Project Overview – Example

1. Project Overview – Example • Project Title: Effective Use of Video Assessment for Medical Terminology Course • Release Date: Fall 2019 • Duration: 4-6 minutes • Stakeholders’ Contact Info: • Faculty: Kay Folck (kfolck@kumc.edu) • TLT Liaison: Sonny Painter (spainter3@kumc.edu) • TLT Media Tech: Jeremy Edwards (jedwards3@kumc.edu) • Final sign-off: Sonny Painter NOTE: Completed video of this project can be found at TLT Exemplar Courses, Kay Folck, Video Assessments

2. Project Description • Purpose of Video: Develop TLT Exemplar Video • Additional resources needed (e.g. actors, students, graphics): • Use KUMC template video graphics • Video footage of student comments and usage • Shoot faculty video in area with natural light source • Signed Video release form: Completed • Funding for project: Funded by TLT

3. Scene 1: Title Slide Narration/Text Description/Sketch of Video: Title slide: • University of Kansas Medical Center’s Teaching & Learning Technologies Department presents • The TLT Exemplar Course Presentation • Effective Use of Video Assessment for Medical Terminology Course Use: KUMC template motion graphics No narration. Play music in background

4. Scene 2: Faculty Intro and History Narration/Text Description/Sketch of Video: • Footage of Dr. Folck providing history of implementation of video assessment to someone off-camera • Teleprompter off camera (script in notes) • Video Shot on HEB Bridge My name is Kay Folck, and I am a Clinical Assistant Professor at KUMed in the Health Information Management program. I have been teaching the medical terminology course for the HIM program for 4 years now. My course is different from many ONLINE medical terminology courses in that an additional learning outcome is to not only read, spell and define medical terms, but also be able to pronounce the terms correctly in order to be an effective healthcare professional. So, in order to assess articulation accuracy, I need students to speak the words to me. This is all well and good, but there are 100 students in the course and they are all online! This course used to be only a face-to-face class, so the previous instructor set up one-on-one meetings with students to assess this skill. Not only was this a time consuming process but it only happened once at the end of the semester as part of the final exam. When we converted the course to an online course, we initially did the verbal assessments by phone, which was a scheduling nightmare. We then attempted to use web conferencing. This process was more successful, but again a scheduling challenge. I always ended up having to reschedule students due to technical issues or just missing their online appointment. TLT assisted me with the web conferencing process, but they knew there had to be a better way. They found YouSeeU, and now that is the service we are currently using for verbal assessments. Lower third: Dr. Kay Folck, Clinical Assistant Professor, KUMC

5. Scene 2: What is YouSeeU? Narration/Text Description/Sketch of Video: Subheading slide Use: KUMC template motion graphics No narration. Play music in background

6. Scene 3: YouSeeU Implementation (Continued) Narration/Text Description/Sketch of Video: • Start with Kay talking to someone off camera • B-Roll footage of students using web service and recording themselves • B-Roll footage of Kay grading students’ submissions in her office YouSeeU is an online subscription service that currently only this courses uses here at KUMC. It allows me, as an instructor, to set up online webcam exams so students can take timed recorded exams within a specified 3-4 day testing-window. Then when testing is done, I can grade at my own pace. Scheduling is now no longer an issue. If a student wants to complete an oral test at 11:45pm before the midnight deadline, they can do it. I strongly advise them not to, but they can and sometimes do. Now, I can review and grade their submissions when it’s good for me. I work with dual screens when I grade. I review the recording on one screen and mark a score sheet on another. Then I copy & paste the scoresheet and enter the grade in Blackboard. I test ½ the class each test session, so while it’s not difficult to grade it can be a bit time consuming and repetitive, so I work on grading in 25-student blocks which makes it more do-able. Backing up a bit, let me give you a little insight into how this works… Test prep is very easy. I simply copy and paste word sets into the Q&A test set up tool, set the amount of time for each word set and then the tests become available during the scheduled testing periods. The first test is very low stakes, just a couple of Dr Seuss passages to get the students familiar with and comfortable using the tool. Then subsequent tests consist of 4 word sets with 5 medical terms in each set which they have 20 seconds to read and pronounce aloud. After reading entire Dr Seuss passages in less than 20 seconds students realize that the time period is sufficient PROVIDED they have studied and practiced ahead of time. The entire test is less than 2 minutes but those 2 minutes can be pretty nerve-wracking if they are attempting to pronounce terms aloud for the first time. Success is truly in the prep…pretty much like all testing.

