Trainers, teachers, counsellors, university professors and a number of others involved in helping others develop both professional and interpersonal skills often use video as a feedback method. It's an extremely powerful method for learning, but with that power comes risk. Techniques, like video feedback that have great capabilities to influence learning for the positive, also have the ability to create negative emotional reactions.
It's essential that anyone using video feedback to help others learn and change understand how to recognize and prevent "casualties" resulting from its use.
In addition to the risks involved in using video feedback, we also want to ensure that its positive impact is the best it can be. There's a misconception: That all you need to learn from video of oneself is to see the video, and perhaps get some group comments. That's wrong. For a number of reasons, the simple act of viewing a video of oneself does not mean the "right" learning will take place. In all liklihood, without structuring the feedback process properly, learning will NOT take place in a predictable way.
Based on the extensive research available on how to make the best use of videofeedback, and the author's own research on the use of video in the training of teachers, we've put together a mini-guide that will teach you:
This is a MUST for any professional that uses video feedback in their work. It's a professonal and ethical obligation to understand both the dangers and power of the use of video.
We guarantee that you will find knowledge that is new to you, even if you have been using video feedback for years. If you conclude that you have not learned anything new or useful from this mini-guide, contact us for a refund, and we'll process it as soon as possible..
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