This pattern documents a process used in the Juris Doctor program to incorporate a video annotation tool into the delivery of curriculum involving simulations and role plays. Video annotation provides the opportunity for students to engage with video material in an active rather than passive mode, and can heighten collaborative group discussion and student reflection. The videos can be developed by the student, industry or by the teacher/s of a course, and both academics and industry representatives can be involved in providing feedback on the annotations, thus enhancing the practical value of the experience.
Although the planning and production of the videos and the administration of the delivery involves a degree of complexity and time commitment, using video annotation as a feedback tool results in increased student engagement and optimises student learning.
