Don’t shoot! understanding students’ experiences of video-based learning and assessment in the arts

Abstract

This paper explores the benefits and challenges of using video blogging to support reflection and assessment in acting and performance training. A video platform called Acclaim was integrated into the university's virtual learning environment (Blackboard), enabling students to record and share their performances in an online setting. A key feature of the platform was the ability to add time-based comments on a video, making it possible for tutors and students to discuss and critique specific moments of each performance. Students were also required to record and upload regular video blogs during which they would reflect on their progress. At the end of the first year, a survey was designed to evaluate students' experiences of the video blogging activity. The findings indicate mixed results: while many students viewed video blogging as a useful learning activity, they also identified a number of challenges that hampered its effectiveness. From this study we conclude that while video blogging presents several notable advantages for the facilitation of performance-based courses, the technology needs to be carefully introduced as part of a broader instructional strategy to maximise the potential benefits for student learning and engagement.

Student-generated video creation for assessment: can it transform assessment within Higher Education?

“…However, whilst the variety of video creation projects described demonstrates the range of possible options, the lack of precision in definitions and multiple uses of language does not help to achieve research clarity. For example, some refer to digital storytelling and video creation interchangeably implying they are the same (Reeves et al, 2017) whereas this could be disputed; and it is inevitable that each video format inherently requires and develops a subtly different set of skills. An extensive (but not exhaustive) list of the potential variety of video formats can be found on the website published by Maastricht University (http://videum.library.maastrichtuniversity.nl/video-in-education/video-formats/).…”

“…The Quality Assurance Agency report on Digital Capability and Teaching Excellence (Austen et al, 2016) recommends institutions should horizon-scan emerging technologies and new pedagogical ideas to consider them and their potential application before implementation. Whilst Reeves et al (2017) went some way to reviewing the literature regarding the pedagogical benefits and challenges of learner-generated videos, the limited scope of their research and subsequent focus on only video blogging means that there has not yet been a comprehensive review of the literature on the topic of video creation for assessment or a synthesis of recommendations for its use. Academic staff may be understandably reluctant to transform their assessment practices without robust evidence of the benefit of doing so and some guidance in place as to how to do so successfully.…”

Migración digital en los procesos de comunicación de las tecnologías de la información y la comunicación (tic) y los medios de comunicación social

“…Esto permitirá, por un lado, un punto de partida sólido y firme para orientar la formación integral de los estudiantes de las comunidades escolares de arte, y por otro, detectar necesidades en cuanto a infraestructura e instalaciones para avanzar en soluciones viables. También se sugiere realizar investigaciones sobre temas relacionados con la evaluación curricular interna de los programas educativos para que la inserción de las TIC en esta área sea relevante y tenga un impacto positivo en los procesos de enseñanza y Moreno-Espinosa, P., Román-San-Miguel, A., Méndez-Ojeda, J. I., y Cu Acosta, P. R. Migración digital en los procesos de comunicación de las tecnologías de la información y la comunicación (tic) y los medios de comunicación social 83 aprendizaje, así como en la formación docente (Davis et al, 2014;Grimshaw, 2014;McPherson y Welch, 2012;Ruthmann et al, 2015;Reeves et al, 2017;Semenov, 2005).…”

Teaching Health Education Through the Development of Student Centered Video Assignment

“…Technology can enhance effective learning in many ways (4–6), such as providing greater depth of functionality, feedback, interactivity and simulation (2). A bank of empirical research demonstrates that blogging, video blogging (vlogging) and podcasting, when used as a part of classroom instruction, can enhance student performance, foster reflection, creativity, and knowledge construction (7, 8). Likewise, students can be instructed to create their own multimedia work as part of a learning activity or assignment.…”