This document discusses introducing video assignments to surveying students to help them learn how to use a total station instrument. Some students were enthusiastic, while others were reluctant, feeling they didn't sign up for video work. Over several weeks, most students produced videos but some refused. Feedback found the videos helped most students learn, but many didn't rewatch their own videos. For next year, the instructor plans to better prepare students and require individual accountability for video assignments.

1. I Didn’t Sign Up for This!
Facilitating Surveying Students’
Digital Literacies
Anne Wiseman EdTech 2012

3. Surveying Module
• 10 ECTS
• Level 6
• Year 2 BSc in Construction Management
• 2 hours Lectures + 2 hour Practicals weekly
• 20% marks awarded for practicals
• Student cohort this year mainly mature students,
back to education from industr

4. Learning how to
use the
instrument is
fundamental to
subsequent
surveying
practicals
Total Station

5. Problem
• Learning how to use the total station within
the limited practical time,
• Keeping the students focused during the
sessions so that quality learning actually
occurs and that progress can be made
each week
• Practical Write-up do not always assess
student learning accurately

6. Proposed Solution
• Students would produce a short 3-4
minute video at the end of each practical
session recapping on what was covered.

7. Project Brief
• To produce a short 3-4 minute video at the
end of the weekly practical session
• No editing software required – just use
mobile phone or camera
• A bloggie and a digital camera were
available for those who did not have a
camera
• Help was available for those who needed
it.
• Emphasis to remain on surveying rather
than video production

8. Video Task List
1. Set up a job file
2. Set up a station and orientate the
instrument
3. Down load data from instrument to PC
via a USB stick to plot in CAD
4. Upload data from PC (coordinates) to
instrument via USB stick
5. Set Out the points uploaded to
instrument.

9. Assessment
• This project would run for a 6 week period
while students familiarised themselves
with the instrument
• The students would hand up a series of
these videos instead of the weekly
Practical write –up and be assessed using
this format

10. Reaction of students
• Some very enthusiastic
• Some very reluctant to take part at all
• The rest somewhere in between

11. Students Comments
• Why didn’t I make the video as I knew
how to use the instrument?
• They knew nothing about making
videos
• It was another thing for them to learn
• They hadn’t signed up for this
• And could I explain again what I
wanted

12. Progress
• The enthusiastic students could be seen
to make their videos each week
• Some of the others also tried to a lesser
extend
• Some refused to take part, preferring to
claim no camera, no phone, and to repeat
why they ‘didn’t want to do it!’

13. Stand off!
• After a few weeks the students
approached me to ask if they could submit
a practical write-up instead
• They claimed that what I was asking them
to do was ‘really difficult’ and they did not
see the point in it!
• Two mature students claimed not to own,
or to be able to use, a digital camera

14. Stuck now!
• I felt I couldn’t change now as some
students had worked hard at producing
some very good videos
• I also felt that to give in now would mean
that students would be able to dictate what
they were prepared to do and what not.
• I persevered!
• I explained again what was involved and
why it was a good learning exercise
• Explained that there would be no marks
awarded if videos were not submitted.

15. Assessing the Learning
• Quality of videos was not as bad as
students thought
• It was easier to assess the learning
• Still had a problem with weaker students
• Still had a problem with individual students
within groups
• Submission at end rather than during the 6
week period.

16. Feedback
• 69% of students surveyed agreeing
that the videos helped them to learn
how to use the instrument,
• 62% also stated that the video made
them recap on the session
• 56% would like more technology in the
form of podcasts and videos available
to them in this and other modules.

17. Things to consider
• only 54% of those surveyed watched
their videos so for many it did not prove
to be a valuable learning resource.
• Students weren’t happy with the quality
of some of their videos and this may
have contributed to them not using the
video as a learning resource,
• Not being able to edit the video meant
that time was wasted redoing the
complete video

18. Mistakes Made
• Videos need to be submitted each week
• Each student should be responsible for at
least one video
• Linking the video to the production of a
hard copy manual by students might
improve its perceived value

19. Biggest shock
• Students reluctance to try something for
themselves!

20. Next Year??
• Definitely Yes!
• I will be more prepared!
• Students are going to become more
actively involved in all aspects of my
modules
• Students are going to be exposed to all
sorts of technology