A presentation from the STEM Annual Conference 2014.
This presentation will describe a project where screen-captured video feedback was evaluated in the context of chemistry laboratory practical work undertaken by year one bioscience students (n=165). Student uptake and opinion of generic screen-captured video feedback was compared with MP3 audio feedback and verbal / written comments on laboratory reports.
Opportunities to reinforce learning were incorporated into the feedback videos to better prepare students for subsequent laboratory work and engagement with the video was encouraged by providing an online pre-practical assessment to further drive engagement with the material. A short video documentary about the next practical in the series as produced by students from a previous year’s cohort was also incorporated to provide a preview of the work to be undertaken. Text messaging and email were used to alert the class when a new instance of video feedback was available. In both cases trackable links to the online videos were provided in the body of the message to enhance access and a version of the feedback was made available via You Tube to facilitate consumption on smartphones and tablets.
Students were surveyed throughout the duration of the project using an audience response system to ensure there were no barriers to access and to gauge the preferred mode of feedback delivery.
The presentation will provide an evaluation of the project along with an overview of production and delivery methods for screen-captured video feedback.
