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In this design-based study first-year pre-service teachers co-constructed video-based mind maps as part of a pedagogy course. The students produced self-made group videos and uploaded them to a joint platform before working with peers' group videos in a mind map structure. The course topic was learning sciences research, and the goal was to create a shared understanding about the course content before an upcoming exam. The study has been grounded in a sociocultural perspective on human activity and learning, employing interaction analysis to investigate how digital tools can support students' collaborative reading and understanding of key concepts in academic literature. By scrutinising video recordings of both in-room and on-screen activities, we analyse how five groups of pre-service teachers collaborated during the co-construction of videos, and how they interacted with fellow students' group videos. Findings demonstrate that the students interacted intently with each other's work and constituted the mind map as a point of convergence and resource for meaning making and collaboration within the student class community. The study shows that video-based mind maps can provide material and social structures for collaboration and that fellow students' group videos formed knowledge objects that generated in-depth conversations among peers about the subject matter. [ABSTRACT FROM AUTHOR]

This paper presents a case study of process-oriented assessment in a Norwegian secondary school. We investigate the teachers' design of a process-oriented and video-based assessment, shedding light on how student collaboration and competence was displayed and made assessable in video-recorded group assessments. The results reveal that, although this is a highly complex assessment format, student group videos can be integrated within process-oriented assessment in ways that allow for assessing students' collaborative work. [ABSTRACT FROM AUTHOR]

This paper reports on a qualitative study of professional maritime pilots who used a ship simulator to train for cruise ship navigation in high winds by the use of Azipod propellers. The instructional design of the exercise involves the participants experiencing work-like situations in the simulators and then reflecting on these situations in debriefings. Interaction analysis of the maritime pilots' training showed that simulator training has distinct advantages. However, the detailed analysis of the pilots' issues with the simulator's accuracy also demonstrated that a lack of photorealism and fidelity in the simulator's visual display may have affected the dynamics of the work tasks for which pilots are trained. The results of the analysis showed that the participants' professional perception of work environments — their professional vision — may come in conflict with an instructional strategy to isolate certain elements of the learning objective from the total experience. The article concludes by arguing that the organisation of simulator training must consider whether the degree of fidelity meets the requirements of the situated work tasks and learning objectives, while also attending to the specific nature of the professionals' expertise. [ABSTRACT FROM AUTHOR]

This article aimed to investigate how student podcasts, under specific circumstances, can constitute a novel and potentially powerful format for student agency. We examined a specific teacher education programme in which a student initiated podcast was created as a space for dialogue and reflection on vital educational issues. Taking a sociocultural approach, we study the enactment of agency as the student teachers critically interact with different members of the profession and educational practices. Interaction analysis was employed to shed light on how the podcast was shaped as a dialogic space that affords student teacher agency. By sharing experiences and engaging in podcasting, the student teachers create a dialogical space for connections between past, present and future and positioning themselves as future teachers when taking on professional challenges. The study can offer teacher education insights into how creating and maintaining a podcast can provide opportunities for agentic learning. [ABSTRACT FROM AUTHOR]