Together, the findings provide support for the use of learner-generated visual explanations as a powerful learning tool.
Overall, the results provide support for the use of learner-generated visual explanations in developing understanding of a new scientific system.
The use of learner-generated video to provide students with opportunities to reflect and provide peer feedback can be understood as supporting a culture of assessment for learning (AfL) (Bloxham and Carver, 2014).
In particular, the use of learner-generated video as a pedagogical strategy constitutes a move towards the active learning that Bloxham and Carver highlight as fundamental to such an approach.
The use of learner-generated video to reflect on practice has been reported in a range of disciplines, including nurse education (Marita et al. 1999; Pereira et al. 2014), anatomical sciences (Doubleday and Wille 2014), mathematics (Borko et al. 2008), surgery (Vaughn et al. 2016) and sports education (Walters et al. 2015).
There is also potential to develop a model for the use of learner-generated video blogs to support critical reflection in disciplines beyond teacher education, and this would be of value in helping educators leverage the full potential of learner-generated video as student-centred instructional practice.
Aljohani et al. suggested that the use of learners' contextual data can enhance the interaction between learners, mobile devices, and learning environments.
Only two of the seven faculty had significant prior training in the use of learner-centered, active learning approaches to teaching.
Student evaluations typically focus on gathering data about student perceptions of teacher-centered behaviors such as instructor enthusiasm, clarity of explanations provided by the instructor, rapport, and breadth of coverage, and provide only limited opportunities for students to comment on the use of learner-centered pedagogies (Murray, 1983; Cashin, 1990; Marsh and Roche, 1993).
Finally, we discuss the opportunities and problems observed so far in the experiences of students as co-designers of the learning scenarios using digital resources and the use of the Learner Centric Ecology of Resources model.
