Viewing video and video recorded performances can allow students to experience a journey of discovery. One of the primary use of video annotation tools is as a mechanism for formative feedback and self-reflection in a way that most have not previously experienced. These types of tools can also facilitate several other types of learning activities that can serve a variety of purposes. When focusing on the student performing a specific demonstrable skill, these tools might be used to allow an instructor (or other reviewer) to assess students’ performances (synchronous or asynchronous), provide feedback through peer assessment, and engage students in reflection on their own performance. Also providing students with annotated examples of both good and poor examples of the target skills, can help facilitate student learning. In addition to simply recording and reviewing performances, video annotation tools can be used for online oral exams, second language or ASL proficiencies, virtual interviewing skills, and has been used to remotely supervise internships, student teaching, or practicums. In addition to helping students improve their skills or performance, video annotation tools can be used to help students develop as evaluators through peer review and self-evaluation and self-reflection. Students in our studies have shared that seeing and evaluating themselves is hard thing to do, but it is very valuable. These tools can be used in ways to train students to engage more effectively in evaluation and analysis through viewing instructor (or other expert) examples of analysis and evaluation, or through common-judgment or norming sessions, etc. Similarly, these tools can be used to focus on improving students’ abilities to think critically by having them address other issues and questions related to other forms of media (e.g., students can critically analyze a piece of art, motion picture, musical performance, political debate, advertisement, etc.). For example, annotation can be used as conversation starters, case introductions, etc. (e.g., with problem-based learning problem introduction - use annotations for groups to pinpoint key/critical information needed, to spend time in the problem space before moving forward to begin the problem solving process). Another creative use of annotations includes “choose your own adventure” style story telling, where linking videos allows students to make choices and direct the narrative. The presenter will demonstrate these uses and discuss available tools to accomplish these and other types of activities with students.