Group Admins
Description
Session Description
This presentation will discuss the pedagogy of using student-produced digital video for assessment. It will present the results of a qualitative research study, involving participants performing or supporting assessment tasks that included an element of video creation.
The study, conducted as part of my doctoral research, assessed pedagogy over three dimensions (Nind et al., 2016): pedagogy as specified (how is it presented to students?), pedagogy as enacted (what does the teacher do?), and pedagogy as experienced (what do the students do?). Data were gathered through analysis of documents, observations, video analysis and interviews, with thematic analysis being used to develop themes and generate conclusions. The participants were four groups of academics and students at two higher education institutions, working across three disciplines both on campus and at a distance.
Traditional use of video in education has been for content consumption rather than production and, while video-based assessment is not new, there is little literature on the topic. Much of what does exist is almost anecdotal, focussing on the views of lecturers, the practicalities of design or with student satisfaction. There is little reference to learning theory or on how the activities are enacted and experienced by students. This research aims to fill that gap.
The study suggests that lecturers view video assessment as supporting creativity, encouraging collaboration and supporting a ‘real world’ learning experience, while also helping to develop digital skills. The presentation will briefly discuss the alignment of these themes with the sociocultural theory that informed the study, an approach that highlights collaboration, creativity (Hämäläinen & Vähäsantanen, 2011; Vygotsky, 2004), reflection, authenticity and agency. It will then move on to consider how these elements were reflected (either intentionally or not) in the specified pedagogical approaches of educators and how they presented these activities to students. It will then look at how students performed the activities and whether their practice and experience demonstrated the elements and themes suggested by the educators and by theory.
This session will benefit people who are interested in the use of video in education beyond the role of content presentation. It discusses how learning theory might support the use of student-produced media in education and so encourage student creativity, collaboration and agency.
References
Hämäläinen, R. & Vähäsantanen, K., (2011) Theoretical and pedagogical perspectives on orchestrating creativity and collaborative learning. Educational Research Review, 6(3), pp169–184. Available at: http://www.sciencedirect.com/science/article/pii/S1747938X11000303 [Accessed 13 Mar 2019]
Nind, M., Curtin, A. & Hall, K., (2016) Reserach Methods for Pedagogy, London: Bloomsbury.
Vygotsky, L.S., (2004) Imagination and Creativity in Childhood. Journal of Russian and East European Psychology, 42(1), pp.7–97.
