Video attribution options | UIC today

0

Since the pandemic forced instructors to switch to online teaching, the use of video by UIC instructors has increased dramatically, reflecting the general trend to rely on multimedia sources to further engage students with educational material. However, the same cannot be said for the use of video submissions for student work.

Students and instructors are often concerned that video homework may be time consuming, have less academic value, require high levels of technological knowledge, or be irrelevant to curriculum (outside of the context of film degrees, in professional communication or marketing, for example. Example). But that doesn’t have to be the case.

The potential and benefits of video missions

  • To a large extent, video assignments do not differ from more traditional assignments. For any task, instructors have a specific learning objective, follow learning objectives, and include assessment criteria or an assessment rubric. Whether students work in teams or in individual assignments, they are expected to demonstrate academic knowledge and ability, and to relate course materials, readings, and independent research to solve a concrete problem by engaging, reflecting, evaluating. and presenting their own analysis and perspective on the topic.
  • Unlike a typical classroom presentation which may get little commentary, video assignments can be powerful learning tools for students because a persuasive visual argument requires in-depth, iterative conceptual and rhetorical thinking. Not only is it necessary for the student to synthesize various sources on the topic content, but he must also write it in script form, read it, decide who to interview or record, and then create a video, requiring time spent on the subject. film and edit. . All of these distinct cognitive activities approach the subject in different ways, stimulating creative and analytical work.
  • Research shows that students find video projects to be beneficial for their own understanding and mastery of a topic’s material. A study by Greene and Crespi (2012) examined the perceived value of videos created by students as a tool to improve the learning experience for students. The survey data revealed that, for the students, such projects were creative, unique and educational. Additionally, students who watched the creative projects said the video projects were extremely useful for reviewing the material while helping others understand the material.

What types of homework can videos be?

  • Advertising
  • Biography or autobiography
  • Case analysis
  • Reflection
  • Description of a process
  • Dialogue
  • Diary of a real or fictitious historical figure
  • Team discussion or debate
  • Instructional video
  • Lab or field notes
  • Letter to the editor
  • Material plan and methods
  • Story
  • News or report
  • Poem, play, choreography
  • Book review, game, exhibition

What does CATE recommend for creating video assignments?

Panopto is the university-backed media streaming and video capture solution. Panopto offers students a secure method of sharing video content. This platform allows users to create, edit and add captions to videos. Panopto is easy to use: videos can be played on any device, and its editor runs in any web browser.

  • Collect video submissions from your students using Panopto, which is integrated with Blackboard
  • Create a homework folder in Panopto to allow students in your course to submit video recordings.
  • Students can upload a pre-recorded video to the homework folder or record a video to this folder using the Panopto software.
  • You can optionally ask students to submit their videos to a Blackboard assignment so that you can view and grade the videos in the Grade Center.

VoiceThread is an interactive collaboration tool available in Blackboard that can be used to encourage student discussion and build community in asynchronous learning environments.

Online discussion forums are generally text-based and can sometimes limit the types of conversations in online learning environments, while VoiceThread allows students to create multimedia content and generate conversation around it. using audio and video. Conversations take place asynchronously when and where it is convenient for students to participate.

If you answer “yes” to any of these questions, using asynchronous video using VoiceThread for chats would be beneficial:

  • In part, do you assess the students’ ability to express themselves or present on the topic?
  • Do you hope this discussion will help build a sense of community?
  • How important is it to you to know what the students think about the topic?
  • Are there any students in your class who have difficulty communicating via text?

For more information, see Creativity Takes Courage: Integrating Video Homework Into Academic Classes and Co-ed programs or schedule a consultation with one of CATE’s instructional designers.

User-friendly printing, PDF and email


Source link

Share.

About Author

Comments are closed.