Video reporting is a powerful self-examination tool for both staff and students. Participants record themselves in an authentic context, which can then afford an opportunity to reflect on their experience and those of their classmates.
Sotto (2007) wrote that motivation is already present in learners and educators need to find a way of teaching that does not inhibit motivation. Sotto suggests that active learning opportunities – where students develop learner autonomy, create content and take ownership of their learning – inherently encourages motivation and an opportunity for a deeper learning experience.
An example of the video assessment was used in the Professional Supervisors course in Social Work. Students recorded themselves in a live counselling session of at least 30 minutes. They then identified a 15-minute consecutive section to present for assessment and peer review.
Students recorded the video on a variety of devices, then uploaded the full video or the 15 minute section to Google Drive for storage. When the assignment was due, they shared the link into the Canvas Assignment. Peer review was carried out in two sessions of 5 people, where the class would watch each others’ videos and offer group peer reviews of sessions.
Students experienced a variety of digital literacy skills: learning to record video and upload to Google Drive, how to edit 15 minutes of video content and create a shareable link on Canvas.
Where to next?
There was a fair amount of apprehension from staff and students in setting up this video assignment. A learning designer provided an introductory class session on using Google Drive, and also recorded video tips for the students to review later.
Tools and Tips
Sotto, E. (2007) When teaching becomes learning: a theory and practice of teaching, 2nd edn, London, Continuum International Publishing Ltd
Van der Kleij, F., Adie, L., & Cumming, J. (2017). Using video technology to enable student voice in assessment feedback. British Journal of Educational Technology, 48(5), 1092–1105. https://doi.org/10.1111/bjet.12536