Student Video Production – reflecting on a new innovation

As part of the PGCert we had to develop, try, test and reflect upon a new teaching innovation. I chose video production as a means of assessment

Why?

A 2014 Ipsos/Mori poll of Public Attitudes to Science found that in 2013 climate change was one of the most talked about media topics. However data showed that people would rather talk about something else. Their data also show that 78% of people feel informed about climate change, but only 60% are actually concerned about it. Furthermore in an address to the Walker Institute in December 2014 the Government’s Chief Scientific Advisor Sir Mark Walport stated that “communication about climate change and its…consequences is extremely important”.

Rooney-Varga et al. (2014) & Gold et al. (2015) in found that getting groups of university and high-school students, respectively, to produce videos on climate change showed that students were highly motivated, developed a genuine interest in the topic, learned about the scientific process and developed digital skills. Deeper learning through individual video production is also supported Fuller & France (2014). Furthermore the University Teaching & Learning Strategy (2011) encourages giving students opportunities to learn a range of technologies and applications and two colleagues have had successful experiences using video production to enhance teaching & learning.

I opted to ask students to prepare a short video, rather than write an essay, to communicate the importance of action on climate change.

You can read the full poster here: Video production 0.2

Key outcomes and next steps

Students were apprehensive about video production, but their feedback shows that they did learn and they did enjoy the process (Fig. 2). I have also identified areas for improvement from conversations with the LEU and other academic colleagues that have used video production in their modules. In combination student and peer feedback have helped me shape the assignment for next year.

• Video production in pairs: Video production is inherently team based activity. Although the students had their peers here in the UK and a partner in the USA to bounce ideas off they still had to deal with production on their own it still seemed to be quite intimidating. After discussion with the LEU and peers I feel that working in pairs might alleviate some of the stress and isolation the students feel.
• Reduce the length of the assignment: Produce a 3 min video and a 1000 word action plan to show how they will reduce their own carbon footprint.
• More guidance on ideas: More discussion time in class on ideas for campaigns and capturing those ideas online for reference. The best videos of students who have granted permission will be shown for inspiration.
• More guidance on assessment: The assessment outline was too brief. Students will be given a more detailed breakdown of mark allocation and expectations of content and presentation.
• Video production workshop later in the term: After discussion with the LEU we feel it would be better to hold the workshop once the students have a few ideas to play with. This should lead to better video production, rather than an abstract exercise.

Reflections on reflecting.

Using video production as part of my PGCert assessment was really useful. I’m not sure I would have given the module as a whole and the assessment the same degree of appraisal if I didn’t have to create the poster. I would have adapted the assessment but having the head space to think about it as I set it up and as I evaluated it was important. I need to create the time to do that with other non-standard assessments.

Reflections on the poster presentation day

It was great to have the opportunity to share what I’d done with other members of staff from a range of faculties and to get a good degree of constructive criticism. How else do you learn and improve? A really valid challenge was how the assessment would work for students with disabilities, in particular those with visual impairment. This is a theme I will pick up later on as I think its an area that is really lacking in my teaching practice.

It was also great to see all the other innovative things that others are doing. I have no imagination and have a complete lack of creativity. So for me this kind of thing is really important as it gives me a starter for 10.

Tools that I had used before, but used in different ways, things I’d never even heard of before but could test/try, with some thought in my own class room. For example I loved the origami game to show the value of planning, understanding and human capital. I also loved the participatory approach to student learning and getting students to teach one another through digital training sessions. These are definitely things that I could integrate into my teaching and things that I think our Department/School could benefit from.

Given my lack of creativity (as you’ll see from the very dull nature of my poster) it was also great to see how others present data in a poster format. At some point I’m sure I’ll be forced present a poster at an academic conference (*shudder*) and so seeing a rang of other ways of laying things out (and not laying things out) was also really valuable.