Capturing Students!The use of digital recording in Higher Education

Kevin Henshaw

FoHSC

Examples of Digital Technology

• Talking Heads (Uskov 2005, Gladwell 2005)

• Video and audio archive resources-on line libraries, AR

• Animated screen shots-TechSmith, Camtasia and Macromedia Captivate to record and edit animated screenshots (Carl Simmons, CMIST)

• Instructional 'how to videos‘- BBC “Good Shooting Guide” (2005) negates need for linear narrative ie case studies

• Interviewing an expert -Articulate, i Spring (Wallace and Donald, 2006)

• Video blogs 'think aloud‘- informal personal reflection

• Students create their own video - short videos by students for projects or portfolios i.e. group work, projects (Allam, 2006)

• Videoing real events in situ – reflection, field trips, Presentation/performance skills and feedback Class watch(Millar, 2005, Strathie 2006 )

• Video case studies/simulations/role plays – Social Workers ‘Clydestown’ (West and Donald, 2006), experiment with different responses to behaviours, SIM, dangerous lab experiments

What about feedback?

Does your assessment support your students’ learning? (Gibbs & Simpson, 2004)

Written feedback for students: too much, too detailed or too incomprehensible to be effective? (Glower, & Brown,2006)

Writing, commenting and revising: The relationship between teacher feedback and student revision online. (Golstien & Kohls, 2002)

Why record?

• Robust assessment

• Aids quality assurance

• Promotes active learning

• Increases student engagement (Constructivist)

• ‘Untapped pedagogical potential’ (Fee & Fee, 2003)

• Can be ‘Constructively aligned’ (Biggs, 1996)

• Experiential Learning (Vygotsky, 1934)

• Contribute to an e-portfolio

• Self assessment (student & Teacher)

• Peer assessment (distance or F2F)

• PDP development

WHY Not?

• Difficult to control digital information• Non compliant students• Self consciousness• Hawthorne effect (Franke and Kaul,1978)• Data storage• Data protection• Equipment failure• Equipment availability• Teaching colleagues/protocols• Where in the curriculum ?

The set up:

What we did• Wanted to create a facility for formative assessment and feedback:

Feedback issues

• Turn it in

• Blackboard

• E Share

• YouTube

• Camstudio

• Group feedback

The Goal (Individual feedback)

• Voice over with written feedback

• Any platform

• Formative & Summative

• Viva Voce (audio only)

PANOPTO!!!

• Simulated exercise

• Lecture capture

• Assignment advise (FAQs)

• Written & Audio feedback

Learning and Teaching Strategy (EHU)

• high-quality teaching and learning, tailored assessment, and guidance and support for students

• keeping abreast of innovation in teaching, learning and assessment and systematic dissemination of good practice within the University

• learning support that recognises the diverse needs of students (SpLD)

• a strong emphasis on pastoral and academic support

• regular observation of teaching

• the expectation that new and existing teaching staff engage fully in professional development

What they said:

• ‘Thank you that's brilliant., i had perfect access to the video this time, and i can see exactly where i went wrong. Its a good feedback system, and hopefully it will prevent me making the same mistakes again in the real osce exam.’ Student A

• sorry I've only just got your email. I've just watched the video and it was very useful although I find it very embarrassing watching myself back! Hugely appreciated! Student B

• I think the eshare video is a useful tool for learning. Continuing commentary would be useful throughout the scenario if there was anything which needed particular attention. Student C

• So hard to watch yourself but really useful as I can see where I was going wrong and also I can write a reflection on my actions. Thank you Student D

Growth Industry

• ‘Plebgate’

•Mark Duggan

References

• ALLAM C (2006). Using filmmaking to teach students about Shakespeare, urban regeneration and other stuff, DIVERSE Conference, Glasgow, UK

• BBC2005.“GoodShootingGuide”http://www.bbctraining.com/onlineCourse.asp?tID=5914&cat=2781 (accessed 5th January 2014)

• BIGGS, J. (1996). Enhancing teaching through constructive alignment. Higher education, 32(3), 347-364.

• DALE E (1969). Audio-visual methods in teaching. New York: Dryden

• FEE S and FEE L (2003) Pedagogical approaches for the use of video . In C Crawford et al. (Eds) Proceedings of Society in Information Technology and Teacher Educattion International Conference 2003 (pp. 1407-1414)

• BRICK, B. & HOLMES J. (2008). Using screen capture software for student feedback: towards a methodology. IADIS International Conference on Cognition and Exploratory Learning in the Digital Age, (CELDA).

• FRANKE, R.H. & KAUL, J. D. (1978). The Hawthorne experiments: First statistical interpretation. American Sociological Review, 43(5), 623-643.

• GIBBS, G. & SIMPSON, C. (2004). Does your assessment support your students’ learning? Centre for Higher Education Practice, London: Open University Press.

• GLOWER, C. & BROWN, E. (2006). Written feedback for students: too much, too detailed or too incomprehensible to be effective? Bioscience Education e-Journal, 7. Available at http:// www.bioscience.heacademy.ac.uk/journal/vol7/beej-7-3.pdf (accessed 30 November 2015)

• GOLSTIEN, L. & KOHLS, R. (2002). Writing, commenting and revising: The relationship between teacher feedback and student revision online. Paper presented at the American Association of Applied Linguistics Conference, 6–9 April 2002, Salt Lake City, Utah.

• GLADWELL M (2005). Blink: the power of thinking without thinking, Allan Lane, London

• MILLAR S M (2005). Video as process and product, Educause Quarterly, 2005, 58-61

References

• STRATHI, C. (2006). Promoting Collaborative Learning and Development through Video Enhanced Reflective Practice (VERP) http://escalate.ac.uk/2363 (accessed 5th January2016)

• USKOV, V. ( 2005). Technology for advanced e-learning, E-Learn Conference, Vancouver, Canada

• VYGOTSKY, L. (1934). Thought and language. Cambridge, MA: MIT Press.

• WALLACE, I. and DONALD, D. (2006). Project Pad: An open source, browser based video animation tool, DIVERSE Conference, Glasgow, UK

• WEST, J. and DONALD, D. (2006) “Clydetown”: The use of audio and video resources within a virtual community learning resource, DIVERSE Conference, Glasgow, UK