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How to Encourage Reflective Practice With the Help of Collaborative Video Annotation: Social Video Learning in Teacher Education
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Author(s): Reinhard Bauer (University College of Teacher Education Vienna, Austria), Gerhilde Meissl-Egghart (Open Learning Association Vienna, Austria), Frank Vohle (Ghostthinker GmbH, Germany)and Petra Szucsich (University College of Teacher Education Vienna, Austria)
Copyright: 2019
Pages: 33
Source title:
Marginalia in Modern Learning Contexts
Source Author(s)/Editor(s): Alan J. Reid (Coastal Carolina University, USA)
DOI: 10.4018/978-1-5225-7183-4.ch006
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Abstract
The concept of Social Video Learning (SVL) marks the shift from a passive-receptive to an active-productive or active-constructive exploration of video material in learning groups and emphasizes the sharing of experiences and knowledge in a situational context. The objective of this chapter is to give a brief overview of this phenomenon within an EU-funded project. It is the intention of the authors to, on the one hand, provide some initial orientation and deeper insight into the complex subject matter of collaborative video annotation exemplified by SVL. On the other hand, based on quantitative and qualitative data from two case studies, they try to explore its potential for teacher education.
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