Towards a Dialogic Model of Video-Enhanced Learning, Assessment, and Feedback.

This chapter discusses the implementation of research designed to investigate how video-enhanced learning, assessment and feedback involves a dialogic approach and contributes to the concept of an integrated model of practice. It builds on the theoretical framework underpinned by both cognitive and social forms of constructivism. Developing design exemplars for video-enhanced learning, assessment and feedback, three research cycles explored learner-artefact and learner-tutor interactions. The first cycle introduces instructional tutorial videos, freeing up time for formative feedback, the second cycle sees formative video-feedback situated within a conversational framework, and video-enhanced assessment activities replace documentation tasks, while the third cycle introduces refinements to the frequency of feedback and regular video diaries, forming an integrated model of video-enhanced learning, assessment and feedback

A Theory-Practice Research Framework for Video-Enhanced Learning, Assessment, and Feedback.

This chapter discusses a two-year project that explored the impact of video-enhanced learning, assessment and feedback on undergraduate first-year students in higher education. Underpinned by a pragmatist epistemology, and arguing the case for a design-based methodological approach within a theoretical framework embracing the Cognitive Theory of Multimedia Learning (Mayer, 2001), the Community of Inquiry (Garrison, Anderson, & Archer, 1999), and the Conversational Framework (Laurillard, 1993), the chapter explores contemporary research into assessment and feedback), uses of technology-enhanced learning to promote inclusivity, and educational applications of asynchronous video