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Extending DMU Replay Video workbooks, assessment and exam feedback |
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Dr Kim Fisher Professional and Quantitative Science Skills course (HLS) |
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| Details |
| Students entering the Professional and Quantitative Science Skills course are required to meet a threshold with regards to IT skills in the use of MS Word and MS Excel in scientific contexts, as well as numeracy skills – concerning units, scientific calculations, and statistics; by the end of the course.
To support their leaning students are given a series of workbooks which they are expected to complete. Kim has developed a series of resource that integrate video recordings as part of the workbooks and the assessments. “I have an IT skills assessment on two of my modules. The students prepare for this by practicing exercises in a student centred workbook that has instruction and screen shots. This year, I recorded my screen as I completed several of the exercises and I included a QR code in the student workbook so that they could scan and watch a video of the exercise they were trying to complete. This has certainly eased the workload of staff. For example, in previous years I would spend a few minutes with each student, demonstrating how to edit a table (column widths, borders etc.). This year I could direct them to the video which eased my workload but the students received the same instruction.” Click the link below to view an example of an IT Skills video https://panopto.dmu.ac.uk/Panopto/Pages/Viewer.aspx?id=a3fed524-cfa0-45f9-bcf2-a38569e4d6fe Links to the workbook videos are made available in the Blackboard module, e.g.
Kim uses the same workbook approach for the mathematics components of the course. How? Kim uses DMU Replay to make the workbook recordings. She sets DMU Replay to record her voice, and the visualiser to record her completing the workbook. Although there is an initial investment of time in creating the videos, given that the basic IT skills and mathematic skills components do not need to be updated or changed on a year by year basis – the video resource can be re-used by other cohorts year on year. Video feedback for tests and exams Kim uses the same approach to provide an answer sheet for mathematics tests. Rather than giving each student an answer sheet (on paper) which shows the correct answers and the process used to arrive at the answer (the working out) – Kim provides a video of herself working through each of the questions. In this way the students can see, in real-time the process that was undertaken to arrive at the answer – Kim feels that this is a better pedagogic model than seeing the working out in a static format. The video can be indexed so that a student can jump to any question – for example they may only want to see the answers to those questions that they got wrong, and don’t want to spend time having to manually fast forward through a video to find them. As with the workbook videos, as long as the maths exam questions do not change, the answer video can be re-used year on year. Click the link below to view a brief example of one of Kim’s feedback videos. May require DMU Staff to log in to see the video: Kim also uses video to give students individual feedback on assessments/exams which cover referencing and IT skills using MS Word and MS Excel in scientific contexts. Click the link below to view an example of an individual student feedback video for IT Skills. May require DMU Staff to log in to see the video. Note: the video has been anonymised for purposes of data protection. Having recorded the feedback video Kim creates a link to the feedback video in the Blackboard GradeCentre for each student, which they can access directly along with their Grade via the My Grades tool in Blackboard. An image of a Panopto video link in a GradeCentre listing for an individual student.
Student feedback Anecdotally and based on module level feedback the majority of students who completed the feedback were happy with the use of videos.
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| Next steps: Pharmacy support days – looking beyond the undergraduate programme |
| “Our Pharmacy students graduate then have a year-long placement before they take a series of exams that will then allow them to become a pharmacist. The School of Pharmacy have recently begun to have support days to help with preparation for these exams. Part of this involves a numeracy test with 40 questions in 2 hours. The problem we had was how to deal with any issues the graduates had with these questions. I came up with the idea of recording model answers for these questions. The graduates were aware of which questions they got wrong but were then free to try and sort out the issues for themselves (a better way to learn than simply telling them the answer). If they were still stuck after trying the question again then they could watch the appropriate video after the support day. This method received excellent feedback from our graduates.”
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