There are many similarities between practitioners as they develop their skills in their chosen field or learn new skills as part of their professional development. This talk reports on a project that explored the use of videopapers for the training and development of practitioners’ skills with three groups of practitioners in a university setting: - student teachers learning to teach - educational practitioners learning the skills of counselling to support their students - postgraduate students and new university staff learning teaching skills. In each of these different contexts, each associated to a particular university course, the practitioner goes through a process of observing, practising and developing a set of skills that are necessary to become an effective practitioner. Moreover, in all constituencies, reflecting critically on the effect of one's behaviour on others is an integral part of the training process and is sometimes assessed by the use of videotapes and accompanying critical commentary. The project worked with a group of volunteers for each setting. These participants were involved in the process of creating a videopaper as an assignment for one unit of their course. Observation and interviews were the main data collection methods, together with the analysis of the produced videopapers. This talk will compare and contrast the participants’ experience of producing a videopaper and the tutors’ experience of assessing the videopapers, in particular with respect to the more conventional written assignments.