SCUOLAVISIONE:
TEACHING AND LEARNING
WITH HYPERVIDEOS IN
THE SWISS VOCATIONAL
SYSTEM
Albe o Ca aneo
Anh Thu Nguyen
Flo inda Sauli
Ca mela Ap ea
Swiss Fede al Ins i u e o Voca ional Educa ion and T aining,
SFIVET
{albe o.ca aneo, anh hu.nguyen, lo inda.sauli, ca mela.ap ea}@
iu p-s izze a.ch
Keywo ds: hype ideo, in e ac i e ideo, oca ional educa ion, ins uc ional scena ios, ac-
cep ance
PEER REVIEWED PAPERS
FOCUS ON LEARNING THROUGH ENHANCED VIDEO
The s udy p esen ed he e is pa o ‘Scuola isione’, a p ojec suppo ed by
he S a e Sec e a ia o Educa ion, Resea ch and Inno a ion (SERI) [p ojec
#08-756b] and by he Voca ional Educa ion and T aining Di ision o he
Can on o Ticino, which commissioned i s de elopmen o he Swiss Fede al
Ins i u e o Voca ional Educa ion and T aining (SFIVET). The p ojec has
also been conduc ed in conjunc ion wi h Radio ele isione s izze a di lingua
i aliana (RSI), which is an en e p ise uni o he Swiss Public B oadcas ing
Company SSR SRG.
o ci a ions:
Jou nal o e-Lea ning and Knowledge Socie y
Je-LKS
The I alian e-Lea ning Associa ion Jou nal
Vol. 11, n.2, 2015
ISSN: 1826-6223 | eISSN: 1971-8829
Ca aneo A., Nguyen A.T., Sauli F., Ap ea C. (2015), Scuola isione: eaching-and-lea ning wi h
hype ideos in he Swiss Voca ional sys em, Jou nal o e-Lea ning and Knowledge Socie y, .11,
n.2, 27-47. ISSN: 1826-6223, e-ISSN:1971-8829
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1 In oduc ion
In his pape , we will desc ibe ou a emp s o exploi he po en ial o ideo-
based mul imedia, pa icula ly in he o m o hype ideos, o make eaching
and lea ning as mo i a ional—bu , a he same ime, e ec i e—as possible.
O cou se, his is a e y ambi ious aim. Cu en ly, many schola s, eache s
and educa o s a e discussing he cogni i e, beha iou al and cul u al changes
b ough abou by In o ma ion and Communica ion Technologies (ICTs), con i-
nuing a discussion ha s a ed long ago. To ci e a ew majo examples, he e is
he signi ican issue highligh ed by Ma shall McLuhan (1962; 1864) ega ding
how he means used o communica ion a ec socie ies and people e en mo e
han he in o ma ion con ained in such communica ion. Simila ly, Wal e Ong
(1958; 1982) add essed he way in which echnology—whe he w i ing, p in-
ing, o using he compu e —di ec ly con ibu es o ( e-)s uc u ing he ways
people hink. Following his line o hinking, mo e han wen y yea s ago, in
examining he e olu ion o mankind and he shaping ole o echnologies in i s
cogni i e de elopmen , De ick De Ke ckho e (1991) explo ed he di e en
b ain ames (dis inguishing be ween he impac o ele ision and ha o he
compu e ) ha de e mine how we pe cei e he wo ld. Pie e Lé y (1994) o-
cused on he ans o ma ions ha echnologies igni e a a social le el, as well
as on concep s like “collec i e in elligence” and “in e -b ain ames” (Ri a &
Galimbe i, 1998). In ecen yea s, o he labels o e e ing o ac ual gene-
a ions ha e a isen, sugges ing ha ICT has con ibu ed o building a s ong
iden i y ai and dis inguishing cha ac e is ics among young people. Thus, we
habi ually speak abou a “Ne -gene a ion” (Tapsco , 1998), “homo zappiens”
(Veen, 2002; Veen & V akking, 2006), and “digi al na i es” (P ensky, 2001a;
2001b).
In his amewo k, which s ill goes on o di ide echnology use s, in u n,
in o en husias s and de ac o s (see in e alia Longo, 2001; 2003; Ca , 2010;
Ri ol ella, 2012), wha is o en highligh ed is a double ascina ion: i s , an
in e es in in e ac i i y and hype ex uali y and, second, an in e es in he ac
ha images—bo h in he s a ic o m o pic u es and in he dynamic o m o
ideos—can play a speci ic ole in cap u ing a en ion. The a ac i eness o he
isual channel is high, and i seems o be e en highe wi h younge subjec s.
