Using Video to Assess (and promote) Learning Jon Conrad and Christopher Devers.

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Presentation transcript:

Using Video to Assess (and promote) Learning Jon Conrad and Christopher Devers

Video: Overview Literature Self-explanation Challenges and obstacles Time involvement Perceived value Potential uses Flipgrid demo Flipgrid

Video: Literature Medium Self-explanation (Clark, 1983; Dunlosky et al., 2013, pp. 6 & 11)

Video: Self-explanation Explaining how information is related to known information or explaining steps taken during problem solving (Dunlosky et al., 2013, pp. 6 & 11)

Video: Self-explanation Moderate utility Works with a broad range of... Content Ages Learning outcomes (i.e., comprehension, transfer, etc.) (Dunlosky et al., 2013, pp )

Video: Self-explanation Read (study) The hungry person got into the car. Explanation What does that sentence mean to you? Answer People who are hungry go to places to eat. (Dunlosky et al., 2013, p. 11)

Video: Challenges and Obstacles Additional hardware required: webcam Slower grading time compared with written responses Limited to 90 second response Some students write out responses and read them into the camera

Video: Time Involvement Additional step using FlipgridFlipgrid Potential increase in grading time Relatively low overall impact in time commitment

Video: Perceived Value Adaptable to different uses Easy to integrate with Learning Studio Simple interface for faculty Good application for video integration

Video: Potential Uses Discussion questions Student autobiography Current events Extemporaneous speeches Feedback/extended discussion from class

Video: Flipgrid Demo

Video: Overview Literature Self-explanation Challenges and obstacles Time involvement Perceived value Potential uses Flipgrid demo Flipgrid

References Clark, R. E. (1983). Reconsidering research on learning from media. Review of educational research, 53(4), Dunlosky, J., Rawson, K., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.

Questions EdProfessor.com