A walk down the red carpet: students as producers of digital video-based knowledge

Abstract

A walk down the red carpet: students as producers of digital video-based knowledge. Biography.Dr. Ryan is an applied biochemist and currently lectures on biotechnological, biochemical, chemical, quality and other ancillary aspects of the food and (bio)pharmaceutical Sciences. His pedagogic research focuses on the integration of novel technology into the teaching and learning environment and the effect of assessment, feedback and blended learning on undergraduate learning.A walk down the red carpet: students as producers of digital video-based knowledge. AbstractDisengaged and apathetic students are common in many undergraduate classrooms. Learning to these students is a passive process, typified by a consumer-like attitude. One approach to engage students, and enhance the learning experience, is to integrate active learning into the curriculum. The purpose of the pedagogical evaluative study described here was to investigate if student researched, designed and created digital video could act as a viable reusable peer learning resource. Although the use and integration of technology was central to the scope of this project, other ideas such as threshold concepts, the requirement for both active and authentic social constructivist learning, and student empowerment are pivotal to the rationalisation of this research. Overall, students appreciated an alternative method of learning; however, they were more reserved about their perceived learning and the usefulness of the peer generated videos as learning resources. This pedagogical evaluative study suggests that practitioners can introduce student produced digital media as an alternative student centred learning approach whilst simultaneously developing student soft skills.

Student-generated video creation for assessment: can it transform assessment within Higher Education?

“…Challenges in managing issues of copyright during video creation were also acknowledged (Chetty & Pallitt, 2013;Cox et al, 2010; Visosevic & Myers, 2010) along with suggestions of how this had been addressed. Whilst these challenges inevitably led to frustrations and student stress, they did not diminish the end result of student satisfaction and enjoyment (Ryan, 2013). Furthermore, it is noteworthy that ways of addressing these challenges were reported in every study, in addition to technological advances making this more accessible (…”

“…Students were asked to produce a short individual video on the topic of studying at a British university which was submitted via a YouTube account. Ryan, 2013 Ireland Biochemistry module across 3 programmes; undergraduate; on campus; university in Ireland.…”

“…Although not an integral element of using student generated video creation, many of the literature examples of video creation projects were done collaboratively with groups of students involved in the video creation; thus, the benefits of collaboration and team working were often reported within the studies too ( Ryan, 2013). While the benefit of collaboration and using groups in relation to video creation for assessment have been documented, collaborative group assessments are not used on many programmes and can pose their own challenges related to staff and student perceptions, student engagement and complications arising from the group dynamic (Greenbank, 2003;Lavy, 2017).…”

Student Produced Videos - An Innovative and Creative Approach to Assessment

“…There is however minimal literature that describes the use of student produced videos as an alternate form of assessment. Some studies report learning "with" videos as opposed to learning "from" videos, in which student produced videos have been introduced as an active learning technique (Jensen, Mattheis & Johnson, 2012, Kay, 2012, Ryan, 2013, Vanderlelie, 2013, Smith, 2014, Pegrum, Bartle & Longnecker, 2015, Box et al, 2017. These studies reported the use of student generated videos where students have researched a topic and produced videos for the presentation of their research to replace the more traditional written or oral (face-to-face) presentations used for assessment.…”

Vídeos cortos realizados por los alumnos como recurso docente. Diferentes enfoques.

“…A modo de ejemplo, en [7] se describe una experiencia de vídeos generados por los alumnos, más jóvenes que los universitarios (las mayoría de los vídeos realizados por alumnos de primaria y algunos por alumnos de secundaria) y se analiza desde el punto de vista de alumnos, padres, profesores y equipos directivos; en [8], la experiencia fue realizada con alumnos de primaria (10-12 años), y los autores se centraban sobre todo en el papel del profesor en el desarrollo de los trabajos; [9], también realizada con estudiantes de primaria, se centra principalmente en analizar el comportamiento del grupo durante el desarrollo de la actividad; en [10], con estudiantes universitarios, se analiza la posibilidad de utilizar los vídeos producidos por los estudiantes como material docente, además de buscar aumentar la motivación de los alumnos y mejorar sus competencias tecnológicas; en [11] se propone la actividad como entorno de trabajo para que los estudiantes aprendan a contar historias, desarrollando todas las posibilidades narrativas de los vídeos.…”