Agains his backg ound, he ques ion is whe he and how he cha m and
a ac i eness o ICT can be exploi ed o suppo and a ou lea ning. Is he e a
way o use hese po en iali ies in he ields o educa ion and aining? In which
condi ions is i possible o use ideos o p omo ing lea ning? How can one
p oduce mul imedia ma e ials capable o eaching his goal?
Ques ions like hese a e s ill open, and he pionee ing wo k done by Richa d
E. Maye (in e alia Cla k & Meye , 2003; Maye , 1996; 2005; Maye & Mo-
Albe o Ca aneo, Anh Thu Nguyen, Flo inda Sauli, Ca mela Ap ea - Scuola isione: eaching-and-lea ning wi h hype ideos in he Swiss Voca ional sys em
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eno, 2003) on how lea ne s p ocess mul imedia in o ma ion and in e ac i e
ools is s ill he objec o con inuous analysis. In pa icula , he e is in e es
in he wo k’s h ee main heo e ical lines o a gumen a ion, as sugges ed by
cogni i e esea ch: 1) dual coding/channel assump ions (Pai io, 1971; 1986),
2) cogni i e load heo y (Swelle , 1988; 2011) and 3) cons uc i is lea ning
heo ies (Maye , 1996; Wi ock, 1990). The second line o esea ch is especial-
ly wo hy o a en ion when speaking abou ideos in educa ion, since he isk
o cogni i e o e load should no be unde es ima ed. Howe e , in his a icle,
ou aim is no o en e in o he de ails o such complex heo ies, no o epea
he his o y o an in e es ing and s ill e y eal deba e. Ins ead, we wish only
o adop a ealis ic iew o mul imedia ha is nei he undisce ning no indi-
sc imina ely en husias ic and nei he apocalyp ical no esis an . Each solu ion
has o be con ex ualized, and an op imal pa h canno be chosen wi hou aking
in o accoun he cha ac e is ics o he en i onmen in which he solu ion will
be enac ed.
In ou case his, is an impo an poin o ocus, as we a e ac i e in Voca ional
Educa ion and T aining (VET). In his con ex , lea ning esou ces based on
ideo can be a e y use ul ool o showing, o example, conc e e, eal and
au hen ic p o essional si ua ions o app en ices, as well as o asking hem o
cap u e such si ua ions. In Swi ze land, in ac , he VET sys em is based on a
dual ack simila o ha used in Ge many and Aus ia, which is p ima ily o ga-
nised in e ms o an al e na ion be ween wo k-based and school-based lea ning.
Depending on he p o ession, app en ices spend h ee o ou days in a company
(a which hey ha e signed a egula con ac and ge paid) and spend he es
o he week a school, whe e hey a e exposed o gene al subjec ma e s and
o mo e heo e ical aspec s ied o p o essional knowledge. An addi ional hi d
lea ning loca ion is o eseen, as well: aining segmen s, which a e known as
“in e company cou ses” o “indus y cou ses”, which las abou i een days
pe semes e and which a e o ganized by speci ic occupa ional o ganisa ions.
These a e concei ed as ‘complemen [s] o he wo k-based and school-based
segmen s’ (Swiss Con ede a ion VPETA, a .16, pa .c).
In his con ex , ideos can be used by app en ices o cap u e o ep oduce
p o essional si ua ions, based upon which a eache a he oca ional school can
plan lea ning ac i i ies in o de o os e he link be ween heo y and p ac ice,
abs ac and p ac ical knowledge, and hinking and ac ing. Mo eo e , ideos
a ou lea ning ac oss si es h ough p ocesses like, o example, e lec ing,
sha ing and compa ing.
Agains his landscape s ands Scuola isione, a esea ch and de elopmen
p ojec ha de elops a sys em o he design and c ea ion o lea ning esou ces
ha combine ideos and hype linked ma e ials (i.e., hype ideos) and ha
p omo es he use o au hen ic wo kplace si ua ions, as well as ele ision p o-
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g ammes.
