8/11/2019 Implementing Screencast Video Feedback on Laboratory Practical Work

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Results

Students commented favourably on this mode of feedback with

a majority finding it useful. Around 90% of students appreciated

receiving text messages when feedback was available, but only one-

third of students said they clicked the embedded link in the message to

view the video on their mobile device. Most viewed the material later

when at a desktop computer.

Around 81% of students found the video files helpful in preparing them

for practicals while 68% thought that their learning experience on the

module overall was enhanced as a result. 83% of students surveyed

would like to see video feedback files used in other modules.

At the end of semester students felt that if given a choice their preferred

mode of feedback would be written comments on practical work

followed by personalised video feedback.

Student Comments

..I am able to receive oral feedback while following along with the video

and step by step on the practical sheet in order to see where I went wrong.

However written feedback is my most preferred mode of feedback.

..going through the practicals and having each of the questions and

answers explained allowed me to see where I went wrong and allowed

me to make improvements and prepare better for the next practical

Reflections and Impact

Generic video feedback is useful for large numbers of students.

Opportunities for further learning may be incorporated such as

video tutorials, calculations, demonstration of techniques etc.

Individual feedback may be oered on electronic submissions of

essays, literature reviews etc.

Has wide applicability to other areas and disciplines.

Range of screen capture tools available such as Camtasia, Jing (free)

and Screenr (free). Can be initially time consuming to create screen-captured learning

resources but it is a worthwhile investment!

Once created they may be distributed widely.

Further reading:The use of video technology for providing feedback to

students: Can it enhance the feedback experience for staff and students?

bit.ly/CrookEtAl2012

Conclusions

Initial conclusions suggest that while screen-captured video feedback

is efficient in sending generic information to large groups of students,

personalised feedback is still necessary and therefore a hybrid

model of video and annotated comments would be preferred. While

personalised video feedback is feasible for small groups of students the

approach is not yet sufficiently scalable for large cohorts.

Background

Generic screen-captured video feedback was successfully

implemented and evaluated in the context of supporting

laboratory practical work in an introductory chemistry module

undertaken by year one Bioscience students (n = 166). Generic

screen-captured video provides a highly visual and engaging

means of giving feedback but also of delivering learning resources

on topics relevant to practical work.

Practice

Videos were prepared which contain the following elements:

1. Screen-captured commentary on an exemplar laboratory write-up

highlighting aspects of good or poor practice and direction on how

improvements could be made etc.

Implementing Screencast Video Feedback on Laboratory Practical WorkStephen McClean, School of Biomedical Sciences, University of Ulster, Coleraine, Co Londonderry BT52 1SA

Email: s.mcclean@ulster.ac.uk Twitter: @PlanetChemistry Blog: www.StephenMcClean.com

2. Student-produced documentary-style video of the next practical in

the series (made by students in a previous academic year) providing

a preview of the experiment with some tips and advice.

3. Short screen-captured video providing theory or examples of

calculations relevant to the forthcoming practical.

The videos were hosted on the module website

and pushed to students using email and text

message alerts. A version of the video was

also hosted on You TubeTM for easy access on a

plethora of student-owned mobile devices.

Evaluation Methods

Students were dynamically surveyed during semester one

(2013/14) when feedback was being provided

Turning Point audience response system used Typically n= 80 students per survey

Final survey and focus group at the end of the project

Acknowledgements : Students on BMS105 Introductory Chemistry at the University of Ulster. This work was funded by the Higher

Education Academy Teaching Development Grant Scheme.