14 - Robert Ceperkovic

Title

Video vignettes: Planning, creating, and delivering resources to a diverse student base

Author(s)

Robert Ceperkovic*, Division of the Deputy Vice-Chancellor (Students and Education)
Susan Bell, Division of the Deputy Vice-Chancellor (Students and Education)
Anna Klebansky, Division of the Deputy Vice-Chancellor (Students and Education)
Lucy Sun, Division of the Deputy Vice-Chancellor (Students and Education)

Subtheme

Blended Learning

Presentation Type

Spotlight on Practice

Room

Academy Gallery

Time

14.20-15.20

Abstract

Providing open, supportive and student-centred resources is central to the Student Learning team’s aim in fostering independent learning. The flexibility required to deliver this has resulted in teaching efficiencies, through the use of extant technologies in a transformative manner, designed to lower ‘hurdles’ of access for students.
Since the team is responsible for the entire university cohort, materials need to be relevant from pre-degree to post-graduate. As advocates of equal access to digital technology and the flexibility it affords all students, including those entering university from non‐traditional pathways, the decision to use in-house video resources designed with a future‐focus for blended learning and student learning within a framework that encompasses new and emergent teaching delivery, is the focus of our teaching context and practice.
The session will highlight the following aspects; the rationale for a working document to come to some agreement about the ‘look’ of the video content produced by the team; the manageable length of time to ensure that students engage with material(P. Guo, 2013; P. J. Guo, Kim, & Rubin, 2014); the style of presentation with the use of “talking head” at opportune moments;  the speech rate and enthusiasm of presenters; the technical requirements including screen capture software; and agreed style of branding.
The transformative aspects of video vignettes are how they are delivered and in some instances, personalised. From individual consults to large lectures, these video vignettes are allowing greater student access and engagement.
References
Guo, P. (2013). Optimal Video Length for Student Engagement.  Retrieved from http://blog.edx.org/optimal-video-length-student-engagement.
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: an empirical study of MOOC videos. Paper presented at the Proceedings of the first ACM conference on Learning @ scale conference, Atlanta, Georgia, USA.

Resource

Download presentation (requires University of Tasmania login) (PDF)