In he ollowing sec ions, we will desc ibe he main componen s o he
sys em, p esen ing i s echnological in as uc u e and he co esponding he-
o e ical g ounding o hype ideos. Then, we will p esen a sho illus a i e
selec ion o he i s expe iences conduc ed by eache s in he pilo phase o he
p ojec , which ended in June 2014. We will g oup hese expe iences acco ding
o he ins uc ional use he eache s made o he esou ces. Finally, we will o-
cus on ques ions ela ed o he accep ance o he echnological ools (i.e., ease
o use and pe cei ed use ulness) by bo h app en ices and eache s.
2 Scuola isione: Hype ideos on he s age
The abili y o images o play in e es ing and mo i a ing oles in school
con ex s is su ely no a all new, and schools ha e, o cou se, al eady ied o ex-
ploi hese po en iali ies, wi h a ied esul s (see, o example, he emblema ic
s udy by Hobbs, 2006). The same holds ue wi h espec o mul imedia—and,
in pa icula , o he use o hype links in o de o ep oduce a ne wo ked a he
han a linea logic. Bu wha happens i we y o in eg a e hese wo possibi-
li ies in a single solu ion? How is i possible o in eg a e isual ma e ials in
lea ning ac i i ies, while ully and simul aneously exploi ing he po en iali ies
o mul imedia suppo ? How can such esou ces be in eg a ed in an e ec i e
way in o lea ning ac i i ies a school?
These and simila ques ions we e he s a ing poin o Scuola isione. As
al eady men ioned, Scuola isione is a p ojec based on he hype ideo concep
(Chambel e al., 2006; Che e e al., 2009; Zahn, Ba que o & Schwan, 2004).
The basic idea behind a hype ideo is a he simple: o apply he hype link
concep o ideos. In con as o hype ex s o adi ional mul imedia, in which
he ole o a ideo can be pu ely illus a i e o e en op ional, in a hype ideo,
he ‘ ideo’ componen cons i u es he s a ing poin o all o he e e ences. In
ac , a hype ideo, also e e ed o as an ‘in e ac i e ideo’, is a hype medium
‘ ha combines nonlinea in o ma ion s uc u ing and dynamic audio- isual
in o ma ion p esen a ions ( ideos p esen ing ealis ic images o anima ions)’
(S ahl e al., 2006, p. 286).
Acco ding o Zahn, Schwan, and Ba que o (2002), h ee kinds o hype -
ideos can be dis inguished. The i s is a ne wo k o sho ideos ha a e
linked o one ano he . The second is an exis ing linea ilm ha is segmen ed
in o smalle scenes and indexed wi h espec o ce ain c i e ia o hemes. Fo
di e en hemes, di e en scenes a e ea anged and a ailable o he use .
Bo h o hese kinds o hype ideos a e de ined as ‘homogeneous’, while he
hi d is ‘he e ogeneous’, as i combines di e en symbol sys ems, like ex s,
pic u es, and g aphics, linking hem o he ideo. This hi d ype is, hen, a so
Albe o Ca aneo, Anh Thu Nguyen, Flo inda Sauli, Ca mela Ap ea - Scuola isione: eaching-and-lea ning wi h hype ideos in he Swiss Voca ional sys em
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o sho ilm, linea ly p esen ed, bu con aining dynamic hype ex ual links o
addi ional in o ma ion sou ces o a ious ypes. Scuola isione makes use o
his hi d ype o hype ideo.
Addi ionally, in e aces like he one desc ibed in he nex pa ag aph o en
in eg a e a ideo anno a ion ea u e ha allows lea ne s o ake no es and sha e
commen s di ec ly on he ideo (see, o example, Rich & Hanna in, 2009;
Leijen e al., 2009).
In addi ion o in oducing complexi y by inse ing a empo al and ne wo -
ked dimension in o pic u es, a hype ideo has wo main cha ac e is ics: 1) i
is a ep esen a ion ool ha ‘can suppo sel - egula ed cogni i e p ocessing
o dynamic isualiza ions’; and 2) as a ‘non-linea and in e ac i e medium, i
allows o e lec i e and elabo a i e knowledge acquisi ion, indi idually o in
g oups’ (Tielle e al., 2010, p.2).
The po en iali ies o hype ideo can be hen iden i ied as he ollowing:
1. sel - egula ed in e ac i e access o ich audio isual in o ma ion,
2. knowledge building and e lec ion ac i i ies h ough p o ided links
among concep s, as well as he de elopmen o hese concep s h ough
he use o anno a ion (o cogni i e map) ools,
3. in e ac ions allowing deba es, exchanges o iews and in o ma ion sha-
ing.
