Crea%ng  Accessible  Video  Feedback  for  Distance  Learning  Students  

A  Collabora%on  Between  Instructor  and  Instruc%onal  Designer  

Julie  Fuller    Instruc.onal  Designer    University  of  North  Florida  Center  for  Instruc.on  &  Research  Technology  www.unf.edu/cirt  julie.fuller@unf.edu  

Purpose  

This  presenta%on  will  explore  the  benefits  and  challenges  of  developing  and  delivering  video  feedback  to  distance  learning  students  through  a  collabora%ve  process  between  an  instructor  and  an  instruc%onal  designer.  

Essen.al  Ques.ons  

•  Why  use  video  feedback?  •  Why  make  video  feedback  accessible?  •  What  types  of  technologies  and  strategies  can  be  used  to  create  accessible  video  feedback?  

•  With  what  types  of  assignments  does  accessible  video  feedback  work  best?  

Project  Phases  

• Phase  1  –  Planning  • Phase  2  –  Implementa%on  • Phase  3  –  Results    

Phase  1  Planning  

Phase  1  Focus  

Phase  1  includes  iden%fying  the  following:  •  Willing  faculty  member  •  Appropriate  distance  learning  course  •  Appropriate  assignment/assessment  •  Tools,  skills  and  programs  to  be  u%lized  •  Project  roles    •  Resources  for  instructor  •  Best  prac%ces  

Course  Profile  

•  Graduate  distance  learning  course  – HUN6123  Sociocultural  Influences  on  Nutri%on  

•  Delivered  via  Blackboard  Learn  •  17  students  •  1  instructor  

Assignment  Profile  

Types  of  Assignments  •  Forma%ve  or  summa%ve  •  Skills-­‐based  •  Higher-­‐order  thinking  skills  •  Mul%ple  means  of  

expression  •  Graded  by  rubric  

Cultural  Group  Infographic  Create  an  infographic  on  a  cultural  group’s  history,  food  pa]erns,  health  and  nutri%on  issues,  and  diet  changes.      Resources  for  Students  •  Piktochart  video  tutorial  •  Example  infographics  •  Grading  rubric      

Tools  &  Programs  

Camtasia  •  Screen-­‐cas%ng  •  Video  capture  •  Audio  capture  •  Video  edi%ng  •  Program  license  

required    

3PlayMedia  •  Transcrip%on  

services  •  Standard  service  

7  day  turnaround  (other  op%ons)  

•  Paid  service    

YouTube  •  Video  hos%ng  •  Organize  in  

unlisted  playlist  •  Videos  saved  for  

2  years  •  Free  service  

Shared  Project  Roles  

Instructor  

Instruc.onal  Designer  

•  Project  guidelines  •  Iden%fy  assignment  •  Develop  rubric  •  Develop  survey  •  Review  survey  data  

 

Individual  Project  Roles  

Instructor  

•  Evaluate  assignment  

•  Record  feedback  

•  Deliver  feedback  videos  to  ID  

Instruc.onal  Designer  

• Edit  raw  feedback  footage  

• Submit  videos  for  cap%oning  

• Upload  videos  to  YouTube  

• Deliver  YouTube  links  to  instructor  

Instructor  

•  Provide  YouTube  link  to  students  

•  Deploy  student  survey  

Resources  for  Instructor  

Project  Outline  •  General  Informa%on:  

–  Course  &  student  info  –  Assignment  recap  –  Standardized  project  intro  

•  Rubric:  –  Reference  rubric  categories  –  Match  up  student  performance  

•  Criteria  (3  from  rubric):  –  Construc%ve  comments  

•  Review:  –  Standardized  closing  –  Instruc%ons  for  how  to  proceed  

Video  Outline  

Example  Feedback  Video  

Project  Best  Prac.ces  •  Use  standardized  language  in  intro  &  closing  –  Iden%fy  purpose  of  video  feedback  –  Address  student  by  name  –  Instruc%ons  for  how  to  proceed  afer  feedback  

•  Review  the  project  outline  before  and  during  recording  •  Refer  to  rubric  language  frequently  •  Feedback  should  be  construc%ve  and  succinct  •  Use  unbiased  language/phrases/comments  •  Speak  in  a  clear  voice  •  Use  appropriate  tone  and  pace  •  Video  no  longer  than  5  minutes  •  Provide  addi%onal  wri]en  comments  to  students    

Best  Prac.ces  Cont’d.  

