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Mel Lindley & Nicky Snowden - Screencasting for postgraduate assessment


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Presentatiojn from the University of Nottingham MELSIG event (20/01/15) - "Post graduate students undertaking one of the distance learning modules within the MSc Advancing Physiotherapy Practice programme were given a choice of formats for their summative task. The majority of students chose to use screencasts to deliver a presentation. This session will discuss how students were supported in developing their submission, the experience of the module team of the marking process and explore issues of parity and student experience." See also:

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Mel Lindley & Nicky Snowden - Screencasting for postgraduate assessment

  1. 1. Screencasting for postgraduate assessment MelLindley LeadforTechnology-EnhancedLearning NickySnowdonTeamLeaderandSeniorLecturerin Physiotherapy
  2. 2. Programme Context MSc Advancing Physiotherapy Practice • The overarching aim of the programmes is to advance clinical, therapeutic and reflective skills and empower students to facilitate service development and the enablement of service users • Much stronger focus on recommended route through the programme • Modules delivered either face-to-face or distance learning
  3. 3. Module Context • Aim – To develop advanced clinical assessment and reasoning skills, problem identification and goal setting. • Delivery – Structured content, synchronous and asynchronous discussions, formative activities & feedback – short timeframe • Assessment – Presentation and viva
  4. 4. Student support
  5. 5. Student choice Chosen format Numbers of students Screencast 7 PowerPoint with separate audio 3 PowerPoint with audio clips attached 1 Articulate 1 • Students chose what felt familiar, from previous experience and from watching presentations on the module. • One student believed a camera would be required so did not attempt to screencast. • No students chose to video themselves.
  6. 6. Familiarity with screencasting • Most had no prior experience of screencasting – one international student had used QuickTime before – one UK student chose Articulate because he used it as a university lecturer. • One student took two 'takes' and one three 'takes'. However, most students described many, many 'takes'. • Main reason for multiple takes was managing the time limit imposed by the module.
  7. 7. Student perspectives • Easy to set-up and use. – One student, who works in a UK rural setting, is now using screencasting for their staff in-service training. • Liked to see the cursor moving on the slide • Worried more about the presentation than would have done with a "face-to-face" presentation? • Didn't like listening to own voice!
  8. 8. Staff perspectives • Great to listen more than once - and to pause the play-back to write notes! – may have enabled more details to be noted than in the face-to-face presentation • The various formats were equally easy to watch and mark. • No problems with file size - largest screencast was recorded on QuickTime (42MB), other screencasts were 19 - 23 MB.
  9. 9. Parity vs. replication • Correlation between format and module mark – module internally moderated so not biased towards screencast – does the format better enable students to demonstrate their learning? • Should we be concerned that the DL presentation is not done in real time? – are we too obsessed with replicating a f2f experience rather than celebrating the differences ? ..... there's more than one to skin a cat
  10. 10. Any questions, feedback or suggestions?