Lights, camera, assessment
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The document summarizes a presentation about using video technology like Flip cameras for assessment purposes, noting the benefits of capturing student presentations and activities on video to allow for multiple reviews by assessors, feedback to students, and marketing of programs. Challenges discussed include technology limitations, privacy concerns, and resource constraints, with alternatives presented such as using mobile devices or recording software if cameras are not available. The presentation also speculates on future developments in integrating video capture and playback into learning management systems and using virtual reality.
Lights, camera, assessment
- 1. Lights, Camera, AssessmentMarch 25th, 2011 TALK ConferencePresented by Aurora Reinke, Faculty – School of Business
- 2. AgendaImpetus: how did we come to have the Flip?Benefits: what value does a video add to my assessment?Technology: what are the tools/methods I need to know? Challenges: what’s the catch? Is it really that easy?Alternatives: how else can I achieve these benefits?Future: how will usage of this tool evolve?
- 4. The ImpetusThe School of Business Communication Assessment Multiple sessions, dual reviewersQuick turnaround required, limited budgetEasy to see school-wide implementation and benefit
- 6. Benefits: AssessmentSupports our MissionMultiple Assessments (Series)Multiple AssessorsNew Faculty TrainingAttention to DetailStudent Playback/Feedback
- 7. Benefits: AssessmentIt’s not just about Oral Communications… …it’s an opportunity to capture students in action
- 8. Benefits: Beyond AssessmentOther Class ActivitiesTeamworkBrainstorming / MindmappingRecord Whiteboard Notes
- 9. Benefits: Beyond AssessmentUseful for sharing with other parties“Clients”AdjunctsDeans and StaffMarketing MaterialsFuture StudentsPromotes TechnologyPractice ProfessionalismSelf-Assessment
- 11. The TechnologyUsing the Camera
- 12. The Technology: The CameraThe Flip CameraHolds 4 hours of videoLimited on camera functionalityPreloaded with software with limited editing functionality2 hours battery lifeRecords in HDTouch ScreenTri-pod
- 13. Technology: Using the Camera
- 14. The Technology: Post-VideoDownload in the Teaching & Learning CenterDelete videos from cameraRequest DVD from IT (support@kendall.edu)Return to Cheryl or Art in timely manner
- 20. Technology: Alternatives & AccessoriesDifferent (better) CameraRemovable Memory!!Replaceable/Extra Battery!!Lots of Options under $200AccessoriesMicrophonesCablesTripod (larger, more steady)More Investigation (and $) neededReviewsSQUIDOO Blog
- 21. ChallengesWhat To Be Aware Of
- 22. Challenges: TechnologySound quality vs. Picture qualityShort Battery lifeEditing & OrganizingSharing & SendingDisk space requirementsNo DVD burner – request through ITUnable to charge and record simultaneouslyAvailable one, only through T&LC
- 23. Challenges: Other NuancesBudget ConstraintsAversion to being videoedMedia Release forms for internal projects?Reliance on Technology
- 24. AlternativesWhen a Camera is Not Available or Practical
- 25. AlternativesMobile DevicesVoice RecordersClassroom PhonesRecord a webinarIf Power Point slides are a crucial element. Faster and easier to share with students and others. Requires Department approval/budget. Example: Save the Children Presentation
- 26. FutureThe Next Steps in Capturing and Playing Back Content
- 27. Future: What’s Next?Integration into BlackboardYouTube ChannelVirtual Reality
- 28. Thank YouAurora.Reinke@Kendall.edu 312 752 2370
Editor's Notes
- #5: The School of Business Communication Assessment Multiple sessions, dual reviewersQuick turnaround required, limited budget
- #7: Using the camera supports our mission it's makes it a more rigorous experience at allows us to provide a higher level of service to our students allows for multiple assessments can be very helpful as adjuncts or new employees began to do assessments so more experienced assessors and faculty can review the same files to determine the quality of the presentations and the assessment itself whether it's in line with the standard that we would want to promoteUsing the camera as far as assessment goes also adds a bit more attention to some things that they would not always notice such the place where students stand in the room. They tend to stand behind the podium or in the corner near the door and the camera makes that more noticeable gives you the opportunity to point now importance of thinking of your audience and the environment and adding a level of welcoming hospitalityEver had a situation where you’ve told students a certain truth over and over and as soon as a guest speaker or someone in a video says it, it’s suddenly actually true? Well, the playback might have the same effect. Don’t listen to me tell you your posture is poor and you need to speak louder, see it for yourself.
- #8: Types of assessment the most basic is oral communications using PowerPoint but also videoing students in practice in their field culinary students in action executing recipes education students in action working with children although there may be legal restrictions that you'd want to be careful of as well as some hospitality students in action in service and other elements of their profession
- #9: Also for general education recording basic presentations but also group interactions and this can also be used for self assessment we can video ourselves and continually whole and refine our skills as communicators and educators we can also use it video best in class so we have gas for experts that we can video can show that classes as a benchmark for optimal performance
- #10: As an example of how we can use technology more in our jobs for productivity and excellence I got some of my best ideas for this presentation while driving home one evening and used a dictation app on my phone to record merits I was afraid I might forget
- #24: Address natural aversion to being recorded on video and the need for all of us to overcome that these videos generally are not distributed to a wide group of people could be used to build confidence and to make our students relevant in a world where user generated content is increasing in value and usage makes students comfortable with technology. They may very well face in the marketplace.