Flipped Education Video and Sounding Off

Carl James-ReynoldsSchool of Science and Technology

Motivation• Marking takes (too much) time• Students are comfortable with multimedia and

Web 2 technologies (95% 16 to 20 in 2012)• Students need to develop their digital literacy skills

to support their studies and not just their social lives

• Assessing some types of activity can be difficult/awkward/time-consuming/easy to trivialise

• Students are often over assessed which places an additional workload on everyone

Background

• Work with audio• Work with video

• Feedback• Feedforward• Tools

Audio

• Bob Rotherham (2009) looked at benefits of audio use, esp. The reception by students, time benefits

• Nortcliffe et al. (2011) discuss the tutor use of smartphone audio apps for giving intrinsic and extrinsic feedback and found that students appreciated feedback given this way

Video

• Herrington (2009) discusses how smartphones were used to collect video, image and audio data for creating digital narratives or stories for use as curriculum resources.

Feedback• What can we agree on:– Timeliness– Useful for future performance– Personal– Provisional grade or not– Rich enough to show tutor engaging with the work!– Understandable– Puts grade into context– More use at formative stage

Flipped Education Video

• We (Educators) have focussed on the use of video to provide instruction and to get across ideas in a easily digested format. Students have been the consumers and we have been the producers

• The flipped concept is that Students become producers and we are the consumers. This gives students the opportunity to get across their ideas and understanding and allows us to assess this.

Why Video

• Develop presentation skills for online media literacy• Students have good access to suitable equipment and

software that can be relatively inexpensive or free• Allow the student to develop their online presence and

portfolio• Enables the lecturer to mark work very quickly and

provides a good audit trail • Students can demonstrate their understanding and

achievement • Exemplars are easily found

Examples

• https://www.youtube.com/watch?v=8c9PbA0itPQ

• https://www.youtube.com/watch?v=DKi7b7pOquM

• https://www.youtube.com/watch?v=TXDZ-_TBlt0

In Practice

• Students really enjoy this type of activity• Videos uploaded to YouTube makes it a low

bandwidth submission of a link• Works across any platform anywhere with

Internet access

What Are We Assessing

• Understanding of a process• Understanding application of a concept• The ability to reason about a subject• Presentation skills

What We Are Not Assessing

• Originality of code• Ability to stand up in front of a class and

present• Traditional referencing skills, but these could

be added if necessary

Feedback from Students

• Do you feel that producing the video helped you to understand what you had done?

• • Yes, creating a video really helped ensure I

understood the content, I feel, especially with more technical work, it's much easier to explain something in person, and a real test of an individuals knowledge is their ability to explain something fairly complex in a simple, clear way. The video is a great test of that.

• Have you shown the video to family, friends or potential employers?

• My boyfriend reviewed it and have me feedback. Sent it to parents. To keep them included in what work I'm doing (without expecting them to read an entire essay). They forewarned it to my gran as they thought she would enjoy it. Have received requests from other teachers to see it. The video also remains in my online portfolio

• Would you have preferred the assignment to be written up?

• Both ways are fine • Do you feel that producing the video helped

you to understand what you had done?• Yes

Tools

• Camstudio• iMovie• Moviemaker• Avidemux

• All these tools are free!• The Smartphone (sadly not free ;))

Sounding Off

• The idea of audio feedback is not new. • What has been discouraging are the very

perfect examples of audio feedback that are often played back at conferences (No Reference).

• These have always carried with them the sure knowledge that – I could never be so organised and structured, without typing it all first!

Examples

• There are three different assignments• IT feedback on a 500 word analysis of a

company (Formative)• IT feedback on a 500 word analysis of security

in a company (Formative)• Feedback on video multimedia work

(Summative)

In Practice

• Students really like the very fast marking turnaround times

• They feel that the feedback is easy to understand

• It does not have to be perfect

Student Feedback

• Was the audio feedback useful?Yes

• If you submitted on time, did you receive feedback quickly?Yes, I think it was only a couple of days

• -----------------• Yes i liked the audio feedback as it saves time reading and

writing and we can tell what the tutor really likes by the tone in their voice when talking about a certain attribute. The only difference I would recommend would be possibly in class marking if there is sufficient time for the tutor to do so. As it allows students to explain reason for certain fetaures in their work.

• Was the audio feedback useful? The audio was really useful, no improvements.• If you submitted on time, did you receive

feedback quickly? I recieved the feedback quickly I think in 3 days

which was much better than other modules

Feedback was received quickly. Feedback was also useful.

The DVD

• This contains video demos of how to provide audio feedback

• It contains demos and instructions showing how to use screen capture software

• It contains software or links to software

Literature• Ash, K., (2012) Educators View 'Flipped' Model With a More Critical Eye, Education Week http://www.edweek.org/ew/articles/2012/08/29/02el-flipped.h32.html• http://yougov.co.uk/news/2012/02/17/social-media-growing-uk/• Woodcock, B., Middleton, A. and Nortcliffe, A. (2012) Considering the Smartphone Learner: an investigation into

student interest in the use of personal technology to enhance their learning. Student Engagement and Experience Journal, 1(1). Available at: http://research.shu.ac.uk/SEEJ/index.php/seej/article/view/38/Woodcock

• Nortcliffe, A., Middleton, A. and Woodcock, B. (2011) Evaluating the use of audio smartphone apps for higher education learning. Audio Engineering Society 130th Conference, May 2011, London, UK.

• Ramsden, A. and Jordan, L . (2009) Are students ready for QR codes? Findings from a student survey at the University of Bath. Working Paper. University of Bath. Online at: http://opus.bath.ac.uk/12782/1/

• Herrington, A. (2009) Using a smartphone to create digital teaching episodes as resources in adult education. In: Herrington, J., Herrington, A., Mantei, J., Olney, I. and Ferry, B. (eds.) New technologies, new pedagogies: Mobile learning in higher education. Wollongong: Faculty of Education, University of Wollongong. [Online] Last accessed 22 April 2104. Online at: http://ro.uow.edu.au/newtech/

• Walsh, A. (2010) QR Codes – using mobile phones to deliver library instruction and help at the point of need. Journal of Information Literacy, 3(1), 55-65. [Online] Last accessed 25 September 2011. Online at: http://eprints.hud.ac.uk/7759/

• Bob Rotherham Sounds Good – Final Report – Version 1 – 26 March 2009 JISC project.http://www.jisc.ac.uk/whatwedo/programmes/usersandinnovation/soundsgood.aspx

Thanks

Judy Wilson – Proof Reading

Serengul Smith – Internal Moderator

Keith Miller – External Examiner

My Students – Subjects