Archive for March, 2013

Another trial group

Posted: March 26, 2013 by scottashleydwyer in Weekly feedback

This week another lecturer asked if I would like to conduct a trial with her group of first year Communication students. They are about to do presentations for assessment and the lecturer thought  this would be an ideal time for them to use the video assessment app to do some presentation practice. After I explained what the trial was all about they all seemed very eager to participate. Good start!  We asked them to present anything they wanted individually or in groups and once finished we would watch the videos and give feedback. 

We uploaded a few of the videos to Moodle to test the time taken and it proved to be quite efficient. We still had to use the compression app before the Moodle upload.

The feedback from them was quite favourable out of 10 students 7 said they would like to use it for assessment and 3 said no. Again, like the other group, some of them were not comfortable in front of the camera.

Now for the really good news….I have had one student from my Rooms Division Management subject who wants to submit a video for a real live  assessment. We have spoken about the format I require for the video and the assessment criteria, so I am looking forward to this submission.

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Some robust feedback!………

Posted: March 18, 2013 by scottashleydwyer in Weekly feedback

Last week I addressed the topic again of replacing a written assignment with a video assessment. Still no takers. So I conducted another trial activity with the student group. Their task was to present key points that they would include in a safety and security training session for new recruits to a hospitality organisation. I gave them all different types of hotels in different locations so they would focus on location specific issues along with the general issues that should be in any session of this nature.

After the exercise, which was conducted in 5 groups I asked them to complete a feedback form and the results were quite interesting.

14 would use the app again.

6 would not use  the app again.

The main  reason for not wanting to participate was they ‘feel too shy to be on camera’. I had already explained to them that they can use props but then another barrier was they ‘dont like hearing their voice’. I feel that these would certainly be the students who do not particpate in class and always struggle to give any type of presentation. Given that the cohort of students is predominately English Second Language (ESL) students, I feel that we will always have this problem with a small number of students in any similar group.

Comments from the more enthusiastic students included:

‘I was excited to use the Ipad and enjoy this more than speaking in front of the class’

‘It was fun’

‘It is a new thing and very interesting’

‘It is easier to record than write’

‘Everyone loves to make videos…they are more exciting and they even help us to have more ideas…’

‘Some people were shy but they will get over that in time’

‘The more interactive the more people get involved and get more out of the lesson’

‘Promoted team work’

‘Felt challenged in a good way’

‘Helped us discuss the topic better’

‘Video makes students more participate (sic) and easy to remember subject’

‘Exciting to use a new tool’

‘Its less nervous (sic) than doing a presentation’

I have been conducting some research into the generational characteristics of these students (age approx 18-24) and although there are differing views, the common thread presented is that they are  the ‘connected’ generation.  According to Nielsen and NM Incite’s U.S. Digital Consumer Report (2013), this group—dubbed “Generation C” —is taking their personal connection—with each other and content—to new levels, new devices and new experiences like no other age group.  

Oblinger (2003) and Brown (2000) suggest this generation show distinct learning preferences for teamwork and group work, experiential activities, structure, and the use of technology; Email and instant messaging are natural communication and socialisation mechanisms for them.  According to Howe (2003) the Millennial generation, as they are also known, are confident, happy and optimistic. They are “risk-averse, … and like to work with the best and latest high-technology gadgets.  Millennials are technologically savvy and their high expectations pose a challenge for educational institutions. “The aging infrastructure and the lecture tradition of colleges and universities may not meet the expectations of these students who have been raised the Internet and interactive games” (Hanna, 2003 p. 44). Levine and Arafeh (2002) also found that students who have had access to computers throughout their primary and secondary schooling have high expectations for ongoing use of technology in their studies.

This piece of research highlights a major point that I feel is very relevant to the trial and that is the  fact they this generation is ‘risk averse’ . This may account for the fact that most of the cohort are eager to participate with the app as a learning tool, but wont commit to using it for a formal assessment piece. It also make me think back to the very first group I trialled and they had to do part of their  assessment on video and they were very nervous and very reluctant and it took a lot of coaxing from Angela, Bev and I  for them to  go forward.

