Video creates spaces in which to apply alternate pedagogical strategies (Sherin, 2003) and empowers staff and students to create timely, meaningful and engaging content in online environments. It can be information-dense and convey, variously, emotions, psychomotor skills and physical behaviour more effectively than other media types. In the area of assessment, video is particularly suited to process-oriented assessment, and video-based learning artefacts can facilitate viewing and reflection by all parties in the learning process (Mitra et al., 2010). Video can subsume so many other different kinds of assessment and learning evidence, from interviews, live discussion and role play to presentations and exhibitions.
However, much of the potential of video as an educational technology is often not realised by staff with potential efforts being hampered by the perceived complexity of the associated hardware, software and pre and post-production requirements (Hobbs, 2006). Framed in the terms of the standard technology acceptance model (TAM) (Davis et al, 1989), which the authors used to think about how to increase the uptake and use of video as a teaching and assessment tool, it appears that while video has reasonably good perceived usefulness it has poor to very poor perceived ease-of-use.
A pilot project was designed and implemented to address this shortfall. Rather than adopting a prescriptive “one-size fits all approach” to training with a focus on achieving the same learning objectives for all participants, would-be participants were invited to submit a speculative proposal indicating what they wanted to achieve in using video in the context of their own discipline and teaching practice.
A five-week course covered the fundamentals of video production with a focus on enriching the T&L experience. The course was delivered using an active-learning strategy through online delivery of course content and practical face-to-face activities. Staff covered the relevant pedagogic strategies that could be explored using video for and with their students, and learned some basic skills on planning, producing and publishing video online. Key to the course design was its evidence-based approach whereby participants were encouraged, on completion of the course, to apply for a specially designed digital badge.
This session will offer new ideas and approaches about engaging staff in using new educational technology by focusing on staff-led context/pedagogy-specific visions for technology usefulness. The session will also offer more specific suggestions about helping staff to better use video in their T&L and assessment practices.
Davis, F.D., Bagozzi, R.P. and Warshaw, P.R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management science, 35(8), pp.982-1003.
Hobbs, R. (2006). Non‐optimal uses of video in the classroom. Learning, media and technology, 31(1), pp.35-50.
Mitra, B., Lewin‐Jones, J., Barrett, H. and Williamson, S. (2010). The use of video to enable deep learning. Research in Post‐Compulsory Education, 15(4), pp.405-414.
Gamoran Sherin, M. (2003). New perspectives on the role of video in teacher education. In Using video in teacher education (pp. 1-27). Emerald Group Publishing Limited.