| This study proposes and explores the potential of a novel framework called VICTOR (VIdeo-Course-Teacher-discOuRse) for understanding and evaluating video-driven discussions (VDD). Contextualized in teacher preparation and professional development (TPPD), the framework theorizes in order for VDD to be productive, the discussants must make meaningful connections to various learning resources -- videos, other course materials, and teachers' preexisting knowledge. Based on VICTOR, a study was conducted to analyze three VDD themes: flipped classroom, classroom management, and sociology of evaluation, where topic models (TM) were employed to identify the underlying relations between the video discussions and learning resources. The results indicate that, when a robust methodology is used, TM can make highly relevant predictions on what learning resources are involved in VDD, although cautions are warranted and noted. While this study is contextualized in TPPD, it has implications in many learning and professional development settings where VDD is employed. |
