Transcript Document

Using audio and video for reflective
learning
Prof Derek France
Department of Geography & Development Studies,
University of Chester
University of East London, June 2013
In association with: Ruth Healey, Chris Ribchester, Kelly Wakefield, Katherine Welsh, Julian Park
Outline
1. Reflection
2. Case Studies
–
–
–
–
–
Student digital stories
Staff videos
Student documentaries
Audio/video feedback
Talking heads
3. World Cafe…
–
The pitch
4. Action Plan
Ice breaker…..
Form a line up for all workshop participants …
– by date of birth Jan 1st to Dec 31st
You have 2 minutes
– Your understanding, experience and application of
audio and video for learning and teaching.
You have 2 minutes
Reflection
• The process of reflection
involves reviewing an
experience to describe,
analyse, evaluate and
therefore inform your
future practice (Reid
1993)
• Moon (2004) argues that
the outcome of reflection
should achieve learning,
action or clarification
• The Experiential Learning Cycle
What is podcasting?
“A group of technologies for distributing audio or video content
over the internet.”
(Lynch et al, 2008, p.142)
Models of Podcasting
Model 1:
Support
Lectures
Screencasting,
Lecture
podcasting lectures summaries
Model 2:
Support
Fieldwork
“iWalk”:
Location-based
information
Pre-lecture
listening materials
(complex concepts)
Instruction on
technique &
equipment use
Video footage
prepare for
field trip
Lecture
recordings
Digital
Story-telling
Model 3:
Model 4:
Anatomical
Software
Support
Support
Specimens
teaching & learning
3-Dimensional (Structures, tissues, Practical-based (replace text-based
dissections)
instructions)
Learning
Learning
Model 5:
Assessment
Tool
Student-created
podcast based on
field trips
Student-created
podcast to address
climate change
Model 7:
Bring topical Guidance & tips
Skills
Supplement
issues
Assessment tasks Development
Lectures
Model 6:
Provide
Feedback
Supplement
Online teaching
(Impala, 2007)
Case study 1: Student Digital Story (Chester)
Typical 1st year fieldwork report…
1.
2.
3.
4.
5.
Introduction
Methods
Results and discussion
Conclusion
Appendices
or
Digital Story
Student perspectives analysed through pre- and
post-experience questionnaire surveys and focus
group discussions.
Case study: 1st year module
Typical fieldwork report…
1.
2.
3.
4.
5.
Introduction
Methods
Results and discussion
Conclusion
Appendices
New knowledge and
skills
or
Digital Story
New medium of
communication /
presentation
Student engagement: an ideal model
TASK (Assessment activity)
Introduction
Experimentation
Maturity
Student engagement: an ideal model
TASK (Assessment activity)
Introduction
STUDENTS
Experimentation
Maturity
FILMING AND EDITING (LEARNING BY DOING)
Confident,
familiar,
experienced.
Unplanned, random, very
active, ‘over-creative’,
humorous/childish!
Anxious,
reluctant,
inexperienced.
Lower levels of activity,
over-cautious, selfconscious, camera-shy,
audio-shy, self-deprecating.
Student engagement: an ideal model
TASK (Assessment activity)
Introduction
STUDENTS
Experimentation
Maturity
FILMING AND EDITING (LEARNING BY DOING)
Confident,
familiar,
experienced.
Unplanned, random, very
active, ‘over-creative’,
humorous/childish!
Anxious,
reluctant,
inexperienced.
Lower levels of activity,
over-cautious, selfconscious, camera-shy,
audio-shy , self-deprecating.
More planned,
more systematic,
more academic,
innovative,
greater comfort.
Structured creativity.
