Are videos assessed in a less nuanced way than written work?

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Из курса от партнера UNSW Sydney (The University of New South Wales)

Learning to Teach Online

231 оценки

UNSW Sydney (The University of New South Wales)

Learning to Teach Online

231 оценки

Are you an educator? Have you ever wanted to understand more about how to design your class to make better use of educational technology – whether fully online or in blended contexts? Would you like to learn from those who have extensive practical experience with online technologies? The Learning to Teach Online (LTTO) MOOC will help you develop a working understanding of successful online teaching strategies that you can apply in your own practice. The course is based upon the multi award winning open educational resource developed by Dr Simon McIntyre and Karin Watson. Integrating online technologies into your teaching can be a challenging prospect, and it can be difficult to know how to approach it effectively for the benefit of both students and yourself. No one knows your own content and teaching strengths better than you, and the “one size fits all” formula doesn’t always suit everyone. No matter what type of technology you are interested in exploring or your level of experience, this course will help you draw on your teaching strengths and find the approach that is right for you, your students and your educational context. This course will guide you through your journey of understanding how online technologies can enhance your course design. You will have the opportunity to develop your understanding of effective online teaching practices and their relationship to the use of different technologies. You will also be encouraged to progressively design and reflect upon your own online learning activity, assessment or resource for use in your own class if you choose to undertake the course assignments.

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Question and Answers

Simon and Negin answered the top questions asked of them in previously run versions of this course via video. Although from previous courses, the questions raised and the discussions that follow, are very relevant, and they may answer some questions that you have about the course. In the videos Simon and Negin, did reference learners' names and the week in the course, but this is not important in this version of the course. These Q&A videos have been collated according to their relevance to the Modules of the course.

Are videos assessed in a less nuanced way than written work?4:12

Ensuring authenticity with online assessments5:17

How do you employ audio for meaningful feedback or assessment of learning?3:31

Making an effective assessment rubric for online activities2:49

Peer Review - When to use it and why is it used in the course?2:48

What are some effective 'Plan B' strategies in case technology breaks down during an online assessment?3:40

What frameworks are helpful for thinking about self assessment and peer assessment exercises?4:31

Познакомьтесь с преподавателями

Associate Professor Simon McIntyre
Associate Dean Education
UNSW Sydney | Art & Design
Dr Negin Mirriahi
Academic Developer, Learning and Teaching Unit (formerly)
Adjunct Lecturer, School of Education

A question from Armani?

Armani is part of a Sydney University group that's also doing the MOOC.

And Armani's question today is asking about assessing videos, and

in particular, if there's a less nuanced way when assessing videos.

So we all are generally comfortable when we assess written work.

But when it comes to videos,

and in particular if the production quality is distracting, or

not as good as you would expect, how would you go about assessing it?

Would you even consider production quality as something that you would assess or not?

Simon you want to have a go?

>> Yeah, sure, hello from Singapore everyone, by the way.

So we're actually living proof of video production quality today,

because I'm in a hotel room and Negin is in her office,

and we're using Google Hangouts to do this session today.

I think there's a really important couple of points here.

For me, yes, we want everyone in the MOOC to be looking at the story,

and what the real message is in what's being communicated in the video.

But at the same time, we're all very visual people and

we can't help be affected by some aspects of production quality.

So personally what I think, obviously we're not wanting everyone to be

Steven Spielberg and do amazing special effects and that kind of thing.

But I think there are some ways you can actually improve the production quality

to lessen the chance that people will become distracted by it.

So things like lighting, for example here in my room today,

I've got a desk lamp just over here to try and

take some of the shadow out of my face that's coming in from the window.

Sound quality, trying to be as quiet as we possibly can,

which is difficult sometimes.

And even just the angle of the camera I think.

So for example, I could do something where the camera is like that, and

I'm talking to everyone which them a little bit uncomfortable.

[LAUGH] Or we could actually try and

find a more eye level kind of camera angle, and I think that really helps.

>> I think so, as well though when you're assessing a video submission,

not necessarily for this MOOC, but in general.

You want to make sure the criteria's clear.

So for some assessments for example, you might give students the option of

submitting their response to the questions by a written form, or via video,

which is what we've done in the MOOC actually.

But when it is in that kind of a situation if you haven't clearly mentioned

to students that production quality is something that's going to be part of

the assessment,

then I would say you're actually looking more at the content than the quality.

So you're still looking to see if they've answered the particular questions that

have been asked in the assignment, more so than looking at the quality.

And I think in the forum question, in the post that was there,

I think there was also a comment made in there, I think it was from Gee Ling.

Who mentioned that it's almost like looking at the written quality or

handwriting quality in a sense, when you're thinking about production, or

when you're looking at the visual element.

So while you might be assessing a written work and if you can't really read it,

then it's the same thing with video, if you can't really hear it, for example.

Then it would be much harder to assess, and

that might be where that quality part comes in.

>> Another good point is to really make sure that you know what you want to

say before you start recording the video, so that it's as clear and

succinct as possible.

So that's another reason why people may get distracted when they're assessing,

because sometimes listening to someone could be harder than actually

reading the points down in text.

So, be clear, be succinct, and yes we can ask people to just concentrate on content,

but we are visual creatures and

we will subliminally take in what something looks like.

So, if you can reduce the chances of that happening it'll be better for you.

And like Negin said, make sure that the criteria you have clearly state that you

want people to be listening to the actual content itself.

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