You asked for practical examples of video use for teacher learning. I have one.
I coordinate a project, the Global Literacy Professional Development Network (for the International Reading Association) that uses mobile video delivery in exactly this way - for ongoing professional learning in local settings. We provide Nokia phones, and their video delivery system (NED) for teachers in very rural settings (in Bangladesh and Indonesia) to download and use training video in two settings: local teacher mentoring meetings with a facilitator (Indonesia), and in school-based Professional Learning Community (PLC) meetings with teachers working together in groups without a facilitator (Bangladesh).
We have been using the mobile delivery of training video for two years now, as a follow-up process for on-the-ground training we provide to teachers focused on use of effective literacy strategies in the primary grades. In the first year, we developed video about the classroom literacy model we are using, and teachers used this as 'refresher' study materials for early efforts to implement the model in their classrooms. In the second year, we have transitioned to locally-made video that captures classroom footage of participating teachers using the specific literacy strategies during their instruction. This video is then sent to us, cleaned up into formal video segments with guiding comments and questions, and then uploaded to our server for ongoing downloading and viewing by teachers in their study groups. This transition to locally-made video allows us to draw on the actual practices of our project teachers to act as models for one another.
Another interesting aspect of this approach is that we now share that locally-made video across countries. So teachers are not only viewing and learning from one another within country, we now have teachers viewing and learning from teachers in other countries as well. While we are still in only our second year of using this approach, it seems to be effective, not only in gaining access to support teachers in geographically inaccessible settings, but also as a motivating factor for teachers to engage in ongoing learning and discussion when we can not be present in the local setting.
I am happy to see your blog post here, because I think you are on target with ideas for providing content and accessing schools, teachers, and children in efficient ways. We are trying to accomplish exactly the same things.
Thanks! Amy Pallangyo