TY - JOUR TI - Computer-supported collaborative video analysis of teaching and learning DO - https://doi.org/doi:10.7282/T3ST7T03 PY - 2017 AB - The process of intersubjective meaning making is an important characteristic of learning which occurs through social engagement. However, little research has been conducted to explore how the collaborative analysis of video, particularly through the use of video-editing tools, can be used to support mathematics teacher education and research. This study examines the process of intersubjective meaning making and information uptake that was enacted by teachers, teacher educators, and researchers as they interacted with reviewers or peers while creating or modifying VMCAnalytics (video narratives) related to mathematics teaching or learning. The study was designed as a qualitative descriptive case study involving six novice or expert authors developing or revising VMCAnalytics for multiple purposes. Uptake analysis methodology was used for the analysis. The study offers deeper insight into the ways in which computer-supported collaborative video analysis is enacted, addressing the need for research in this area. Analysis revealed that most authors took up the majority of the reviewers’ comments and that the quality of their VMCAnalytics improved over the course of the review process. However, discourse and uptake patterns as well as the quality of the final VMCAnalytic product differed between users, and some types of discourse had a larger impact on the quality of VMCAnalytics than others. This study also identified strengths and weaknesses of the VMCAnalytic tool as it is used for the review process prior to publication. These findings have implications for the future refinement of the tool that has potential to become a model for video research collaboration. KW - Education KW - Observation (Educational method) KW - Teachers--Training of--Audio-visual aids LA - eng ER -