Crea%ng Accessible Video Feedback for Distance Learning Students
A Collabora%on Between Instructor and Instruc%onal Designer
Julie Fuller Instruc.onal Designer University of North Florida Center for Instruc.on & Research Technology www.unf.edu/cirt [email protected]
Purpose
This presenta%on will explore the benefits and challenges of developing and delivering video feedback to distance learning students through a collabora%ve process between an instructor and an instruc%onal designer.
Essen.al Ques.ons
• Why use video feedback? • Why make video feedback accessible? • What types of technologies and strategies can be used to create accessible video feedback?
• With what types of assignments does accessible video feedback work best?
Project Phases
• Phase 1 – Planning • Phase 2 – Implementa%on • Phase 3 – Results
Phase 1 Planning
Phase 1 Focus
Phase 1 includes iden%fying the following: • Willing faculty member • Appropriate distance learning course • Appropriate assignment/assessment • Tools, skills and programs to be u%lized • Project roles • Resources for instructor • Best prac%ces
Course Profile
• Graduate distance learning course – HUN6123 Sociocultural Influences on Nutri%on
• Delivered via Blackboard Learn • 17 students • 1 instructor
Assignment Profile
Types of Assignments • Forma%ve or summa%ve • Skills-‐based • Higher-‐order thinking skills • Mul%ple means of
expression • Graded by rubric
Cultural Group Infographic Create an infographic on a cultural group’s history, food pa]erns, health and nutri%on issues, and diet changes. Resources for Students • Piktochart video tutorial • Example infographics • Grading rubric
Tools & Programs
Camtasia • Screen-‐cas%ng • Video capture • Audio capture • Video edi%ng • Program license
required
3PlayMedia • Transcrip%on
services • Standard service
7 day turnaround (other op%ons)
• Paid service
YouTube • Video hos%ng • Organize in
unlisted playlist • Videos saved for
2 years • Free service
Shared Project Roles
Instructor
Instruc.onal Designer
• Project guidelines • Iden%fy assignment • Develop rubric • Develop survey • Review survey data
Individual Project Roles
Instructor
• Evaluate assignment
• Record feedback
• Deliver feedback videos to ID
Instruc.onal Designer
• Edit raw feedback footage
• Submit videos for cap%oning
• Upload videos to YouTube
• Deliver YouTube links to instructor
Instructor
• Provide YouTube link to students
• Deploy student survey
Resources for Instructor
Project Outline • General Informa%on:
– Course & student info – Assignment recap – Standardized project intro
• Rubric: – Reference rubric categories – Match up student performance
• Criteria (3 from rubric): – Construc%ve comments
• Review: – Standardized closing – Instruc%ons for how to proceed
Video Outline
Example Feedback Video
Project Best Prac.ces • Use standardized language in intro & closing – Iden%fy purpose of video feedback – Address student by name – Instruc%ons for how to proceed afer feedback
• Review the project outline before and during recording • Refer to rubric language frequently • Feedback should be construc%ve and succinct • Use unbiased language/phrases/comments • Speak in a clear voice • Use appropriate tone and pace • Video no longer than 5 minutes • Provide addi%onal wri]en comments to students
Best Prac.ces Cont’d.
Accessibility Use verbal references: • Distance • Loca%on • Exact %tles, numbers,
names, etc. • Arrangement • Order • Tac%le references • Avoid vague language
Camtasia Video features: • U%lize webcam • Video anima%ons • Cursor FX • Noise reduc%on • Turn off no%fica%ons when
recording (email, phone, etc.)
Phase 2 Implementa%on
Recording & Edi.ng
• Approx. 10-‐25 minutes per video • Re-‐filming required for some assignments • Over the course of 2 days
Filming Dura.on
• Zoom in on assignment • Cursor highlight or magnify • Export to mp4
Video Edits
• Time needed to review assignment, film video and populate rubric comments
• Turnaround %me to students Considera.ons
Student Communica.on
• Introduc%on to project & purpose in learning module
• Announcement tool in Bb to inform students about project & expected feedback delivery
• Specific reference to the project survey in feedback video & learning module
• Addi%onal points toward assignment grade for students who completed survey
Video Feedback Delivery
• Video links emailed to students directly by instructor
• Video links delivered once all videos were edited, cap%oned and uploaded to YouTube
• 7 day turnaround %me from assignment due date to delivery of video links to students
Survey Details
Ques.ons • 10 ques%ons total • 8 opinion scale ques%ons • 1 yes/no ques%on • 1 open response ques%on
Goals • Collect student opinion on:
– Helpfulness of video feedback content & format
– Impact of instructor presence – Quality of video appearance
& produc%on
Incen.ve
• Op%onal par%cipa%on • Worth 5 addi%onal points
toward assignment grade if completed
Delivery
• Survey tool in Bb • Afer video links were
delivered
Survey Ques.ons
1. I was able to easily access the video feedback provided to me by the instructor.
2. Overall, I feel that I received construc%ve and helpful feedback in the video review of my assignment.
3. I used the closed cap%ons feature of my personal feedback video.
4. Having access to the closed cap%oning of my feedback video enhanced the feedback experience.
Survey Ques.ons Cont’d.
5. Receiving video feedback for my assignment helped me understand my overall assignment grade be]er than if I had only received wri]en comments in the grade book.
6. Receiving addi%onal wri]en comments from the instructor complemented my video feedback and gave me further understanding of my overall assignment grade.
7. The produc%on of my video feedback seems high-‐quality and well done.
Survey Ques.ons Cont’d.
8. The personalized video feedback I received made me feel as though the instructor has a vested interest in my success in the course.
9. I would like more personalized video feedback in future online courses.
10. Please include any addi%onal comments or sugges%ons you have that might be helpful for providing future video feedback to students in an online course.
Phase 3 Results
Survey Results
Survey Component Student Response Video feedback helped me understand overall assignment be]er than only receiving wri]en feedback.
64% Strongly Agree 21% Agree 14% Neither Agree nor Disagree
Personalized feedback made me feel as though the instructor has a vested interest in my success in the course.
64% Strongly Agree 28% Agree 7% Neither Agree nor Disagree
I used the closed cap%ons feature of my video feedback.
35% Yes 57% No (7% Unanswered)
Having access to the closed cap%ons feature enhanced the video feedback experience.
21% Strongly Agree 21% Agree 35% Neither Agree nor Disagree 21% N/A
I would like more personalized video feedback in future online courses.
78% Agree 21% Neither Agree nor Disagree
Student Comments “I thought this was nice and personalized. It helps me feel less like a distance student. In addi<on, it makes it clear that the professor is concerned about my progress and personally graded my assignment.” “While watching [my] video, I was able to clearly understand the areas that need improving and will apply these details to the next assignment.” “I thought the use of the pointer as [the instructor] covered each sec<on was valuable because I was able to visually follow [the feedback].” “I feel as though if I were to complete another assignment like this I would be able to apply the [feedback] that [was] shared easily in comparison to relying on the rubric notes alone.” “This is a great feature, I wish we had it sooner!”
Student Comments
“I think that the video feedback provided the same informa<on as the wriHen document. I don’t think it’s necessary to provide feedback in both ways.” “I think that the video feedback is nice, but not a necessity. It took a while to get the feedback returned. If this was a <me sensi<ve situa<on [in which] another assignment was due based on the first, I would rather have wriHen feedback in a more <mely manner.”
Instructor Reflec.on
“The recording was a small part of the en<re grading process. Although I like the idea of a [feedback] video, it took longer than expected…maybe the video is more effec<ve for a small ac<vity, like sending students brief comments about their posts on a discussion board. I will enjoy using [video feedback] as an enhancer for quick feedback on small ac<vi<es to connect with [students].”
Benefits & Challenges
Benefits • Promotes inclusion • Complies with Sec%on 508 • Targets mul%ple learning
styles • Contributes to instructor
presence • Individualizes the student
experience • Applicable to a variety of
assignments/assessments • Demonstrates alignment of
learning objec%ves and assignments
Challenges • Time commitment
– Assignment grading – Video recording – Transcript processing
• Access to technology – Paid vs. free programs
• Technical skills required • Storage space
Gaps
The chosen assignment’s reliance on graphics – An alterna%ve assignment and grading rubric would be necessary for students requiring accommoda%ons
Q&A
Julie Fuller, Instruc%onal Designer University of North Florida [email protected] 904-‐620-‐5431