Digital Video Sharing as learning practice

Abstract

This research explores the meaning of Digital Video Sharing (DVS) from a
pedagogical point of view. What does DVS mean for teachers? Which kind
of knowledge and relationship is expressed by online sharing practices?
How can DVS be involved in learning processes? The research uses an approach
that tackles the issue from different perspectives: with the help of
media studies, semiotics, aesthetics, media literacy, epistemology and
ethnography, DVS can be thoroughly analysed in search of its learning value.
The article presents a general view over the very first results of such
analysis.