Abstracts - Earli

other measures. Students who report relativist scores on one measure should report relativist scores(i.e., a belief in complex, changing knowledge) on the other measures.C 1929 August 2007 08:30 - 10:30Room: 0.58 RuffSymposiumVideopapers as an innovative tool in the context of teacher educationand research disseminationChair: Federica Olivero, University of Bristol, United KingdomOrganiser: Sally Barnes, University of Bristol, United KingdomOrganiser: Daniel Cogan-Drew, Tufts University, USAOrganiser: Rune Krumsvik, University of Bergen, NorwayOrganiser: Elisabeth Lazarus, University of Bristol, United KingdomOrganiser: Federica Olivero, University of Bristol, United KingdomOrganiser: Kari Smith, University of Bergen, NorwayOrganiser: Rosamund Sutherland, University of Bristol, United KingdomDiscussant: Salvador Llinares, University of Alicante, SpainDeveloped as part of the Bridging Research and Practice project at TERC (Boston, MA) to createan alternative genre for the production, use, and dissemination of educational research,Videopapers are multimedia documents that integrate and synchronize video, images and text inone non linear cohesive document. They can easily be created via the free software Video PaperBuilder 3 (http://vpb.concord.org). This symposium aims to explore the use of Videopapers as aninnovative tool in two different contexts, which share a focus on bringing together research andpractice. These are: teacher education and professional development, and dissemination ofeducational research findings and practices. The symposium presents four different experiencesthat range from an initial exploration of the potentialities of videopapers to a widely establishedintegration of this tool across teacher education programmes. In the four contexts, Videopapers areused as tools to foster student teachers’ self-reflection, to enable teachers and student teacher toaccess research and relate it to their practice, to represent collaborative research processesinvolving researchers and practitioners. After discussing the specific features of videopapershighlighted by each project, the symposium will also contrast and compare how the differentteacher education culture, cultural context and studied subject area influence the way videopapersare used, created and read. We believe that, due to their intrinsic characteristics, Videopapers offeropportunities for integrating educational theory and academic research with the excitement ofclassroom practice and, thereby, transforming teacher education, professional development andresearch practices.VideoPaper Builder: A case of video-based technology in teacher educationDaniel Cogan-Drew, Tufts University, USAThe research presented here profiles the pioneering use of a new video-based technology, knownas a VideoPaper, by a small graduate-level teacher education program to promote preserviceteacher (PST) self-reflection. The aim of the research was to profile the effectiveness of the– 170 –