In this session Carl James-Reynolds, a Principal Lecturer in the School of Science and Technology, started off by describing his ‘flipped’ approach to using video for assessment. Rather than producing video for the students to watch, he asked students to produce their coursework in the form of a 4 minute video and submit it to YouTube. Research shows that 95% of 16-20 year olds are comfortable with multimedia and Web 2.0 tools and this meant that the students required very little guidance when it came to using various tools to produce their videos, including video and screen capture software. The resulting submissions were of high quality and students gave positive feedback despite initially being intimidated. The advantages of this approach include the opportunity for students to improve their presentation skills and develop an online presence, as well as being quicker and easier to mark from the instructor’s point of view because the work displays a student’s ability to reason and reflect on their work better than a written format.
Carl then went on to talk about the benefits of providing audio feedback to students, relating it to the seven principles of good feedback practice (Nicol, Macfarlane-Dick 2007). He found that students are not concerned with ‘professional’ sounding audio feedback and that they enjoyed its personal nature and immediacy. They were also more likely to engage in a dialogue afterwards which in turn would motivate them to improve their work.
Report by Paul Smith, Senior Educational Technologist, Centre for Academic Practice Enhancement
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