I hope this MOOC will provide us all with new inspiration for innovative teaching and learning.

I'm keen on technology, which I have long been trying to implement in my teaching practice. 

As Rachel writes in a blog post, the use of video supports

“a feedback loop in practice development and the opportunity for teachers to become more metacognitive in practice […] Video-recording provides teachers with access to their own practice in a way previously not possible, and this has the power to re-frame a teacher’s view of students, of learning and of themselves. If used to its potential it will provide insights, stimulate debate and support reviews of current practice.” 

A great thing about recent technical developments has made the process of video recording lessons a lot easier. Mobile devices allow us to easily record ourselves and video sharing platforms make the process of sharing video recordings in preparation of a mentoring session very simple. 

Nevertheless, it is important to think about when, how and to what purpose video is used. And also what limitations there are to recording a lesson. As Rachel outlines in the video below, video will never capture everything going on in a lesson and it’s important to be aware of the limits of what we can capture with a recording. Take a look at Rachel’s perspective on the use of video and how to use it effectively in the video below.

In a mentoring context you can nicely use it to upload a lesson recording to Youtube (using the private setting so that it is not public) and then use Teachem to add notes and questions which are linked directly to specific sections of a video. For example, the mentee could upload their recording and add questions to the video via Teachem. The mentor can then add further annotations to the recording, answering the mentees questions as well as adding further observations. This provides an excellent record of the lesson from which the mentee can learn and to structure your discussions