Prof Derek France Department of Geography & Development Studies, University of Chester University of East London, Ju

1. Using audio and video for reflective learning Prof Derek France Department of Geography & Development Studies, University of Chester University of East London, June 2013 In association with: Ruth Healey, Chris Ribchester, Kelly Wakefield, Katherine Welsh, Julian Park

2. Outline • Reflection • Case Studies • Student digital stories • Staff videos • Student documentaries • Audio/video feedback • Talking heads • World Cafe… • The pitch • Action Plan

3. Form a line up for all workshop participants … • by date of birth Jan 1st to Dec 31stYou have 2 minutes • Your understanding, experience and application of audio and video for learning and teaching.You have 2 minutes Ice breaker…..

4. Reflection • The process of reflection involves reviewing an experience to describe, analyse, evaluate and therefore inform your future practice (Reid 1993) • Moon (2004) argues that the outcome of reflection should achieve learning, action or clarification • The Experiential Learning Cycle

5. What is podcasting? “A group of technologies for distributing audio or video content over the internet.” (Lynch et al, 2008, p.142)

6. Models of Podcasting Model 1: Support Lectures Screencasting, podcasting lectures Lecture summaries Pre-lecture listening materials (complex concepts) Lecture recordings Model 2: Support Fieldwork “iWalk”: Location-based information Instruction on technique & equipment use Video footage prepare for field trip Digital Story-telling Model 3: Support 3-Dimensional Learning Anatomical Specimens (Structures, tissues, dissections) Model 4: Support Practical-based Learning Software teaching & learning (replace text-based instructions) Model 5: Assessment Tool Student-created podcast based on field trips Student-created podcast to address climate change Model 6: Provide Feedback Model 7: Supplement Lectures Bring topical issues Guidance & tips Assessment tasks Skills Development Supplement Online teaching (Impala, 2007)

8. Case study 1: Student Digital Story (Chester) Typical 1st year fieldwork report… 1. Introduction 2. Methods 3. Results and discussion 4. Conclusion 5. Appendices or Digital Story Student perspectives analysed through pre- and post-experience questionnaire surveys and focus group discussions.

9. Case study: 1st year module Typical fieldwork report… 1. Introduction 2. Methods 3. Results and discussion 4. Conclusion 5. Appendices or Digital Story • New medium of communication / presentation • New knowledge and skills

10. Student engagement: an ideal model TASK (Assessment activity) • Maturity Experimentation Introduction

11. Student engagement: an ideal model TASK (Assessment activity) • Maturity Experimentation Introduction STUDENTS • FILMING AND EDITING (LEARNING BY DOING) Confident, familiar, experienced. Unplanned, random, very active, ‘over-creative’, humorous/childish! Anxious, reluctant, inexperienced. Lower levels of activity, over-cautious, self-conscious, camera-shy, audio-shy, self-deprecating.

12. Student engagement: an ideal model TASK (Assessment activity) • Maturity Experimentation Introduction STUDENTS • FILMING AND EDITING (LEARNING BY DOING) Confident, familiar, experienced. Unplanned, random, very active, ‘over-creative’, humorous/childish! • More planned, • more systematic, • more academic, • innovative, • greater comfort. • Structured creativity. Anxious, reluctant, inexperienced. Lower levels of activity, over-cautious, self-conscious, camera-shy, audio-shy , self-deprecating.

14. Assessment Criteria Wakefield & France, 2010) The students appreciated the opportunity to produce a practical digital story before doing the assessed version. Wakefield & France (2010); France & Wakefield (2011) Case study 1: Student Digital Story

15. Identify 3 separate words which best describe your experiences… n=63

16. 2nd year module (UWE) supported by staff created video podcasts on hot deserts and tropical rain forests ~15mins – available via VLE “This combination of autonomous and social constructivist learning, supporting reflective activity, can nurture a range of learner styles. There is a need for [video] podcast technology to be integrated effectively into learning environment” (Hill et al., 2012. p16) Case study 2: staff generated video

17. Case study 2: staff generated video podcast Integrating video podcasts into student learning: a model of good practice. (Hill et al., 2012)

18. 3rd year module, (Loughborough) student generated on the Cretan rural space ~10mins – collect supplementary audio – ethical considerations? “The video documentaries formed an importsant aspect of the module and succeeded in devlepong students’ ways of ‘seeing’ , ‘representing’ and ‘imagining’ different aspects of rural Crete” (Mavroudi & Jöns 2011. p594) Case study 3: Video Documentaries

19. Overall assessment criteria • Structure of the video, compile and edit relevant material • Communicate affectively, deliver a balanced, original and complete presentation • Design and use visual material in a creative way • Independent study and effective use audio material| • “The criteria assess the students ability to create an original video based on images, interviews from students, for a flow of commentary and for an argument that critically reflected on the chosen topic and show signs of creativity ” (Mavroudi & Jöns2011) Case study 3: Video Documentaries

20. Case Study 4: Audio feedback • Nature and content • The potential for more depth and detail • More personalised • More understandable • Greater sensitivity to the spoken word • Responsiveness to receiving information verbally • FormativeFeedback was generally more appreciated than summativedue to its potential immediacy to improve grade • Student Quotes • “Hearing your voice seems to make the course seem closer, less distance.” • “I listened to this at home and it felt like you were in the room with me and I wasn’t totally comfortable with that”. (France & Ribchester, 2008)

21. Generic Large Group Feedback N = 90

22. Potential to do more harm than good? Accepted characteristics of good feedback (irrespective of method of delivery)… • Facilitates the development of self assessment (reflection) in learning • Encourages teacher and peer dialogue around learning • Helps clarify what good performance is (goals, criteria, expected standards). • Provides opportunities to close the gap between current and desired performance • Delivers high quality information to student about their learning • Encourages positive motivational beliefs and self esteem • Provides information to teachers that can be used to help shape the teaching. Juwahet al (2004)

23. Case Study 4: Video feedback

24. Case Study 5: Talking Heads examples • Reflections from conference delegateswww.enhancingfieldwork.org.uk • Staff reflections on their teaching practice • Tutorial sessions. Audio reviews of staff research journeys • Fieldwork video diary ‘reflections’ bus(student evaluations) • MSc (Un)Sustainable Challenge –Fieldwork ‘Splice’ video reflections of the issues

25. World Cafe • Working individually for a couple of minutes • Discuss your options the with your table • Identify one potential Learning & Teaching activity for your group • Transfer details to the flip chart • Add any additional questions • Think of a teaching activity that could use either audio/video reflection • Staff or students as producers • Brief description • Formative/summative • Resources needed • Challenges

26. World Cafe Method: • One of the group remains at the table and explains to the visiting participants about the new activity • Participants move between tables and discuss ...or move to another table of their choice • Can participants can write/doodle on the ‘Flip charts’comments/suggestions of their thoughts…be as creative as possible - make it a work of art!

27. The pitch… • Working in groups • Collate comments suggestions • Revise the audio/video proposal • Prepare for a short elevator pitch…

28. What have I learnt? • What I am going to do next? • What will I have changed in 6 months? • Fill out the postcard • What 3 things can you feedback to colleagues about the use of audio/video in teaching? Action Plan

29. Thank You Any questions