McDowell, James, Allan, Robert and Evans, C. K. (2012) Effecting institutional change through the cultivation of a community of practice on video-enhanced assessment and feedback. In: ALT-C 2012 – a confrontation with reality, 11th - 13th September 2012, Manchester University, UK.Metadata only available from this repository.
Research into the affordance of video technologies to enhance teaching and learning has primarily focused on the use of discipline-specific instructional tutorial materials to scaffold the learning experience, while discrete and emerging pockets of work have begun to explore video as a medium through which to present learners with generic feedback in response to summative assessment. This session offers an opportunity to engage with best practice techniques uncovered by Academic Champions forming a community of practice on video-enhanced assessment and feedback from representative disciplines across the seven Schools comprising the University of Huddersfield.
A selection of case studies examines the emerging potential for asynchronous video to (i) enhance learner engagement with feedback in blended learning communities, (ii) offer greater inclusivity for learners with difficulties such as Asperger’s Syndrome and dyslexia, and (iii) encourage the uptake of mobile learning opportunities.
Building on the successes of both an earlier pilot, and an award-winning strategy in the field of video-enhanced assessment and feedback (VEAF), the project has seen the cultivation of a community of practice of Academic Champions charged with the exploration, implementation and evaluation of VEAF practices in their teaching. Employing a viral strategy in conjunction with ‘middle-out’ encouragement, Champions have developed exemplar case studies across different disciplines and subject areas which have been used to promote uptake of VEAF practices by early- and late-adopter academic colleagues around the institution. Over 500 learners are now receiving video-feedback on their work, with case studies of best practice developed in disciplines including Art and Design, Applied Sciences, Business, Computing, Education, Human and Health Sciences, and Music and Humanities.
This 60-minute hybrid session introduces the conceptual framework behind the overarching strategy through which VEAF practices were first developed, before examining how these have been adapted, applied and evaluated in other disciplinary contexts. Academic Champions will explore case-studies developed in their own professional practice, exploring a range of VEAF techniques, examining how these were adapted for their subject areas, and reflecting on the learner evaluation of their impact on learning.
The session will then be opened up to delegates, who will be invited to describe, analyse and discuss with contributors a range of scenarios from their own practice in which VEAF practices might be usefully employed.
Overview of VEAF practices - 10 minutes
Case Study 1: Art, Design and Architecture - 10 minutes
Case Study 2: Applied Sciences - 10 minutes
Case Study 3: Computing - 10 minutes
Delegate Participation - 20 minutes
|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 > Pedagogical Research Group
School of Computing and Engineering
|Depositing User:||James Mcdowell|
|Date Deposited:||01 Apr 2014 13:39|
|Last Modified:||01 Apr 2014 13:39|
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