3 Student Submitted Videos
In this section:
- Student video submissions
- Tagging assignment criteria as self-review
- Grading and giving feedback on student video submissions
WHY THIS ACTIVITY WORKS
Demonstrating learning is more authentic than completing an exam and allows students to express their understanding in various ways. PlayPosit refers to student-submitted videos as “Learner Made Bulbs.” After creating a video, students can also reflect on their presentation to ensure they have met the expectations. Giving formative feedback directly in students’ video submissions can transform presentations or demonstrative assignments. These timestamped comments, analogous to written comments on papers, contextualize feedback so students can immediately connect it with behavior.
Learner Made Bulb Ideas
- Assessment: Students demonstrate their learning by explaining their thought process while they solve a problem.
- Assessment: Students explore various video styles and choose one or more to express their understanding of a concept or topic.
- Jigsaw: Students become the teacher by creating or finding a video about an assigned or chosen course-related topic and adding comprehension questions throughout the video.
- Rehearsal: Students record themselves practicing a presentation, performing a music or theatre piece, speaking in a foreign language, etc. and receive feedback from the instructor and/or peers.
- Reflection: Students reflect on their learning in a course or about a specific topic.
- Research: Students find videos created by others and use pauses and/or questions to evaluate how the presenter is or is not demonstrating course-related objectives.
Extension: “See, I did it” – Tagging assignment criteria as self-review
Add a second part to the assignment to help students focus and reflect on the assignment criteria after they have completed the primary assignment and make grading easier (bonus for you!). First, have students record a video as outlined above. Then, have students create a PlayPosit Bulb using that video. Students add Pause annotations to indicate when they met the assignment criteria. This process reconfigures self-review in a directed, contextualized way that should even encourage some students to rework their original recording to better meet the assignment criteria.
TECHNICAL GUIDES