BIB328 The Bible and Field Archaeology : Video Assessment Component Dr Diana Edelman and Tristan Britland, Kate Davis, Aimie Hope, and Brina Marks Dr Diana Edelman and Tristan Britland, Kate Davis, Aimie Hope, and Brina Marks

Background The opportunity became available to purchase video cameras as part of a Departmental grant made to the Centre for Inquiry Based Learning in the Art and Social Sciences (CILASS) to enhance student involvement in inquiry-based learning. The Head of Biblical Studies thought BIB328, The Bible and Archaeology, was a natural place to experiment with student-made videos as a tool to help instruct future students about fieldwork or the dig experience. The opportunity became available to purchase video cameras as part of a Departmental grant made to the Centre for Inquiry Based Learning in the Art and Social Sciences (CILASS) to enhance student involvement in inquiry-based learning. The Head of Biblical Studies thought BIB328, The Bible and Archaeology, was a natural place to experiment with student-made videos as a tool to help instruct future students about fieldwork or the dig experience.

Pedagogical Considerations The addition of a video component whose focus was the entire dig process from inception to publication would allow students to learn about a subject which not covered in the module previously. Students would be directly engaged in designing and executing an original group project. Students would gain valuable, transferable skills in video production and editing that would be useful on their CVs. The addition of a video component whose focus was the entire dig process from inception to publication would allow students to learn about a subject which not covered in the module previously. Students would be directly engaged in designing and executing an original group project. Students would gain valuable, transferable skills in video production and editing that would be useful on their CVs.

Existing Assessment 2 weeks top plans and field diary entries; 1 locus card and 1 wall card (40%) Field trip and lecture notes (10%) Assessment by square supervisor of intellectual curiosity, physical and mental effort, participation and positive contribution to group dynamic (15%) 3,000-word essay (35%) 2 weeks top plans and field diary entries; 1 locus card and 1 wall card (40%) Field trip and lecture notes (10%) Assessment by square supervisor of intellectual curiosity, physical and mental effort, participation and positive contribution to group dynamic (15%) 3,000-word essay (35%)

Revised Assessment 2 weeks top plans and field diary entries; 1 locus card and 1 wall card (35%) Field trip and lecture notes (10%) Assessment by square supervisor of intellectual curiosity, physical and mental effort, participation and positive contribution to group dynamic (10%) 2,000-2,500 word essay (20%) 30-minute group video project (25%) 2 weeks top plans and field diary entries; 1 locus card and 1 wall card (35%) Field trip and lecture notes (10%) Assessment by square supervisor of intellectual curiosity, physical and mental effort, participation and positive contribution to group dynamic (10%) 2,000-2,500 word essay (20%) 30-minute group video project (25%)

Rationale for Changed Weighting The videos were likely to involve a lot of editing work but should not carry undue weight since it was not clear how much time would actually be required. The paper should be shortened and given less weight. The field supervisor assessment could be cut in weight, as could the fieldwork recording paperwork. The videos were likely to involve a lot of editing work but should not carry undue weight since it was not clear how much time would actually be required. The paper should be shortened and given less weight. The field supervisor assessment could be cut in weight, as could the fieldwork recording paperwork.

Modifications during the Module It became clear during the three weeks in the field that it would be too difficult to do two weeks of top plans and excavation diaries in addition to shooting footage for the videos and arranging the necessary interview components. It was agreed between the instructor and the students that there would be 1 week of field recording with the same weight, to allow the final week to be dedicated to video production. It became clear during the three weeks in the field that it would be too difficult to do two weeks of top plans and excavation diaries in addition to shooting footage for the videos and arranging the necessary interview components. It was agreed between the instructor and the students that there would be 1 week of field recording with the same weight, to allow the final week to be dedicated to video production.

Video Production Before leaving for Israel, the students had a 3-hour session run by a video-producer on staff on planning a story-board and filming and recording. They were given a printed version of a mini-manual to use as a reference guide as well. They were paired up and asked to work together before leaving for Israel on planning their scenes and developing their story segments, producing a written outline. Before leaving for Israel, the students had a 3-hour session run by a video-producer on staff on planning a story-board and filming and recording. They were given a printed version of a mini-manual to use as a reference guide as well. They were paired up and asked to work together before leaving for Israel on planning their scenes and developing their story segments, producing a written outline.

Potential Problems Six students were put into three pairs. Only two students had previous experience with a video camera, so one pair were both novices. Solution: a session on editing run by a trained professional was offered in the autumn to help anyone interested. Six students were put into three pairs. Only two students had previous experience with a video camera, so one pair were both novices. Solution: a session on editing run by a trained professional was offered in the autumn to help anyone interested.

Potential Problems The Department has five video cameras so not every student was able to have full-time access to one camera during the filming process. Solution: groups were told they could pool all video taken or share video segments. The Department has five video cameras so not every student was able to have full-time access to one camera during the filming process. Solution: groups were told they could pool all video taken or share video segments.

Production Glitches The students were all PC users so the editing was done on PCs. When the videos were shown for peer marking and to an audience of all interested UG and PG students in Biblical Studies in a university lecture theatre, some of the voice overlays would not play properly. We had to arrange a second viewing on laptops to do the peer marking. The students were all PC users so the editing was done on PCs. When the videos were shown for peer marking and to an audience of all interested UG and PG students in Biblical Studies in a university lecture theatre, some of the voice overlays would not play properly. We had to arrange a second viewing on laptops to do the peer marking.

Copyright Issues Students included popular music as background sound to a number of sequences. Copyright laws preclude any ‘public’ screening of these videos because of the music, which prevents wide dissemination of the student work. Students included popular music as background sound to a number of sequences. Copyright laws preclude any ‘public’ screening of these videos because of the music, which prevents wide dissemination of the student work.

Reflections The video component allowed students to learn additional information about the larger dig process that they did not experience directly in the field. The final products highlighted the groups’ creativity and collaborative skills. Students gained valuable transferable video skills. The video will be maintained as part of the module assessment for the future, probably with the same weight of 25%, but reduced to 15 minutes in length. The video component allowed students to learn additional information about the larger dig process that they did not experience directly in the field. The final products highlighted the groups’ creativity and collaborative skills. Students gained valuable transferable video skills. The video will be maintained as part of the module assessment for the future, probably with the same weight of 25%, but reduced to 15 minutes in length.

Student feedback on the video recognized it took proportionately more hours than the other forms of assessment but these were ‘fun’ hours and for many, it involved mastering new skills, which added to the time component. On reflection, they would not change the weighting, since before doing it they were concerned if they could do a good job and earn a good mark. They strongly endorsed the future inclusion of the video as a component, with some variation in topic to avoid ‘copying’ ideas from previous years.

Could the essay be dropped altogether, with more weight given to the video, to be more in proportion with the time required to produce it? In this case, how would the biblical component be assessed? Could the topic be changed so that it would address some aspect of the relationship between the Bible and archaeology as sources for historical recreation? Should assessment in a year 3 module, which is double-weighted, involve innovative assessment unfamiliar to many students that would count up to 45% of the final mark? Could the essay be dropped altogether, with more weight given to the video, to be more in proportion with the time required to produce it? In this case, how would the biblical component be assessed? Could the topic be changed so that it would address some aspect of the relationship between the Bible and archaeology as sources for historical recreation? Should assessment in a year 3 module, which is double-weighted, involve innovative assessment unfamiliar to many students that would count up to 45% of the final mark?

Discussion and Questions