2012 Volume 35 Issue 1-2 Pages 81-89
We developed a video annotation system VISCO which supports collaborative lesson improvement by a network composed of a number of teachers from widely dispersed locations. This system supports participants (elementaly school teachers) to correlate a scene in a video that illustrates a problem in the classroom (problem scene) with a scene that does not display a problem (associated scene). Although we have tested VISCO and reported on its possibilities for usefulness, only the results of practice sessions have been reported; conclusions have not yet been drawn. In this paper, we present the results of an evaluation of whether the use of VISCO affects lesson improvement, as measured by the contents of the discussion log and the results of interviews. As a result, we confirm that the use of VISCO has some effect on teachers' acquisition of new awareness, improvement in instruction during lessons, and improvement of teaching methods.
