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Test2

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Sally Hanford - The University of Nottingham

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Sally Hanford - The University of Nottingham

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Dr Kay Bond (Faculty of Engineering) presents two distinct examples of using video for peer assessment in a summative context and with large groups.

Kay uses peer assessment and guides students through the marking criteria (n=260, Year 1).

In Year 3, she organises independent peer assessment of video presentations (n=160).

This presentation was given at a Teaching and Learning seminar on 5th November 2014.

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One of the issues after students have produced their work is the 'wow' factor that often takes over a tutors opinion, and can affect the objectivity of judgements being made. Some tutors simply are not used to assessing this assessment product.

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PG students asked to present their papers with accompanied video piece to camera.

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We've struggled a bit with managing submissions and hosting them after them

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Are there any inbuilt transcribing tools? How do we cater for students that have hearing impairments?

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@Heath Cranfield - the marking criteria would be the same as for a written essay e.g. you would allocate marks for structure, accuracy, content and creativity, just as you would for writing - it's just that the format that carries these features would be different.

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Angela, we provide out students with weekly tutorials that cover issues such as copyright, softwares and their pros and cons, learning design, etc.

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I like the idea of video for topic Introductions @alexgspiers. Who makes those introductions can also be interesting perhaps: teacher, student, alumni, employer, professionals, the public...?

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Rather than offer marks for videos that are technically good and disadvantaging students who aren't great with tech offer marks for creativity. That way a student could potentially go the extra mile and get the extra marks even though they may not have a technically brilliant end product

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Thanks Heather, good idea about the marking scheme!

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If they have other documents to submit e.g. References they can submit by email, this is a bit of a hassle though ...

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Any thoughts on developing transparent marking schemes for video assignments? Or the balance between marking style vs content (so that less tech savvy students are not heavily disadvantaged)?

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Rod Cullen - Getting subject specific examples from next students?

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Rod Cullen - Getting subject specific examples from next students?

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Maybe you should show them the generic videos you have got - explain why you think they are good. Then ask them to build on these in the context of their subject area?

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For more complex bodies of work, use the 3 min video as a form of executive summary / abstract?

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We ask our learners to create an 8min video of their T&L philosophy and teaching experiences so far. The issue? We receive an enormous range of quality, in terms of tech use, engagement with the process, focus of the aesthetic, etc. Is the same experience gained from each learner? Not really.

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How do you ensure students have access to the equipment they need to create videos? What about training them to edit, etc?

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We are unable to offer all final year students a laboratory to do a research project, and some students do not want to work in lab environments. So, we offer the option of an eLearning project or education project or media project, and video is often produced in conjunction with these.

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We have a Kaltura based video assignment embedded in the VLE for anyone to use with students.

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I have offered my students the option of completing a video essay rather than a written essay for the last couple of years. Some are much better at expressing themselves aurally and visually than they are with the written word.

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Our students submit video diaries of an experiment they conduct in the labs. Recently we have started to accept the submissions through Kaltura which eliminates issues over file formats when marking

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Students in Health Sciences at Southampcreated films looking at epicene tics, these formed part of their evidence, along with blogs and articles

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I've been getting students to make screen captures reflecting on learning design documents e.g Learning teaching and assessment matrix. The designs have a visual component and video aids student reflections - I beleive :-)

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What about video projects where students need to submit more than one file, not just an MP4?

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What are you/staff at your institution already doing with video to capture student learning?

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What are you/staff at your institution already doing with video to capture student learning?

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What else would you like to do and what challenges do you face?

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What else would you like to do and what challenges do you face?