerial behaviour utilizing reflections enhanced by video-recorded managerial contemplations and situations with YZ-generation. The role of videos was to awaken and support the process of becoming aware of consequences of their own behaviour when dealing with younger employees.

This experiment took place at the School of Music in JAMK University of Applied Sciences (UAS) in a degree programme from which students graduate as musical instrument teachers. The students taking part in the experiment specialised as music teachers with an instrument called, kantele. Kantele is an old Finnish national 39 string instrument that is played and studied by only a small number of individuals nationwide.

This experiment was designed with the aim of supporting the development of students’ informational, digital and collaboration skills and help them to learn from, for and with each other. It took place in primary school in Évora (Portugal). Groups of students were created and each one was given a different topic to research and make a video report.

Read more in the Teacher’s Manual, on page 49.

This study was conducted in the authentic setting of a Nurse Education course. It focused on a collaborative Learning-by-Design (LBD) scenario with a digital video authoring and video annotation tool (iVideo.education), with the goal of enhancing participants’ knowledge on the procedure of inserting a urinary catheter.  

Read more in the Teacher’s Manual, on page 44.

This experiment focused on exploring the suitability of video-recorded microteaching activity (VRMT) for professional teacher development at the School of Professional Teacher Education in JAMK University of Applied Sciences. Other studies on VRMT have found promising results, such as enhanced teaching competencies, developed teacher identity and increased self-confidence (Shin, Takashi & Masao, 2019; Dixon, Hall & Shawon, 2019). In our experiment, VRMT activity was used in order to enhance student teachers’ process of professional development as a facilitator of learning. 

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.

The goal of the experiment was to find out how video diaries suit reflection and learning from each other's experience in the first school practice of teacher training. Students had an aim to analyse learning and teaching activities during a one-week practice period. One group kept written diaries in Moodle and the other uploaded video diaries onto Flowbox Online Video Platform. Students were asked to comment on their fellow students’ diary posts to enable collaborative learning and group reflections.

In the ViSuAL project we carried out several experiments on VSCL. You can find short descriptions of a few of them here.

The Video-Supported Education Alliance (ViSuAL) was a consortium of six higher education institutions’ teacher education (HEIs-TE) organisations and six education technology (EdTech) companies that co-created an evidence-based pedagogical model for Video-Supported Collaborative Learning. The ViSuAL project started in January 2018 and ended December 2020.