Abstracts - Earli

the learning sciences. Moreover, a framework is presented to organize studies of the use of digitalvideo and multimedia cases in teacher education. The next four contributions are empirical studies,each addressing one theme. Theme 1: Massler e.a. Theme 2: Miller et al. Theme 3: BrouwerTheme 4: Krammer et al. Finally, the discussant will be invited to present a synthetic comment onthe symposium contributions.Learning from the experience of others: Effects of culture and task on what viewers might learnfrom watching classroom video.Kevin Miller, University of Michigan, USAXiaobin Zhou, University of Michigan, USALinda Sims, University of Michigan, USAMichelle Perry, University of Michigan, USAFang Ge, University of Michigan, USADigital video methods have enormous power to capture the complexity of classroom processes andmake it accessible to those learning to teach. As with any complex material, however, what onelearns from watching classroom video depends in part on the cultural beliefs one brings to the taskand the cognitive activity one engages in while watching. We will discuss reasons that classroomvideo materials can be both compelling and difficult to learn from, and present research on howcultural characteristics and viewing tasks affect what viewers learn from watching classroomvideo. American and Chinese viewers tend to notice different aspects of the same videotapedmathematics lesson. American viewers, both teachers and college students, were more likely toattend to teacher characteristics. These kinds of attributes can be judged after only very briefpresentations. Simple changes in viewing tasks, though, can lead viewers to attend tocharacteristics of instruction rather than the instructor. These studies indicate both the need for andthe possibility of a cognitively-based pedagogy of classroom video.Teacher peer coaching using digital videoNiels Brouwer, Radboud University Nijmegen, NetherlandsIn this paper, first results are presented from an evaluation of a peer coaching project using digitalvideo, carried out with experienced teachers in secondary education. Qualitative as well asquantitative data were collected among two consecutive cohorts of participating teachers. Thefindings indicate what learning results teachers attributed to their participation in terms of newteaching ideas discovered as well as changes brought about in their teaching practices. The mostprominent result of participating in the project was that the teachers achieved increased thevariation in their teaching behaviors. Another important finding is that voluntary participation andpersonal ownership in choosing one’s partner to work with in a pair, one’s learning goals andfocus for experimenting in the classroom were considered important conditions for productivework.– 517 –