I is exac ly he combina ion o hese po en iali ies ha makes he in e ac i e
ideo a pa icula ly in e es ing and po en ially e ec i e ool o suppo lea ning.
Scuola isione seeks, hen, o exploi he po en ial o hype ideos as a means
o imp o ing lea ning a Swiss VET schools by enabling all VET eache s,
aine s and ins uc o s, e en hose wi h limi ed compu e skills, o c ea e and
pe sonalise in e ac i e audio isual esou ces. Once c ea ed, hese hype ideos
can hen be e icien ly in eg a ed and used in class oom ac i i ies.
Mo eo e , he p ojec a emp s o o e come one o he majo p oblems e-
la ed o he use o mul imedia esou ces: many lea ning ma e ials a e p oduced
by specialized comme cial companies, bu ha e no sus ainable esul s in e ms
o impac . Despi e he exis ence o good ma e ials, such ma e ials a e o en no
used because hey a e pe cei ed as being in lexible o incapable o esponding
o eache s’ (and s uden s’) equi emen s. Scuola isione seeks o gi e eache s
(and aine s) willing o c ea e cus omized lea ning ma e ials he oppo uni y
o bene i om a simple ool allowing hem o (C . Figu e 1.):
1. selec desi ed con en ,
2. inse such con en in a ligh in e ace, which is easily usable wi hou
any special echnical skill and is based on a comple ely g aphical use
in e ace (GUI; e e ed o as he “edi o ” o au ho ing ool) which will
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be used o ans o m simple ideos in o hype ideos (which will hen
be used in a “playe ”),
3. sha e he p oduced lea ning esou ces, placing hem a he disposal o
all hei colleagues’ h ough a Web po al.
Fig. 1 - The comple e a chi ec u e o he p ojec
The selec ion o he ideo o be en iched—which we sugges should be as
b ie as possible, p e e ably no mo e han i e minu es long—can be made
h ough one o wo main op ions:
• eache s may c ea e he o iginal ideos hemsel es and/o in ol e
s uden s in he ilming o sequences o cap u e eal, p o essional
expe iences o wo k on a school; o
• eache s may d aw om exis ing ma e ial.
The i s op ion allows VET educa o s o each s uden s by exposing hem o
au hen ic occupa ional si ua ions and by engaging hem in he p oduc ion o o-
o age. This essen ially educes he gap among lea ning loca ions by cons i u ing
a unc ional b idge. I also allows VET eache s o wo k on he me hodological,
social and p o essional skills o s uden s simul aneously, wi hou unna u ally
sepa a ing hese knowledge a eas.
A coope a ion wi h Radio ele isione s izze a di lingua i aliana (RSI) has
made he second op ion a iable one. In ac , hanks o his collabo a ion, VET
eache s ha e he op ion o gain di ec access o b oadcas ing a chi es (al eady
ac i e in he I alian-speaking pa o Swi ze land, unde nego ia ion o o he
linguis ic egions), which can hen be used o educa ion and aining pu poses.
The esul ing hype ideos can be used bo h online (in a li e-s eaming
mode) and o line ( h ough a launch as a common ile). Figu e 2 shows he
Albe o Ca aneo, Anh Thu Nguyen, Flo inda Sauli, Ca mela Ap ea - Scuola isione: eaching-and-lea ning wi h hype ideos in he Swiss Voca ional sys em
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main ea u es o he in e ace: The p ima y po ion (see poin 1 in he igu e)
is dedica ed o he ideo, which is iden i ied in he uppe -le co ne by a i le,
he name o he au ho and he du a ion o he clip. On he igh , one can su
he ideo using a menu (2), which segmen s he ideo in o hema ic uni s, as i
hey we e “chap e s”, depending on he con en . Clicking on a speci ic chap e
synch onizes he ideo o he co esponding scene. A small ed ec angle ells
he use he chap e in which she/he is. This menu can ei he display jus he
chap e s o expand hem o di ec ly na iga ing he ideo h ough in e ac i e
poin s (2b). The clip can be made in e ac i e by means o ou ypes o “ma -
ke s”, which a eache can inse when designing a hype ideo and p oducing
i using he edi o : a blinking ed poin (3a) highligh s de ails in he ame;
a blue iangle ocuses on a whole scene; and a g een shee o pape c ea es
an assignmen o a lea ning ask. A ou h poin , symbolized by a ques ion
ma k, ep esen s a “one-sho ” quiz, which is a ques ion ela ed o he ideo
o be answe ed (3b). Once he answe o he quiz is gi en, he use ecei es a
eedback. Each o hese poin s appea s and disappea s acco ding o he scenes
he designe wan s o highligh .
