1. Student Engagement in the Assignment Editing Process
Using Practice Essay self-correction Videos to motivate Students
Lyndon de valle and Mark Broadbent
UNSW Global Languages

2. Using engaging content
“If the content does not shake their prior beliefs, they file away the fascinating facts in the deepest recesses of their brain, if at all.” John Hattie (1999) Professor of Education Auckland University
Using engaging content

3. Cognitive Theory of Multimedia Learning (Richard Mayer, 2003)
People learn more deeply from words AND pictures
Dual-coding
Each of these channels has a finite amount of information it can process at one time
Cognitive load theory
Message – Create videos and teach in light of how the minds of our students work

4. Direct Instruction (Siegfried Engelmann & Walter C. Becker - 1964)
Explicit teaching of a skill-set using a lecture/demonstration
Can be under-valued by those who prefer inquiry-based learning
Highly structured, but also interactive
Effectiveness supported by a wide body of research
Builds self-esteem
Considers the way the human mind processes information
constructively i.e patterns, templates etc.

5. Is there a difference between laziness or apathy, and avoidance behavior?
Try to see our students’ mental processes
How is their reward system primed?
What motivates them?
What things do they avoid?
How will they develop INTO a growth mindset?
Growth is not merely intellectual but also experiential
Growth acknowledges brain plasticity
Growth is incremental
i.e. small positive experiences and successes build confidence and GROWTH proficiency
Growth values processes over results

6. Learning events Out of the ordinary – something special
Drama – (situation, problem) - participation
A reveal – a sense of expectation
Experiential outcomes
Reflection
The video is not the event!
The teacher is not the performer!

7. Lesson planning Activity Aim:
To affirm expectations of quality in students and practice an effective editing process
Learning event
Team-teaching to a video that asks students to participate and practice the editing process

8. Why use a video in the classroom?
To facilitate a ‘learning event’
Enshrined knowledge
Transitory nature
Student need to be actively involved to get the learning experience
Dynamic modelling – process (not product)
Can be reviewed later online

9. Why show a video of a teacher?
A third voice in the classroom
A standardized message
Team teaching to a video
Monitoring
Encouraging
Commentating
Highlighting
Annotating on the board

10. Learning Schema Learning event Team-teaching to a video
Process learning
Incremental growth (feedback and rewards)
Developing a new mindset
Team-teaching to a video
Students are editing an essay they have been working on
Multi-dimensional feedback
(video, Turnitin, teacher)
Learning outcome
(c.w. graduate capabilities)

11. Video Production Stages
Script writing and editing (4 hours): draft written and edited by a number of staff members for clarity of instruction and to fit time limits.
Slide Design (3 hours): Text animated to synchronise with instructions
Video shoot (2 hours): Script recorded onto video file in studio with use of green screen.
Video editing (2 hours): Video file edited and slides added.
Uploading (30 minutes): Final product checked and uploaded to the UNSW ‘Box' and links put in Moodle

12. Further reading/viewing
The Australian Society for Evidence Based Teaching (2014) The myths and facts about Direct Instruction
Hattie, J. (1999) Influences on Student Learning - Inaugural lecture, University of Auckland
Khan Academy (2016) Reward pathway in the brain
InformED (2015) 25 Ways to Develop a Growth Mindset
Wikiversity (2018) Cognitive Theory of Multimedia

13. Discussion
Review the samples and comment on the outcomes and process described.
How can we keep evolving the activity?
Do you have teaching points or activities that could use a team teaching video?
Do you have any ideas for creating learning events?