Video feedback is fast gaining traction in Higher Education, with Broadbent et al. describing ‘a rich body of work that adopts sociocultural perspectives on feedback’ of which ‘video feedback holds potential’ due to its ‘affordances in promoting a social interactional approach’. Mathisen points out ‘video comments are regarded as being more precise and nuanced than written feedback’ (Mathisen, 2012), while Henderson and Phillips describe how their students ‘were unequivocally positive about [the] video-based feedback’ (Henderson & Phillips, 2015, p.57).
This presentation will focus on the introduction of creative video feedback at the University of Lincoln. Academics at the institution have been delivering audio feedback for some years and, from this, there seemed to be a natural progression into the creation of video feedback that aligned directly with our introduction of the Panopto video hosting software. Many of the benefits afforded by audio feedback (Pearson, 2018) are also seen when using video and students have particularly praised the increased personal nature of video content and the opportunity to revisit feedback recordings in conjunction with their written materials.
Truly creative approaches to video feedback grew out of the College of Arts in the 17/18 academic year (LALT Blog, 2018), and this approach is now embedded across the University, taking many different forms. Academics are continuing to innovate with their approach to video at Lincoln, making use of learning technologies such as Panopto to record and disseminate formative and summative video feedback. In addition, use of the latest Microsoft Surface devices allows academics to draw on live video of student performances, while colleagues in Architecture are re-imagining the traditional ‘crit’ by using video to mark and provide feedback in ‘real time’.
In other areas, Panopto has helped us to develop unique solutions that meet the needs of our academic staff, including an automatic feedback folder tool which creates a private folder in which videos can be shared between an academic and student inside the confines of the VLE.
Increasingly, video is becoming the go-to method of feedback for non-written submissions at Lincoln and this paper fits nicely into the theme of creativity across the curriculum because, not only is it institution wide, but it requires academic colleagues to think creatively and often step out of their comfort zone to be deliver feedback in a new way.
There have been challenges along the way, namely when trying to introduce institutional change to feedback and in ensuring that staff are confident in their approach. For us, it’s about equipping academic colleagues with a number of innovative ways to provide feedback and and this presentation will seek to discuss and critically evaluate some of the challenges faced.
We have received almost unanimous positive feedback to this approach from students, based on an evaluation undertaken in the current academic year, and this session will explore the approach we have taken to embedding video feedback in all its forms, underpinned by this evaluation, sharing examples of some of the innovative approaches our academic colleagues have developed with support from the central Digital Education team.
Henderson, M., & Phillips, M. (2015). Video-based feedback on student assessment: Scarily personal Conceptual Modeling and Simulation of Internet of Things Ecosystems (KоMEIN) View project ARC LP: A best practice framework for playgroups-in-schools View project. Article in Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.1878
LALT Blog. (2018). Video Feedback on Student Performance – Lincoln Academy of Learning & Teaching. [online] Available at: https://lalt.lincoln.ac.uk/2018/12/07/video-feedback-on-student-performance/ [Accessed 13 Mar. 2019].
Mahoney, P., Macfarlane, S. and Ajjawi, R. (2019) ‘A qualitative synthesis of video feedback in higher education’, Teaching in Higher Education. Routledge, 24(2), pp. 157–179. doi: 10.1080/13562517.2018.1471457.
Mathisen, P. (2012). Video Feedback in Higher Education – A Contribution to Improving the Quality of Written Feedback. Nordic Journal of Digital Literacy (Vol. 7). Universitetsforlaget. Retrieved from https://www.idunn.no/dk/2012/02/video_feedback_in_higher_education_-_a_contribution_to_impr
Pearson, J. (2018) ‘Engaging Practical Students through Audio Feedback’, Practitioner Research in Higher Education, 11(1), pp. 87–94. Available at: https://proxy.library.lincoln.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1180132&site=eds-live&scope=site (Accessed: 13 March 2019).