Clicking any poin ac i a es a ce ain amoun o widening (4), which can
be cons i u ed as downloadable documen s o any o ma : h ough Web links,
h ough images o audio iles p in ed di ec ly o e on he ideo, o h ough b ie
ex s ha appea a he bo om o he in e ace (5). This las a ea can be used
in h ee di e en ways, depending on which ab is ac i e. Besides he unc ion
al eady men ioned, he “No es” ab can be used o ake no es, as a no mal
no epad, o —i using he hype ideo in a li e s eaming mode— o he online
agging o ideo, o he adding o pos s and ( ela ed) eplies (like commen s in
a weblog). No es and pos s can be expo ed in.pd o ma o u u e e e ence;
in his case, each page o he.pd ile con ains he image, along wi h he ame
o he ideo o which he no es e e .
Finally, i is wo h men ioning ha , when he playe is launched, a pop-up
window is displayed upon he ideo i sel . This window con ains any gene al
ins uc ions a eache wan s o p o ide o lea ne s on how o use he ideo, wha
o do wi h he ideo, and he ideo’s pu pose(s). The window can be hidden
and shown again using he co esponding icon (6), so ha he lea ne s always
ha e i a hei disposal.
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Fig. 2 - The playe in e ace and i s main cha ac e is ics
All o he hype ideos a e collec ed in an online eposi o y (a Web po al;
see Figu e 3), whe e i is possible o sha e hem, gi en ha copy igh laws a e
espec ed. Any ac o in ol ed in VET (e.g., eache s, ins uc o s, in-company
aine s, exam expe s, ep esen a i es o co po a e associa ions) can subsc i-
be he se ice comple ely o ee. When c ea ing a use id, an applican has
o sign an ag eemen , in which she/he is mainly asked 1. o pe sonally ake
esponsibili y o ensu ing ha copy igh laws a e espec ed (i using exis ing
ideos); 2. o enounce any copy igh p oceeds (i using sel -made ideos); 3.
o be willing o sha e any ma e ials p oduced wi h he VET educa ional com-
muni y; and 4. o ensu e ha she/he will only use he hype ideos o aining
and eaching in VET, and in no way o pe sonal p o i in o ou o he VET
sys em. Once eache s ha e egis e ed wi h he po al, hey will hen be able
o sea ch o exis ing esou ces, no only o euse hem as hey a e, bu also o
adjus and e-s uc u e hem o compliance wi h hei own needs. The po al
will also allow eache s o manage hei classes, o c ea e online sessions wi h
hei pupils and o gi e pupils he oppo uni y o commen and agging hype -
ideos while s eaming hem.
Albe o Ca aneo, Anh Thu Nguyen, Flo inda Sauli, Ca mela Ap ea - Scuola isione: eaching-and-lea ning wi h hype ideos in he Swiss Voca ional sys em
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Fig. 3 - The Web po al en y (le ) and home page ( igh )
3 Pilo expe iences in VET class oom con ex s
In his sec ion, we will p o ide a b ie o e iew o he possible ins uc ional
uses o he hype ideo ool. By moni o ing a g oup o eache s o e he cou se
o wo school yea s, we can obse e how hype ideos a e inse ed in eaching
and lea ning ac i i ies in di e en classes (and di e en p o essions) wi hin
he VET ield.
