Search:
Computing and Library Services - delivering an inspiring information environment

Using Asynchronous Video to Promote Learner Engagement through the Enhancement of Assessment and Feedback

McDowell, James (2011) Using Asynchronous Video to Promote Learner Engagement through the Enhancement of Assessment and Feedback. In: 6th International Blended Learning Conference, 15th-16th June 2011, University of Hertfordshire. (Unpublished)

Metadata only available from this repository.

Abstract

The University of Huddersfield-funded ‘Video Enhanced Response in Feedback Loops’ Project (VERiFy) is using a participatory action research methodology to explore the potential of asynchronous video to promote closer learner engagement in the assessment and feedback process. The initial stage of the project has seen the involvement of academic practitioners at two Higher Education Institutions and from three subject disciplines, Computing, Psychology and Business. This paper presents the interim findings from the first evaluative cycle of an ongoing project, highlighting examples of how learners from Computing and Business disciplines engaged with and responded to the use of asynchronous video to enhance assessment and feedback, and how effective strategies are being developed for its use as a tool to promote dialogue

Item Type: Conference or Workshop Item (Paper)
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Schools: School of Computing and Engineering
School of Computing and Engineering > Pedagogical Research Group
Related URLs:
References:

Belfer, K. & Morgan, T. (2005). Enhancing teaching presence and reducing distance using voice technologies. In G. Richards (Ed.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005, pp. 537-542.

Boyle, T., Bradley, C., Chalk, P., Jones, R., &
Pickard, P., (2003). Using Blended Learning to Improve Student Success Rates in Learning to Program. Journal of Educational Media, 28(2-3), 165 – 178.

Corbeil, J.R. & Valdes-Corbeil, M.E. (2007). Are You Ready for Mobile Learning? Educause Quarterly, 30(2), 51-58.

DDI, (2006). Duke Digital Initiative End of Year Report. Retrieved 23rd February 2011 from http://cit.duke.edu/pdf/reports/ddiEval0506_final.pdf

DeVaney, T.A. (2009). Impact of Video Tutorials in an Online Educational Statistics Course. MERLOT Journal of Online Learning and Teaching, 5(4), 600-608.

Doolan, M. A. & Simpson, M. (2010). Engaging Tutors and Learners through Audio Supported Pedagogy. In Proceedings of the 5th Annual Blended Learning Conference, 16th-17th June 2010. Hatfield: University of Hertfordshire.

Garrison, D.R. & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7, 95-105.

Glover, C. & Brown, E. (2006). Written Feedback for Students: too much, too detailed or too incomprehensible to be effective? Bioscience Education, 7(3). Retrieved 1st March 2011 from http://www.bioscience.heacademy.ac.uk/journal/vol7/beej-7-3.pdf

Griffiths, M.E. & Graham, C.R. (2009). Using Asynchronous Video in Online Classes: Results From a Pilot Study. International Journal of Instructional Technology and Distance Learning, 6(3). Retrieved 11th December 2010 from: http://www.itdl.org/Journal/Mar_09/article06.htm.

Hemmi, A., Bayne, S., & Land, R., (2009). The appropriation and repurposing of social technologies in higher education. Journal of Computer-assisted Learning, 25, 1, 19-30.

HMSO, (2001). The 2001 Special Educational Needs and Disabilities Act. London. Retrieved 12th January 2010 from http://www.opsi.gov.uk/acts/acts2001/ukpga_20010010_en_4#pt2-ch2-pb1-l1g28

Hope, S. (2010). Giving audio-visual feedback using Jing and GradeMark. Retrieved 20th March 2011 from http://www.bioscience.heacademy.ac.uk/ftp/casestudies/hope.pdf

Humfrey, P. (2010). Digital 'deviants' and the spirit of '68, Times Higher Education, 18th November 2010. Retrieved 11th December 2010 from http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=414268&c=1.

Hung, P.H., Lin, Y.F. & Hwang, G.J. (2010). Formative Assessment Design for PDA Integrated Ecology Observation. Educational Technology & Society, 13(3), 33–42.

Hwang, G. & Chang, H. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers and Education, 56(4), 1023-1031.

Ice, P., Curtis, R., Wells, J. & Phillips, P. (2007). Using asynchronous audio feedback to enhance teaching presence and student sense of community. Journal of Asynchronous Learning Networks, 11(2), 3-25.

Laurillard, D. (2002). Rethinking University Teaching: a framework for the effective use of educational technology (2nd edition) London; Routledge.

MacDonald, J. (2006). Blended learning and online tutoring: planning learner support and activity. Gower.

McConnell, D. (2006). E-Learning Groups and Communities, Open University Press.

Procter, C. (2003). Blended Learning in Practice. Paper presented to Inaugural Education in a Changing Environment conference, University of Salford: 17-18 September.

Rovai, A. P., & Jordan, H.M. (2004). Blended Learning and Sense of Community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distance Learning, 5(2), 1-13.

Schön, D. (2000). The Reflective Practitioner, Ashgate Publishing.

Shaffer, D., Doube, W. & Tuovinen, J. (2003). Applying Cognitive Load Theory to Computer Science Education. In M. Petre & D. Budgen (Eds), Proceedings of the Joint Conference for Evaluation and Assessment in Software Engineering and the Psychology of Programming Interest Group 2003, pp. 333-346.

Stannard, R. (2007). Using Screen Capture Software in Student Feedback. Retrieved 20th November 2010 from: http://www.english.heacademy.ac.uk/explore/publications/casestudies/technology/camtasia.php.

Vygotsky, L.S. (1978). Mind in Society: Development of Higher Psychological Processes. Harvard

Woodfine, B. P., Nunes, M. B., & Wright, D. J. (2005). Constructivist eLearning and Dyslexia: Problems of Social Negotiation in Text-Based Synchronous Environments. Paper presented at the 3rd International Conference on Multimedia and Information & Communication Technologies in Education (m-ICTE2005), Cáceres, Spain, 7th-10th June 2005. Retrieved 1st March 2010 from http://www.formatex.org/micte2005/97.pdf.

Depositing User: James Mcdowell
Date Deposited: 30 Jun 2011 16:39
Last Modified: 29 Sep 2011 11:34
URI: http://eprints.hud.ac.uk/id/eprint/10806

Item control for Repository Staff only:

View Item

University of Huddersfield, Queensgate, Huddersfield, HD1 3DH Copyright and Disclaimer All rights reserved ©