This article discusses how the author has adopted a multimedia approach to teaching and Continuing Professional Development (CPD). There is widespread acceptance of the potential power for using video recordings of lessons as a vehicle for teacher learning. Yet a re-current problem has been reported in research projects, from as far back as 1990, in the way people talk about video. In short, one tends to judge what one sees--often negatively--and loses out on the opportunity to be affected, or altered by different practices. Reflecting on his own use of video, the author offers five key decision points, or dimensions of practice for anyone wanting to try this methodology for themselves. Then, the author discusses film in the teaching of mathematics. (Contains 3 notes.)