When videos are used for developing teaching competence, their content is classroom interaction and the context of use is teachers’ collegial cooperation. When videos are used for instruction, their content is subject matter and the context of use is classrooms, physical and/or virtual.

Drawing on insights from research, this chapter illustrates how teachers can encourage active and differentiated learning by developing and using video as a medium for instruction. As an example, applications of hypervideo in vocational education are described. Another example from secondary education, involving a module about Electricity, illustrates how teachers can use video to consult pupils about their learning experiences and thus come to understand pupils’ learning better as a basis for developing their teaching. These examples show how instructional video and Visual Teacher Learning can converge to strengthen the cooperation between teachers and learners.