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Much enthusiasm exists for using video in teacher education and professional development. As this volume attests to, video-based resources are being used in a variety of teacher-learning contexts. Many educators are discussing their use of video; however, a problem receiving less attention is what it takes to design usable video-based curriculum for teacher learning. This chapter addresses a specific problem faced in using video as a tool for teacher professional development. The problem that is often overlooked is that video in of itself is not a curriculum. We cannot consider video a curriculum perhaps anymore than we can consider a whiteboard and markers a curriculum. Video is rather a medium which can be developed into a resource and used in specific ways to enhance learning. Video can become a part of a curriculum for learning if it is designed to be used in intentional ways towards intentional learning goals. The question then is – what does it take to actually assemble a usable video-based curriculum for teacher learning? Answering this question demands consideration of what and how teachers are intended to learn with this curriculum, and what opportunities the medium of video affords.

The purpose of this paper is to explore the association between memory (short- and long-term), a foundational cognition in learning and face-to-face, video-based and flipped instructional modalities.

This study used a one-way analysis of variance and linear regression analyses to compare students’ aggregated answers on multiple-choice questions over two different periods, including a repeat question from an earlier examination. Also, student-level answers were subjected to a binary logistic regression.

Face-to-face unambiguously was associated with superior short-term memory including ethics. Video-based performance was associated with a superior long-term memory, and flipped’s performance lay in between for both memory types.

This study does not account for students’ learning styles, instructors’ preferred teaching approach and computer-aided virtual simulations.

The findings of this study may serve as a reference point for optimally blending multiple instruction modalities to leverage its association with memory for learning matched to instructors’ styles, students’ curricular pathway and coping with institutional imperatives.

This paper provides a way for higher education institutions to match instructional modalities to memory needs, including business ethics as students’ progress on their pathways towards graduation.

This study illuminates the association between memory, a widely accepted foundational cognition in learning that has been under researched compared to critical thinking and reasoning, and three instructional modalities: face-to-face, video-based and flipped classroom.

The purpose of this study is to examine what teachers notice in their own enactment of eight high leverage practices as well as the patterns of interactions between the teachers and their peers when participating in video-based lesson study.

Each teacher taught and uploaded video from one lesson to a platform, which allowed video annotation, for their lesson study team. There were nine lesson study teams. This study used a qualitative design to examine the teachers' comments on their own videos as well as the patterns in the comments between peers on lesson study teams.

Teachers noticed both positive instantiations as well as opportunities for growth in their enactment of: using and connecting mathematical representations, posing purposeful questions and supporting students' productive struggle. Analysis displayed a pattern of exchanges where peers coached, validated, empathized and pushed each other beyond their comfort zone as critical peers.

Although not all lesson study teams were made up of school-based teams and the teachers shared short recordings of their teaching, this research contributes to the understanding of how adapting lesson study by using video can help teachers notice their instantiation of teaching practices and peers can support and push one another towards ambitious instruction. Future research could extend this work by investigating the impact of video-based lesson study on teachers in isolated areas who may not have professional learning networks.

Video-based LS may help to overcome barriers to the implementation of lesson study, such as the challenge of scheduling a common release time for lesson observation and the financial burden of funding substitute teachers for release time.

The current realities of COVID-19 creates an opportunity for mathematics educators to reimagine teacher professional development (PD) in ways that push the field forward. In light of this disruption, the authors propose an innovative model of utilizing video-based Lesson Study (LS; Lewis, 2002) with peer coaching to offer PD opportunities with methodological considerations for both mathematics researchers and teacher practitioners. The authors document and analyze a collection of online LSs that were taught by a focal teacher and recorded for the peers in the LS group. Video-based LS PD structure allowed the authors to examine how they can leverage this online model of LS to analyze student thinking and learn about teaching rich tasks in an online environment using eight teaching practices. Through their paper the authors will detail the necessary features of online LS specifically using a video annotation tool like Goreact and how video can be used to enhance the professional learning of the mathematics teaching practices (MTPs; NCTM, 2014) and the noticing of student thinking (Jacobs et al., 2010; Sherin and van Es, 2009; van Es and Sherin, 2002, 2008). In addition, the authors will document the norms that were established in the online LS community that impacted collaboration of LS teams and developed strong peer coaching relationships. The online LS PD design also supports collaboration of teachers from varying contexts, promotes professional growth and demonstrates how educators might leverage peer coaches as social capital within their schools to develop teachers along the professional continuum.

