Time for university educators to embrace student videography

Jorm, Christine; Roberts, Chris; Gordon, Christopher J.; Nisbet, Gillian; Roper, Lucinda

doi:10.1080/0305764x.2019.1590528

Cited by 16 publications

(13 citation statements)

References 64 publications

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“…The category of video libraries included technologies for storage, institutional video repositories and video libraries (Duff et al, 2011;Jorm et al, 2019;So et al, 2009); online video platforms, such as YouTube (Dreon & Dietrich, 2009;Lai, 2016); social media platforms, such as Facebook (Harris, 2013); virtual 3D environments (Hämäläinen & Cattaneo, 2015); and specific environments like VIRCLASS (Larsen et al, 2008).…”

Section: Video Technologies Used and Video Modality Of Usementioning

confidence: 99%

Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art

Ramos

Cattáneo²,

Jong

et al. 2021

Journal of Research on Technology in Education

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The growing use of video technologies has revealed the need for pedagogical models to support collaborative learning as part of teacher professionalization processes. We conducted a state-of-the-art review of 120 empirical studies from 2003 to 2019 to identify pedagogical models for the facilitation of teachers' professional development via video-supported collaborative learning. The study identified four pedagogical models: observation and collaborative analysis of video-recorded professional practices, collaborative video-supported authoring, collaborative learning based on video content, and video-supported synchronous collaboration. The study provides an initial contribution toward the construction of an evidence-based video pedagogy. Such pedagogies can help to answer the continuing need for appropriate education and training for professionals in the areas of teacher education and professional development, higher education, and vocational education and training.

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Section: Video Technologies Used and Video Modality Of Usementioning

confidence: 99%

Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art

Ramos

Cattáneo²,

Jong

et al. 2021

Journal of Research on Technology in Education

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“…This type of video is different to a 'performance-capture' video, in which students simply film their skilled performance in some area, e.g. a client interview (Jorm et al 2019). Through an educative video, students can show evidence of their depth of disciplinary knowledge and skill, as well as teamwork and ability to influence people (Jorm et al 2019).…”

Section: Design Issue Three: Potential Of Different Types Of Assessmementioning

confidence: 99%

“…a client interview (Jorm et al 2019). Through an educative video, students can show evidence of their depth of disciplinary knowledge and skill, as well as teamwork and ability to influence people (Jorm et al 2019). In particular, an educative video requires students to 'anticipate' "the audience's knowledge or perspective on the subject" (Salita 2015, p. 183) and includes balancing "accuracy and accessibility" (p. 188) and, for a non-expert audience, using film techniques that "draw in [the audience] who may feel the topic is too complex for them" (Collins 2015, p. 222).…”

Section: Design Issue Three: Potential Of Different Types Of Assessmementioning

confidence: 99%

Implementing a university-wide strategy for assessing graduate qualities in the health sciences: three key design issues

et al. 2021

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For many years, universities have aspired to develop in students so-called 'soft skills' or graduate qualities (GQs), such as critical thinking and teamwork, that enhance both students' employability and citizen scholarship. GQs are often said to be 'embedded' in courses, but saying this does not of itself provide evidence that students have developed the qualities. Our University has recently proposed using common rubrics in all courses to measure and provide evidence of students' achievement of GQs. However, a solution to the problem of how to implement the University's rubric-based strategy has not been fully formulated. Many staff use assessment tasks that focus on measurement of discipline-specific content and procedures, rather than GQs, and the use of task rubrics and their design is variable. In this conceptual article, we advance a solution to the problem of how to implement the University's rubric-based strategy in our Health Sciences context. To formulate a solution, we adopted a design thinking approach, which is focussed on people's needs and taking iterative steps to create a design solution to meet these needs. We encountered three key design issues in our approach that led us to propose new 'bridging' concepts for assessing GQs: consistency in learning, rubric standardisation, and the audience for assessment tasks. These concepts link existing theory and research around course 'constructive alignment', rubrics, and assessment task design. Possible tests of our solution are suggested, and potential advances in course design and research are discussed. For universities planning assessment of GQs, we recommend a holistic approach, in which academics, educational and work-integrated learning professionals, students and community partners unite and are supported in the ongoing course design process.

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“…Carrasco-Gallego (2017) explores the use of short YouTube movie clips projected during lectures in a first-year economics course and finds they positively contribute to students' learning process. Despite the increasing use of videos and capture-content by university academics to enhance students' learning experience, video-based student assessment in higher education remains limited (Jorm et al 2019).…”

Section: Introductionmentioning

confidence: 99%

Enhancing graduate employability skills and student engagement through group video assessment

Arsenis

Flores

Petropoulou

2021

Assessment & Evaluation in Higher Education

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Universities are under increasing pressure to equip graduates with a broader set of competencies, such as communication, teamwork and leadership skills, that go beyond subject-specific knowledge. This, alongside growing student numbers in higher education, creates pedagogic challenges, especially with regards to assessment design. Conventional assessment modalities, such as individual essay writing, are costly to scale up and poorly suited for the development of further desired competencies. To address these challenges in the context of a first-year economics module, we replaced a 1,000-word individual written assignment with a group video assignment, where students were required to work in small teams to create a three-minute video on a contemporary economic issue. Focus groups and module evaluation questionnaires were used to elicit students' perceptions of how the group video assessment contributed to their learning experience and skill development, how it compares with other modes of assessment, as well as suggestions for improved implementation. Our analysis generates insights on all these aspects. Students reported a preference for diversity in assessment methods, and found the video assignment to be a positive, engaging but also challenging experience, which provided the opportunity for collaboration and development of diverse skills.

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Time for university educators to embrace student videography

Cited by 16 publications

References 64 publications

Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art

Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art

Implementing a university-wide strategy for assessing graduate qualities in the health sciences: three key design issues

Enhancing graduate employability skills and student engagement through group video assessment

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