Case study 1: Student Digital Story
• Assessment Criteria
•
Wakefield & France, 2010)
• The students appreciated the opportunity to produce
a practical digital story before doing the assessed
version. Wakefield & France (2010); France &
Wakefield (2011)
Identify 3 separate words which best describe
your experiences…
n=63
Case study 2: staff generated video
• 2nd year module (UWE) supported by staff created
video podcasts on hot deserts and tropical rain
forests ~15mins – available via VLE
• “This combination of autonomous and social
constructivist learning, supporting reflective activity,
can nurture a range of learner styles. There is a need
for [video] podcast technology to be integrated
effectively into learning environment” (Hill et al.,
2012. p16)
Case study 2: staff generated video podcast
Integrating video podcasts into student learning: a model of
good practice. (Hill et al., 2012)
Case study 3: Video Documentaries
• 3rd year module, (Loughborough) student generated
on the Cretan rural space ~10mins – collect
supplementary audio – ethical considerations?
• “The video documentaries formed an importsant
aspect of the module and succeeded in devlepong
students’ ways of ‘seeing’ , ‘representing’ and
‘imagining’ different aspects of rural Crete” (Mavroudi
& Jöns 2011. p594)
Case study 3: Video Documentaries
• Overall assessment criteria
– Structure of the video, compile and edit relevant material
– Communicate affectively, deliver a balanced, original and
complete presentation
– Design and use visual material in a creative way
– Independent study and effective use audio material|
• “The criteria assess the students ability to create an
original video based on images, interviews from
students, for a flow of commentary and for an
argument that critically reflected on the chosen topic
and show signs of creativity ” (Mavroudi & Jöns 2011)
Case Study 4: Audio feedback
Nature and content
• The potential for more depth and detail
• More personalised
• More understandable
• Greater sensitivity to the spoken word
• Responsiveness to receiving information verbally
Formative Feedback was generally more appreciated than
summative due to its potential immediacy to improve grade
Student Quotes
“Hearing your voice seems to make the course seem closer,
less distance.”
“I listened to this at home and it felt like you were in the room
with me and I wasn’t totally comfortable with that”.
(France & Ribchester, 2008)
Generic Large Group Feedback
N = 90
Potential to do more harm than good?
Accepted characteristics of good feedback (irrespective of
method of delivery)…
• Facilitates the development of self assessment
(reflection) in learning
• Encourages teacher and peer dialogue around learning
• Helps clarify what good performance is (goals, criteria,
expected standards).
• Provides opportunities to close the gap between current
and desired performance
• Delivers high quality information to student about their
learning
• Encourages positive motivational beliefs and self esteem
• Provides information to teachers that can be used to help
shape the teaching.
Juwah et al (2004)
Case Study 4: Video feedback
Case Study 5: Talking Heads examples
• Reflections from
conference
delegates
www.enhancingfieldwork.org.uk
• Staff reflections on
their teaching
practice
• Tutorial sessions.
Audio reviews of staff
research journeys
• Fieldwork video diary
‘reflections’ bus
(student evaluations)
• MSc (Un)Sustainable
Challenge –Fieldwork
‘Splice’ video
reflections of the
issues
World Cafe
• Think of a teaching
activity that could use
either audio/video
reflection
• Staff or students as
producers
• Brief description
• Formative/summative
• Resources needed
• Challenges
• Working individually for
a couple of minutes
• Discuss your options
the with your table
• Identify one potential
Learning & Teaching
activity for your group
• Transfer details to the
flip chart
• Add any additional
questions
World Cafe
Method:
•
One of the group remains at the table and explains
to the visiting participants about the new activity
•
Participants move between tables and discuss
...or move to another table of their choice
•
Can participants can write/doodle on the ‘Flip
charts’comments/suggestions of their
thoughts…be as creative as possible - make it a
work of art!
The pitch…
• Working in groups
• Collate comments
suggestions
• Revise the
audio/video
proposal
• Prepare for a short
elevator pitch…
• What have I learnt?
• What I am going to do next?
– What will I have changed in 6 months?
– Fill out the postcard
• What 3 things can you feedback to colleagues about
the use of audio/video in teaching?
Thank You
Any questions