Managerial roles require knowledge, skills and abilities that are difficult to assess during the hiring process. Consequently, hiring an unqualified candidate for a managerial position can result in a disastrous outcome for the organization. Therefore, the purpose of this paper is to propose a hiring technique that allows a more accurate assessment of a managerial candidate’s overall skills to aid better hiring decisions.

The proposed technique, video-based structured interviews, shows the interviewee a video clip of a work-related scenario and follow-up with standardized questions to assess their ability to both understand the situation and make good decisions.

Compared with verbal situational questions, using video-based scenarios is a more robust and realistic technique as it requires the interviewee to use multiple senses (seeing and hearing) to observe and then respond to a given situation in a way that is closer to how they would encounter it at work.

The video-based scenarios can be used as a hybrid technique blending elements of both patterned-behavior-description and situational interview. In addition, this technique can be used to measure a potential manager’s compatibility related to key organizational values such as safety first or quality first.

The proposed video-based structured interview technique enhances the preemployment assessment process to identify and select managerial employees that has the necessary knowledge, skills and abilities to be successful in their roles. This interview technique, combined with other relevant assessment tools, provides a clearer picture of the candidate’s capabilities.

This chapter explores Generation Z's perceptions of learning. Learning can be viewed from three distinct lenses: effectiveness, enjoyment, and engagement of various modalities. Modalities include demonstrated (watch in person), video-based (watch online), intrapersonal (independent), interpersonal (in collaboration with others), social (among others but not working together), and experiential (doing). Effectiveness involves the extent that a certain modality is effective for learning. Enjoyment is reflective of preference and satisfaction with different modalities. Finally, engagement is the actual utilization of specific modalities.

To explore annotated video-based portfolios and the communicative practices embedded in this technological mediation as a means for teacher candidates to construct pedagogical knowledge and develop self-examination skills leading to a deeper reflection on practice, greater perceived value of the reflection process, and the ability to identify specific behaviors for improvement.

In this chapter, we present the development of an online graduate practicum course in a Masters in Reading program, and the supportive measures put into place so students could reflect on their own and others’ practice within a video-based portfolio construction.

Observations indicate course members’ discussion regarding teaching follows a clear progression: the importance of teachers’ management of materials, space and time; developing their ability to discern patterns in student behavior; and a growing recognition of the impact teacher talk and habits have on their students. To support practicum students’ progress, we have developed a set of assumptions to guide talk about practice during annotation and discussion of video, as well as ways of using talk effectively during a video lesson.

We share this glimpse into the design of our practicum course as a means to make transparent the support systems developed so students could capture and discuss quality practice within the context of their own work with a student. We hope sharing our journey will provide others engaged in this work with a common language and lens for discussion about quality, resulting in positive outcomes for students.

This study examined the value of using near-peer video-based feedback to help train aspiring school leaders in coaching strategies. This research is part of a larger study in which feedback was solicited from both aspiring teachers and aspiring school leaders. The current study focused on the responses provided by the aspiring school leaders.

This study utilized a phenomenological design. Undergraduate students enrolled in a public university in the Southwestern United States were recorded delivering instruction during their final semester of student teaching. These videos were uploaded to a secure website using EdPuzzle. Graduate students aspiring to be principals who were enrolled in a supervision course at the same university observed these classroom videos and provided feedback.

In regard to what participants learned about using video recordings, responses of aspiring principals fell into three themes as follows: establishing trust, providing critical feedback and broadening perspectives.