Suppo o eaching. Rega dless o a ideo’s o igin, one o he mos
common app oaches is o use hype ideos o suppo eaching in plena y ses-
sions. The ocus in his case is on con en . This scena io allows he eache o
become con iden wi h he ool(s), while, a he same ime (gi en he eache ’s
posi ion a he o e on o an inno a i e p ac ice), main aining con ol o e
he many p ocess’ many a iables. The hype ideo is cons uc ed di ec ly by
he eache ; mo eo e , i is con olled by he eache du ing he lesson. This
does no necessa ily equi e a eache -cen e ed lec u e, since app en ices can be
easily in ol ed in commen ing on ideos and/o p o iding hei own opinions
o expe iences ega ding wha is being shown. This is o en he case when a
eache asks s uden s di ec ly o p o ide oo age o hype ideos, which en ails
he s uden s ideo- eco ding p o essional si ua ions expe ienced a he wo kpla-
ce. Such an op ion is pa icula ly ele an in he oca ional con ex , since i
pe mi s he edi ing oge he o se e al unique hype ideo pieces o eco dings,
all om di e en wo kplaces, which can hen be compa ed o enac men s o he
same p o essional p ocedu e in di e en con ex s. This p ocess is ele an o
app en ices’ compe ence and p o essional iden i y de elopmen s. Fo example,
che app en ices use his kind o ma e ial o lea n how he same cooking me hod
has di e en e ec s, depending on he goods cooked (e.g., glazing ca o s is
di e en han glazing shallo s) o he wo kplace con ex (e.g., glazing ca o s
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APPENDIX 1: Added alues o hype ideos, acco ding o eache s
Value Speci ica ion Quo a ion
Fo eaching…
Usable and adjus able
in di e en ways
(indi idually, plena y,
g oups)…
… o di e en ia e lessons
… o in oduce new opics
… o deepen exis ing
opics
…o o con ex ualize
opics ( o make hem
ele an o a ious
scena ios)
«The posi i e aspec o such a ideo is ha you can use i
in e y di e en ways. You can use i in he compu e lab,
in e ac i ely. You can use i in plena y sessions, you can use i in
small pieces, you can use i as a g oup wo k. So, you can use i in
many ways, depending on who you a e in on o » (comme ce)
«Using his echnological inno a ion also means en ich he class oom
eaching by combining he lec u es, he guided discussions, he g oup
wo k and so on, wi h his new mode o eaching and lea ning» (cul u e)
«Because e en looking only once a hose i e minu es we saw
oge he , he opic has al eady been in oduced» (cul u e)
«In e ac i e con en s allow a deepening o wha
is said in he class oom du ing classes» (a )
«Ready-made ideos a e ne e ins uc ional. [...] They ake oo
many hings o g an ed. Hence, hey isk o cu o a la ge pa o
he popula ion om he in o ma ion, exac ly because hey s a om
assump ions de ined as absolu e [...] so he eache ’s ask is
p ecisely o be allowed o manipula e o esume his ideo» (cul u e)
Cus omised and
pe sonalised lea ning
ac i i ies (wi h espec o
indi idual pacing)
«The app en ices, a hei own pace and acco ding o hei own
mo i a ions, ace he chosen educa ional pa h, pe sonally in es ing
ime and ene gies o e e y single addi ion, ega dless o he
pace o he class. This in i sel is a big news. In class he e a e
o en si ua ions whe e he weakes “slows down” he s onges o
e en whe e he s onges p e ails on he pace o be gi en o a lec u e.
In his case we wi ness a democ a iza ion o lea ning» (cul u e)
«Fo example a s uden wo ked in a hospice, he echnique was
done in a ce ain way. The o he s uden had maybe had an
expe ience in a su gical wa d, and had seen he same echnique
done in ano he way, and he e was e en a compa ison.
So e e yone b ough his pe sonal expe ience» (heal h)
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Value Speci ica ion Quo a ion
Fo lea ne s’...
Mo i a ion,
engagemen ,
…and iden i ica ion
«I is he i s yea ha I see a se ies o s uden s
sending me emails o ask o cla i ica ion on some
de ails. I ne e happened in 15 yea s» (heal h)
«Indi idual wo k allowed hose people who o en do no in e ene
in he class because o shyness o exp ess hemsel es and gi e
examples on he con en s o he lesson wi hou ea » (cul u e)
«The ac o s we e some o he s uden s, and so his was a
e y posi i e hing because hey sel -mo i a ed hemsel es.
Then, bo h he aspec o p epa ing he ideo and o ollowing he
lesson, o hose who hen ollowed he ideo, i was an in e es ing
job. So, o hose who did i , i was in e es ing because hey
buil , hey we e ac o s, hey we e e y mo i a ed, hey we e e y
well p epa ed. I was, o hem, a ma e o making hem isible. I
alued hem. They ook sel -con idence, and o hose who looked
a hem, hen hose classes ha I used o explain, he ac ha hey
saw hei school-ma es… i became an e en mo e eal hing. They
we e no s ange s o in a o eign shop, so… bu he ac o seeing
a s o e ha hey knew and boys who hey knew—o , a leas , hey
knew hey we e app en ices—di has been posi i e» (comme ce)
Incen i es o
pa icipa ion and
discussion (“con as ”
cases)
«While in he mo ning he e was li le compa ison, e e yone
did hei own hings and no hing else. In he a e noon, i was a
an as ic hing—I mean, a eal discussion. They commen ed hings!
