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There are not many circumstances where video can’t be used for responding and submitting work. What matters is the alignment of the learning outcomes within your subject (Biggs & Tang, 2011).
Choosing when to use video assessment
Video can be a delivery format for any assessment task where the question is open-ended and the student is required to lay out, explore, rationalise, explain, analyse and critique something (that includes essays, reports, presentations etc.). In fact, video can be both a creative and effective alternative to the primacy of text (Jorm et al., 2019).
Video is particularly effective when students need to show something that requires the element of time to unfold. Anything that involves linking and articulating a meaningful sequence of ideas are potential candidates for video submission.
Video creation techniques
After choosing an assessment mode for a video submission, you will have to think about what video creation technique is appropriate. A variety of techniques, or styles of video presentation provide opportunities to accommodate different learning modalities. An appropriate choice of technique can help students effectively explain, describe and communicate their ideas.
Common, accessible techniques available to students include:
- Presenting straight to camera (talking-heads)
- Full body performance or demonstration
- Slides with narration
- Screen recording (or screencasting)
More advanced techniques that may require additional training, specialty skills or access to tools include:
Talk to a learning designer in the LX.Lab to explore your options.
Video can help us learn and communicate more effectively
Educational (Moreno & Mayer, 2002) and cognitive (Merriënboer & Sweller, 2005) psychology indicates that we process information more efficiently when it is communicated in both visual and verbal modes simultaneously.
This manages the cognitive load, the amount of information that our working memory can cope with, while improving our ability to process information. Video can be an effective instructional, learning and communication tool because of the medium’s inherent advantage of using both sound and vision together in synchrony – an idea central to Dual-Coding theory (Clark & Paivio, 1991).
References
Biggs, J., & Tang, C. (2011). Constructively aligned teaching and assessment. In Teaching for Quality Learning at University (Fourth). SRHE and Open University Press Imprint.
Clark, J.M., Paivio, A. (1991). Dual coding theory and education. Educ Psychol Rev 3, 149–210. https://doi-org.ezproxy.lib.uts.edu.au/10.1007/BF01320076
Jorm, C., Roberts, C., Gordon, C., Nisbet, G., & Roper, L. (2019). Time for university educators to embrace student videography. Cambridge Journal of Education, 49(6), 673–693. https://doi.org/10.1080/0305764X.2019.1590528
Moreno, R., & Mayer, R. E. (2002). Verbal redundancy in multimedia learning: When reading helps listening. Journal of Educational Psychology, 94(1), 156–163. https://doi.org/10.1037/0022-0663.94.1.156