This study is limited by it being a small-scale study conducted at one public university in the Southwestern United States. Accordingly, the findings of this study are limited in their generalizability.

This study highlights the usefulness of collaborations between educator preparation programs and principal preparation programs to enhance the learning of both student groups.

This research adds to the small but growing body of literature regarding near-peer video-based feedback and its potential value in helping aspiring principals practice coaching skills using written feedback.

Current drivers in higher education have led to the questioning of traditional placement support methods. Within many programmes, students undertaking practice-based learning experience structured, one-to-one support from an academic in the placement location. With the financial and environmental implications of this practice, the potential for using video-based communications as a replacement for face-to-face dialogue was explored. The paper aims to discuss the above issues.

Three phases of an action research cycle were undertaken; working with students to explore the logistics of implementation, fitness for purpose of the medium and fundamental differences between video and face-to-face dialogue.

The results from the three phases demonstrated the complexity of video-based communications for placement support. In conclusion, widespread implementation of this medium requires greater consideration and understanding of a wide range of theoretical stand points, and an emphasis on the principles of individualised learning. However, the tensions between individual learning need and mass-delivered curriculum are recognised.

Requests for practical guidance on the implementation of this technology in this context, have directed the development of guidelines underpinned by the findings from this study. Whilst undertaken primarily within physiotherapy, placement-based learning is common to a wide range of subjects. In addition, with increases in international student numbers, support from a distance may necessitate the use of video-based communications. The developed guidelines are not prescriptive, but aim to provide a starting point for both the uninitiated and those moving from personal use of technology to application in academia.

The purpose of this study is to measure the impact of a novel anti-racist educational video-based intervention designed by the author, with advice from leading experts, on campus administrators’ prevailing beliefs, philosophies and practices about racial equity and justice. A single research question guided the project: what effect, if any, does an anti-racist educational intervention have on college administrators’ awareness, beliefs and knowledge about race (i.e. racial ideologies), equity-mindedness and justice, compared to peers in two control groups?

This paper is based on a study that employs a quasi-experimental approach, using a pre- and post-test design, to assess the impact of a brief video intervention on college administrators’ awareness, beliefs, and knowledge about anti-racism generally and racial ideologies, equity-mindedness and justice orientations specifically.

Multivariate analyses suggest the efficacy and effectiveness of the novel anti-racist educational video-based intervention in increasing campus administrators’ racial consciousness, empathy, understanding and equity-mindedness, although no effect was found for justice orientations.

As colleges and universities continue to work toward creating inclusive and equitable workspaces and learning environments, this study suggests that targeted interventions can be used to promote important values and beliefs among campus administrators. Specifically, video-based interventions may be useful tools for staff development programs, implicit bias trainings, diversity and inclusion initiatives, graduate education courses, leadership fellowships, upskilling and micro-credentials, to name a few.

This paper fills an identified need to study anti-racism among campus administrators, the efficacy of scalable interventions that can be easily adapted or integrated into existing campus/staff programming and ways to foster anti-racist awareness, knowledge and actions.

With the growing use of technology in second language learning (L2), many techniques of incorporating digital video in L2 learning and platforms of task implementation appear in the field, however, with little, if any, research on how tasks can be designed and developed in these contexts. Based on Chapelle (2001, 2014) task design criteria, the current paper evaluates specifically the “interactivity” of task design interface and how it may contribute towards either dispersing or directing the learners' attention (Robinson, 2011) during the process of task completion in video-based L2 listening.

Using a qualitative approach – mainly focus groups and interviews – the current study evaluated a number of tasks that were used for computer-based L2 listening when digital video is the mode of presentation. The participants, i.e. English as a foreign language (EFL) teachers and learners, were presented with a number of task designs to try and evaluate.

The findings revealed that some task designs are perceived to be less interactive and can disperse the learner's attentional resources during the process of task completion. They also shed light on the importance of improving EFL teachers' current practices of task design in computer-based L2 listening.

This paper has contributed to our growing understanding of interactivity in relation to video-based learning and its task designs.