Then, he ideo showed one hing—we’ e done i in ano he way.
You can do i in one way… you can do i in ano he way… Does he
esul ac ually change, o ...? Then, you ha e o go in dep h» (heal h)
Au onomy «I p omo es educa ion o au onomy. The use is in on o he
compu e wi h headphones in his ea s, and his being in on o
a sc een o “ alk” wi h onesel is an unusual aspec o hem:
They ind hemsel es in a kind o isola ion om hei pee s and om
he dynamics o he class, and hey ha e o cope wi h assignmen s
elying only on hei own esou ces. The e is always he possibili y
o appealing o he eache , bu , om wha I could asce ain, he
s uden s come o him especially o echnical issues, inding, in he
po en ial o manage hei own ime and esou ces, a new, exci ing
challenge o which hey a e gene ally no accus omed» (cul u e)
Pe o mance «When I pu he ideo, all he guys we e a en i e, in e es ed
in he ideo, un il i has s opped, and he e we e ue/ alse
ques ions. The nine y pe cen o he class was a en i e and
answe ed he ques ions co ec ly. This means ha he ideo
has hi much mo e han my lec u es on he blackboa d» (c a )
«”I’ e lea ned and I didn’ e en ealized i !” exclaimed a boy a he end
o he lesson. So, I had he p oo ha , o his s uden , he con en o he
lesson was be e in eg a ed and lea n h ough he use o his ool» (cul u e)
Lea ning a me hod «[…] om he me hodological poin o iew, wi h his sys em, hey
ha e lea ned a me hod and used a me hod ha hey can ep oduce
e e ywhe e. [...] The idea, he c i e ion, he me hod, he modali y
immedia ely became pa o … because hey ha e in e nalized i » (heal h)
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Value Speci ica ion Quo a ion
Tool unc ionali ies
Rep esen a ion o
abs ac …
inaccessible…
unusual…
...and no di ec ly
pe o mable…
… eali ies and concep s
«The ideo, in his case, explained he mo emen o he a oms,
he elec ons in a conduc o . He added some mo ing do s. So,
one says, “Ah, look, he elec on is a do ha mo es.” [...] Tha ’s
why I say i is easy, easie o unde s and: i is isible!» (c a )
«You do ealize all ha I old you, and you see i . “Ah, now I
unde s and wha a blas u nace is, wha he mol en s eel is. Because
un il now I ha e imagined… I saw some pic u es, bu , in ac , I ha e
ne e seen i .” [...] I you see i , i helps. Now you unde s and
wha i is, and, p obably, you will emembe i . Then, you know he
di e ence be ween he s eel and he cas i on. I you do no see
he ideo, hen many o hem will con use i . I no iced ha » (c a )
«[…] In a manual p o ession like ou s, you lea n by obse ing, and
ha ing a ideo as a suppo , especially o hose p ocesses which,
as we said, a e ne e o seldom execu ed, is a g ea suppo in
he sense o seeing. [...] Addi ionally, you ha e he ad an age o
being able o inse hese ac i e poin s, while wa ching, which can
os e discussions, deepen he mos impo an p ocesses, e c.» (c a )
«i is a eaching ool ha allows he s uden o app oach, e lec
and lea n a echnique, a nu sing skill, in con ex s in which i
wouldn’ be expe ienced di ec ly o whe e he expe imen a ion
would al eady imply an implemen a ion on a eal pa ien » (heal h)
Mul iple ep esen a ions «The addi ion o u he documen s inside he ideo allows
you o p o ide, a he same ime, addi ional ep esen a ions
o he same objec o p ocedu e. Fo example, his
allows you o combine isual ep esen a ions o iconic/
heo e ical- ype and eal-li e si ua ions» (heal h)
Video anno a ion I is an excellen unc ion o analyze p o essional p ac ice and
o p omo e s uden s’ ac i a ion, e lec ion and awa eness,
since «i allows people who a e ca ying ou he ac ion o be
able o e iew and e alua e hei pos u e, he echnique used, o
iden i y di icul ies and analyze he esul s ob ained [...]», and
obse e aspec s o «body, e bal and pa a e bal language» (heal h)