Accessibility  Use  verbal  references:  •  Distance  •  Loca%on  •  Exact  %tles,  numbers,  

names,  etc.  •  Arrangement  •  Order    •  Tac%le  references  •  Avoid  vague  language    

Camtasia  Video  features:  •  U%lize  webcam  •  Video  anima%ons  •  Cursor  FX  •  Noise  reduc%on    •  Turn  off  no%fica%ons  when  

recording  (email,  phone,  etc.)  

Phase  2  Implementa%on  

Recording  &  Edi.ng  

•  Approx.  10-­‐25  minutes  per  video  •  Re-­‐filming  required  for  some  assignments  • Over  the  course  of  2  days  

Filming  Dura.on  

•  Zoom  in  on  assignment  •  Cursor  highlight  or  magnify  •  Export  to  mp4  

Video  Edits  

•  Time  needed  to  review  assignment,  film  video  and  populate  rubric  comments  

•  Turnaround  %me  to  students  Considera.ons  

Student  Communica.on  

•  Introduc%on  to  project  &  purpose  in  learning  module  

•  Announcement  tool  in  Bb  to  inform  students  about  project  &  expected  feedback  delivery  

•  Specific  reference  to  the  project  survey  in  feedback  video  &  learning  module  

•  Addi%onal  points  toward  assignment  grade  for  students  who  completed  survey  

Video  Feedback  Delivery  

•  Video  links  emailed  to  students  directly  by  instructor  

 •  Video  links  delivered  once  all  videos  were  edited,  cap%oned  and  uploaded  to  YouTube  

 •  7  day  turnaround  %me  from  assignment  due  date  to  delivery  of  video  links  to  students  

Survey  Details  

Ques.ons  •  10  ques%ons  total  •  8  opinion  scale  ques%ons  •  1  yes/no  ques%on  •  1  open  response  ques%on    

Goals  •  Collect  student  opinion  on:  

–  Helpfulness  of  video  feedback  content  &  format  

–  Impact  of  instructor  presence  –  Quality  of  video  appearance  

&  produc%on  

  Incen.ve  

•  Op%onal  par%cipa%on  •  Worth  5  addi%onal  points  

toward  assignment  grade  if  completed  

 

Delivery  

•  Survey  tool  in  Bb  •  Afer  video  links  were  

delivered    

Survey  Ques.ons  

1.  I  was  able  to  easily  access  the  video  feedback  provided  to  me  by  the  instructor.  

2.  Overall,  I  feel  that  I  received  construc%ve  and  helpful  feedback  in  the  video  review  of  my  assignment.  

3.  I  used  the  closed  cap%ons  feature  of  my  personal  feedback  video.  

4.  Having  access  to  the  closed  cap%oning  of  my  feedback  video  enhanced  the  feedback  experience.  

Survey  Ques.ons  Cont’d.  

5.  Receiving  video  feedback  for  my  assignment  helped  me  understand  my  overall  assignment  grade  be]er  than  if  I  had  only  received  wri]en  comments  in  the  grade  book.  

6.  Receiving  addi%onal  wri]en  comments  from  the  instructor  complemented  my  video  feedback  and  gave  me  further  understanding  of  my  overall  assignment  grade.  

7.  The  produc%on  of  my  video  feedback  seems  high-­‐quality  and  well  done.  

 

Survey  Ques.ons  Cont’d.  

8.  The  personalized  video  feedback  I  received  made  me  feel  as  though  the  instructor  has  a  vested  interest  in  my  success  in  the  course.  

9.  I  would  like  more  personalized  video  feedback  in  future  online  courses.  

10. Please  include  any  addi%onal  comments  or  sugges%ons  you  have  that  might  be  helpful  for  providing  future  video  feedback  to  students  in  an  online  course.  

