ABSTRACT
This chapter discusses the challenges and opportunities offered by contemporary video technology in capturing and tracking learning in a metropolitan girls’ school in Melbourne, which adopted an inquiry-based representation construction approach to teaching energy through the lens of sustainability in a blended learning environment. This research setting presented multiple complex interactions across a cloud-based platform, where students enlisted multimodal digital and non-digital resources and generated a range of representations. Examples from the case study substantiate the methodological decisions and affordances of a video-based ethnography to interrogate student science learning situated in this blended learning environment.
