Assessing Student Learning using Feature Films and Clips Deborah Olson, Ph.D. Jeanny Liu, Ph.D. University of La Verne

Visual Learning Role modeling impact (both positive and negative) Increases interest and enjoyment Integration of concepts Fosters retention (linking to prior learning) creating “memory pegs”

Using Both Feature Films and Short Clips Traditionally, faculty have selected films/clips to reinforce learning Students integrate concepts and examples Seeing the world with new ideas Co-creating their learning experience Active learning process (YouTube: everyone contributes; but you need to sort out what is meaningful)

Valuable Learning Tool Easier to discuss negative behavior patterns observed in “actors” Identify nonconscious “autopilot” responses in others Identify other possible reactions students had not considered before (behavioral flexibility) Seeing shadow self (personalized power)

Sharing My Experience Learning process: Role modeling behaviors linked to key course concepts (e.g. leadership) 1. Student Selections to demonstrate: Theories of Motivation Decision Making strategies 2. Instructor selected: Apollo 13 Remember the Titans

Assignment: Student Engagement Students find clips and analyze the key learning points Integrate clips with theories and concepts Work as a team Teams “compete” for whose analysis provides the best learning opportunity Must explain “why” (not “it was funny”)

Student Engagement Process Students brainstorm options Use critical thinking to narrow the options Establish relevance and linkages New options are always being created (YouTube, TV series, commercials) Clear resonance with students: They will judge what helps them learn and what is meaningful

Guidance on What to Avoid Clear guidelines (not taking this for granted) Racist and sexist clips Inappropriate “humor” (pubic hair in the soup) Violence, inappropriate language, pornography Drinking, hazing rituals (anything where others are hurt or abused)

Written Summary Guidelines One page (reinforces writing clearly, crisply) Subheadings linked to analysis requirements Overview of course concept Specific statement about “why” the clip was selected 3 – 5 learning points demonstrated in the clip

Remember the Titans Personal preference: movies based on actual events Content: Life issues and navigating complex relationships Conflicts, diversity (racism) Teamwork and development Ethics and decision making

Movie Showing Process Distribute final exam questions to students right before you show the movie Show the entire movie in class one week before the final exam Students encouraged to bring laptops to class during movie showing to capture relevant scenes and dialogue Bring popcorn and candy for fun!

Final Exam Ideas Include both course concepts and specific movie scenes in questions Link movie scenes to specific learning outcomes: E.g. What are the positive and negative consequences of using positional power to create change? Give examples from your experiences at work or school

Example Test Question Leaders use both inspirational appeal and position power to influence others. Define each concept and from the movie give two specific examples of what each coach did to use inspirational appeal strategies effectively and two specific examples of when positional power strategies were used effectively.

Assessing Student Learning Interactive clip: Read through the question I will show you a clip from the movie Identify three specific examples from the movie that illustrate the concept in the question Emphasize: the rationale behind the answer given is more important than your opinion on the relevance of the specific scene/quote.

Assessing Student Learning Establish the point value of each question and subquestion Identify the range of alternatives from the movie that you will “accept” as accurate Include an example of how you want the answers written during the class before the viewing of the movie

Possible Issues with this Movie How will females and non-athletes respond? How will international students (who don’t value football like the US culture does) respond? How will student relate to the historic issues that are represented in the movie? Any movie you select will have “issues” to address.

Student Reactions/Your Questions Student comments on the process of using video to facilitate learning Your questions and comments