REFERENCE LIST

Brown, J. (2000). Growing Up Digital: How the Web Changes Work, Education, and the Ways People Learn, CHANGE , March/April.

Hanna, D. E. (2003). Building a Leadership Vision: Eleven Strategic Challenges for Higher Education, Educause , July/August

Howe, N. (2003). 2003 Presidents Institute: Understanding the Millennial Generation, The Council of Independent Colleges Retrieved 12 February 2004 from http://www.cic.org/publications/independent/online/archive/winterspring2003/PI2003_millennial.html

Levin, D. & Arafeh, S. (2002). The Digital Disconnect: The Widening Gap between Internet-Savvy Students and Their Schools. Retrieved on 2 February 2004 from http://www.pewinternet.org/reports/pdfs/PIP_Schools_Internet_Report.pdf

Nielsen and NM Incite’s U.S. Digital Consumer Report (2013). Retrieved on 18 March 2012 from http://www.nielsen.com/us/en/newswire/2012/introducing-generation-c.html

Oblinger, D. (2003). Boomers & Gen-Xers, Millennials: Understanding the “New Students”. EDUCAUSE Review, July/August 2003.

 

 

 

On the road……

Posted: March 12, 2013 by scottashleydwyer in Weekly feedback

On Friday we took the Gastronomy students on a field trip to Mc Laren Vale to get some ideas on wine and food matching for the event they have to do for final assessment which takes place very soon.

We visited Primo Estate where wines were paired with olives and olive oil, Penneys Hill for a two course lunch and wine matching and Oxenbury Estate for wine and cheese matching. The idea was for the students to use the mobile video app to collect data from the experts at these three venues to use for a tutorial activity. Once agin this group of students were very apprehensive about using video.  I assured them that the problems that we encountered last time were resolved and that we could slim the video and upload it to Moodle within a few minutes. This didnt excite them at all.

Still I perservered and started to do some interviews on video getting feedback from them about the tastings. Gradually they started to come around and they all either participated as an interviewer or interviewee. So not an ideal outcome but at least they could see the process from start to finish. 

I have been discussing the attitude towards this type of technology with colleagues who fall into the same ‘generation’ as these students (my colleagues are at the older end of the generation) and they have suggested that they, too, get overwhelmed by having so may different technologies introduced to them, so this sort of confirms my earlier thoughts about assumptions that anyone under the age of 30 will embrace all new technology. On the other hand my 2nd year students ( a few years younger)  who I trialled over past weeks have given very favourable feedback and get very excited as soon as they see the Ipads arrive in the classroom!  However none of them have taken up my offer of replacing one of their written assessments with a video assessment yet. I am meeting with them again this week so will see if this has changed.

In the meantime I will continue to use the app in tutorial sessions over the next couple of weeks with them and continue to collect feedback.

Taking the app on the road…

Posted: March 1, 2013 by scottashleydwyer in Weekly feedback

Not much to report this week, although Carolyn and I are currently working out what approach we are going to take with the trial we are doing next week with the gastronomy students. I mentioned in a previous post that we are going on a field trip to one of  the wine regions here in South Australia  and thought it would be an opportunity to test the app. We are heading off in the morning to McLaren Vale and will do a  tasting at Primo Estate followed by a tasting at Pennys Hill with a 2 course lunch matched with wines. We then move on to  Oxenberry Estate for a guided cheese and wine matching session and finally to Medlow Confectionery for something  sweet to end the day…..yes it is a tough job!   

I thought we could do some interviews with the students over the food and wine matching session to get some feedback from them about the exercise which can be shown in the following weeks lecture/tutorial. Or alternatively they can interview the Lecturers who are also on the field trip with them. They may even want to interview the winemaker.  These were  some of the students that were a bit anti video assessment when I first met with them, so I am hoping that this may change they way they feel about using this type of assessment.  First of all they will see that the ap can now be compressed and sent to moodle in a short space of time and taking the exercise outside of the classroom will demonstrate its mobility and  flexibility.