7. Scene 4: YouSeeU Implementation Narration/Text Description/Sketch of Video: • Start with Kay talking to someone off camera • B-Roll footage of students using web service and recording themselves • B-Roll footage of Kay grading students’ submissions in her office There has been an occasional technical glitch, but these happen very rarely. Most of these have been minimized by requiring students to perform a practice test to ensure that their computer, hardware, and internet connection works properly before an official exam. They are required to review their recordings after submission to confirm a successful recording and if there are any issues to notify me and YouSeeU Support immediately. YSU Support is very timely. And as long as a student notifies me real time about an issue, even if it isn’t addressed until the next day when the testing deadline is passed, I can reset the test and permit them to re-do it. Again, this happens very rarely and the recovery with timely notification is quick and easy to do for both students and faculty. In four years of implementing this process, I have not received any negative comments from the students about YouSeeU. Frankly, they don’t like oral testing, but it has nothing to do with YSU. Most everything has to do with not spending the time practicing how to say the words correctly before they test. While I get that, in the long run, it is going to make them better communicators in their future healthcare professions. From my perspective, YouSeeU has been a godsend for tackling assessment of oral pronunciations for so many students. They have made enhancements over the past 4 years that has made things easier for me. For example, going from Instructor-enrollment of students to a Student self-enrollment system. This really cut down on my start up time each semester. And their faculty support has been terrific. There have been times when I have had to dig into date, time, word set metadata to ascertain if a student’s issue was valid, and YSU has been able to provide great analytics to support and sometimes refute student claims. Always easier to work through a student concern when you have the data to back you up! I would highly recommend a solution like YouSeeU to any faculty who needs to do audio-visual, timed assessments of their students learning outcomes.

8. Scene 2: What Do Students’ Think? Narration/Text Description/Sketch of Video: Subheading slide Use: KUMC template motion graphics No narration. Play music in background Note: This scene was cut due to time and quality of content.

9. Scene 5: Student Interview Narration/Text Description/Sketch of Video: • Student interviewed in a computer lab • B-Roll footage of students using web service and recording themselves Interview Questions offered to student Describe experience Beats scheduling one-on-one appointment Have a 4-day window to complete test Note: This scene was cut due to time and quality of content.

10. Scene 2: What are the Benefits of Video Assessment? Narration/Text Description/Sketch of Video: Subheading slide Use: KUMC template motion graphics No narration. Play music in background

11. Scene 6: Benefits of Video Assessment Narration/Text Description/Sketch of Video: • Footage of Dr. Folck providing benefits of video assessment to someone off-camera • Teleprompter off camera (script in notes) One of the benefits of video assessments, is that I, as an instructor, have the opportunity to make a visual and audio connection with my students. These kind of connections are rare in online courses. And I get to do this with all 100 students in the course. Even more rare with large classes. Another benefit is that I can also get some visual cues as students take the assessments. I get a feel of who is comfortable and confident, and who may be struggling just by reading their facial and body expressions. I would not be able to do this over a phone or in a multiple choice test. The visual perspective also helps limit cheating – it’s pretty easy to pick up if someone is aiding them or they are using a audio web-resource to help them test. Obviously the short time period for testing also aids in limiting the use of such work-arounds. The major benefit is the time saving for both students and instructors as we do not have to hassle with scheduling live meetings. We both get to tackle our respective tasks at times that work best for each of us. As I said before, it’s been a godsend to find a tool that will allow for oral testing of such a large-sized class. We now test multiple times throughout the semester rather than just at final exam time which helps with achieving the oral accuracy outcome we are striving for in the course. I would highly recommend a solution like YouSeeU to any faculty who needs to do audio-visual, timed assessments. I also recommend meeting with TLT for any instructional challenge you have. They are a great resource and have made life easier for me by allowing me to focus on the teaching and not so much on the technology. Please reach out to TLT or myself, we’ll be happy to answer any questions you might have.

12. Scene 5: For More Information Narration/Text Description/Sketch of Video: Subtitle slide: For more information regarding Video Assessments, please contact TLT at 913-588-7145 No narration Background Music