Phase  3  Results  

Survey  Results  

Survey  Component   Student  Response  Video  feedback  helped  me  understand  overall  assignment  be]er  than  only  receiving  wri]en  feedback.  

64%  Strongly  Agree  21%  Agree  14%  Neither  Agree  nor  Disagree  

Personalized  feedback  made  me  feel  as  though  the  instructor  has  a  vested  interest  in  my  success  in  the  course.  

64%  Strongly  Agree  28%  Agree      7%  Neither  Agree  nor  Disagree  

I  used  the  closed  cap%ons  feature  of  my  video  feedback.  

35%  Yes  57%  No              (7%  Unanswered)  

Having  access  to  the  closed  cap%ons  feature  enhanced  the  video  feedback  experience.  

21%  Strongly  Agree  21%  Agree  35%  Neither  Agree  nor  Disagree  21%  N/A  

I  would  like  more  personalized  video  feedback  in  future  online  courses.  

78%  Agree  21%  Neither  Agree  nor  Disagree  

Student  Comments  “I  thought  this  was  nice  and  personalized.  It  helps  me  feel  less  like  a  distance  student.  In  addi<on,  it  makes  it  clear  that  the  professor  is  concerned  about  my  progress  and  personally  graded  my  assignment.”    “While  watching  [my]  video,  I  was  able  to  clearly  understand  the  areas  that  need  improving  and  will  apply  these  details  to  the  next  assignment.”    “I  thought  the  use  of  the  pointer  as  [the  instructor]  covered  each  sec<on  was  valuable  because  I  was  able  to  visually  follow  [the  feedback].”    “I  feel  as  though  if  I  were  to  complete  another  assignment  like  this  I  would  be  able  to  apply  the  [feedback]  that  [was]  shared  easily  in  comparison  to  relying  on  the  rubric  notes  alone.”    “This  is  a  great  feature,  I  wish  we  had  it  sooner!”  

Student  Comments  

“I  think  that  the  video  feedback  provided  the  same  informa<on  as  the  wriHen  document.  I  don’t  think  it’s  necessary  to  provide  feedback  in  both  ways.”    “I  think  that  the  video  feedback  is  nice,  but  not  a  necessity.  It  took  a  while  to  get  the  feedback  returned.  If  this  was  a  <me  sensi<ve  situa<on  [in  which]  another  assignment  was  due  based  on  the  first,  I  would  rather  have  wriHen  feedback  in  a  more  <mely  manner.”  

Instructor  Reflec.on  

“The  recording  was  a  small  part  of  the  en<re  grading  process.  Although  I  like  the  idea  of  a  [feedback]  video,  it  took  longer  than  expected…maybe  the  video  is  more  effec<ve  for  a  small  ac<vity,  like  sending  students  brief  comments  about  their  posts  on  a  discussion  board.  I  will  enjoy  using  [video  feedback]  as  an  enhancer  for  quick  feedback  on  small  ac<vi<es  to  connect  with  [students].”  

Benefits  &  Challenges  

Benefits  •  Promotes  inclusion  •  Complies  with  Sec%on  508  •  Targets  mul%ple  learning  

styles  •  Contributes  to  instructor  

presence  •  Individualizes  the  student  

experience  •  Applicable  to  a  variety  of  

assignments/assessments  •  Demonstrates  alignment  of  

learning  objec%ves  and  assignments  

Challenges  •  Time  commitment  

–  Assignment  grading  –  Video  recording  –  Transcript  processing  

•  Access  to  technology  –  Paid  vs.  free  programs  

•  Technical  skills  required  •  Storage  space  

Gaps  

The  chosen  assignment’s  reliance  on  graphics    – An  alterna%ve  assignment  and  grading  rubric  would  be  necessary  for  students  requiring  accommoda%ons  

Q&A  

Julie  Fuller,  Instruc%onal  Designer  University  of  North  Florida  julie.fuller@unf.edu    904-­‐620-­‐5431