IV4VET – Interactive Videos for Vocational Education and Training

The project IV4VET, financed from the State Secretariat for Education, Research and Innovation (SERI), aims at identifying the conditions for the efficient use of the interactive video in teaching and learning.

Rido / Fotolia

It is based on the results obtained from the Scuolavisione project.

Interactive video, understood as a video that a). is enriched with links that enable navigation between different sequences of the video itself and that refer to multimedia material, and b). offers the possibility of adding annotations to the video, represents an important opportunity for classroom instruction in vocational education and training. It brings into the classroom real and authentic situations, represented in a dynamical way that could be difficult to observe in real life. The content of the video is deepened through access to additional material (images, texts, audio, etc.) and through the possibility of individual and collaborative video annotation. All this allows trainees to improve their understanding of problems taken from reality and to facilitate the transfer from theory to practice in order to better structure learning opportunities in the different learning locations of vocational education and training (vocational school, host companies, branch training centres).

In the Scuolavisione project, a preliminary set of guidelines on effective use of interactive video in class was developed. Through development and recursive experimentation of didactical scenarios that provide different uses of interactive video (individual, group, class), IV4VET is intended to deepen those guidelines and develop a broader concept of teaching-and-learning with interactive video.

-> Workshop December 15th - 16th, 2016: Hypervideos for teaching and learning (in vocational education)


The project starts with a review of the existing literature on interactive video. A design-based research approach (Brown, 1992; Collins, 1992; DBRC, 2003), with field, semi-experimental and experimental studies, in collaboration with teachers, will then provide information on implementation. The tests are made with the tool, which further develops the Scuolavisione interfaces. The combination of these two elements will allow us to propose a broader concept for the use of interactive video in teaching-and-learning activities, with special attention being paid to the characteristics of the vocational system.