Video Replay Analysis
Overview
Analyzing short video clips, replays of important aspects, and videos of oneself applying what has been learned can improve Metacognition and Long-term Memory while fostering a Learner Mindset. When the analysis involves clips of the learning in action that can be paused for review, interaction, and discussion, it supports deeper reflection, Reasoning, and Cognitive Flexibility.
Use It In Your Learning Environment
Video Replay Analysis supports numerous cognitive factors including both Short and Long-term Memory, Working Memory, Metacognition, Attention, Reasoning, Speed of Processing, and Cognitive Flexibility. There are many implementation options including recording short clips to be reviewed as needed for job performance, reviewing self-recordings to identify strengths and areas for improvement, and using short video clips in training sessions that reflect relevant, contextual applications of what is being learned. Important to note, novices may need more support in the analysis process using guided questioning or dialogue than experts.
Products can provide opportunities for adult learners to record clips of their learning, practice, and implementation. Those recordings can be curated for ongoing review, tagged to be quickly located for immediate practice and reference, and/or used as a portfolio of learning growth. Providing adult learners with the opportunity to record themselves throughout the learning process, reflect on their growth, and review the recordings to analyze specific segments supports Metacognition and a Learner Mindset. Alternatively, products can include short video clips of the key learning points being used in authentic settings to be analyzed during peer discussion or inquiry-based learning.
Trainers can facilitate deeper learning conversations and experiences by analyzing short video clips in interactive ways, using context based video vignettes, and incorporating structured video debriefing with adult learners. When used in combination with explaining their thinking, goal setting and monitoring, or peer mentoring/coaching, learners can self-identify areas for further practice, ask deeper questions, and build self-directed learning skills.
Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
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