Videoscanning (in) an art school community: Pivotal creative tool becomes a medium of collective (self)reflection and curriculum development

The aim of this mixed-media contribution that includes the article text and an online video, is to interpret the school-cum-online community practice of ‘videoscanning’ as a social as well as creative (eco)system, and discuss it briefly against selected media theory. The first part of the article embeds this explorative practice (of editing short video-reflections on learning events) within the school’s pedagogical setting; to subsequently reveal its potential for curriculum development, as a community-embedded process of research-based innovation; and finally to reflect the practice within selected theoretical coordinates. The multi-layered interplay of theory and practice, between text and video, proves that only positive and creative interactions can secure self-reflection and improvement in social (learning) systems. If designed as communicative (eco)systems, it is especially in pedagogical settings that social media can prove most important – not only as playgrounds and marketplaces of ethical decisions, but also as platforms of aesthetical innovation.