The document discusses using YouTube to capture student reflections at Sheffield Hallam University. Students created weekly reflective notes in pairs and an individual reflective report. Workshops introduced reflective thinking and using the YouTube Capture app to record spoken reflections in a peer-supported, public format. Students initially found recording reflections daunting but later realized it increased confidence and retention. Technical issues prevented some in-class recordings. While students used the familiar technology easily, some lacked motivation and metaphysical engagement to see the value until writing final assignments. Future efforts will focus more on introducing reflective thinking and its purpose earlier.

1. USING YOUTUBE
TO CAPTURE STUDENT REFLECTIONS
Andrew Middleton, Natalie Wilmot, Diane Rushton & Simon Warwick
Sheffield Hallam University

2. Challenge: to develop reflective thinking
Students to create weekly reflective
notes in pairs as the basis for an
individual reflective report

3. Challenge: metaphysical engagement - 'reason
for being in the classroom' (Postman 1996)
Postman, N. (1996). The end of education : redefining the value of school. New York: Vintage Books.

4. What's the innovation problem?
Engagement
Engagement
Metaphysical
Motivational
Technical

5. Starting points
reason
value talking – the ‘digital voice’
expectations
value evidence (Digital Posters)
social identity
value peer support and collaboration
SOCIAL CONTEXT AND ENVIRONMENT
technology
smart personal
pervasive
technology
value ubiquity, familiarity and
simplicity
value ‘Google’
(YouTube Capture app)

6. What we did
Workshops
• 2 hours, 2 groups
• tutor-led with support
• role of reflection in the module
• reflection method – spoken,
peer supported, captured
• test run – using the technology
Outcome
• All students ready for weekly
peer reflection activity

7. Evidencing the benefit of talking
together using a 'public' platform
"It’s really good for gathering your thoughts."2
"It’s good listening back to yourself because
you can hear whether or not you know what
you’re talking about." 2
"I’ve learnt that, if I go off at a tangent, to
realise it earlier and redirect myself straight
away." 2
“[It’s given me] more control of my ability to
learn.“ 1
"It's giving me a clearer view about what I’m
doing. And if I missed out something it’s going
to point out all these bits and pieces. 2
1. Nortcliffe, A., Middleton, A. and Rossiter, A. (2013). Learners take control: how audio notes can promote learner autonomy. In: Middleton, A. (ed.) "Digital voices: a collaborative exploration of the
recorded voice in post-compulsory education". MELSIG and Sheffield Hallam University.
2. Malone, C. and Rushton, D. (2013). Using digital posters to promote academic literacy.
In: Middleton, A. (ed.) "Digital voices: a collaborative exploration of the recorded voice in post-compulsory education". MELSIG and Sheffield Hallam University.

8. I wasn't too keen on
recording my thoughts, as
it was a very daunting
task. However I
understand now that it
was useful to increase
confidence and also
increases the likelihood
or retaining that
information.
Initial
Student
Thoughts*
*online survey conducted after the
module had finished
I was not sure on how I felt about
using YouTube recordings at first
but it definitely helped to complete
the assignment that was given.
Although I think I still prefer not to
use the recordings.
I wish I would do more stuff
like this for myself.

9. On reflection... initial tutor thoughts
"We wanted them to feel free to
express their thoughts without
being bound by writing, which is
often seen as a more formal task,
especially as we as tutors would
be viewing it."
"We had technical problems with wifi for a number of weeks which
meant that they weren't able to
complete the recordings in class,
and then out of class they didn't feel
motivated to do it."
"Although we initially envisaged
a conversation in pairs, in the
end I changed to individual
reflections where possible as the
students seemed to feel much
more comfortable with this and
were then less self conscious so
it was a more honest
discussion."
"Many of them suggested that they
didn't see the value of it - until it
came to writing their final
assignments."
Next year... “an initial lecture to put
the module into perspective and to
introduce reflective thinking.
Then in the first workshop we can
focus more on why and how to do it.”

10. Conclusion
Technology - the students used the familiar
technology easily
Motivation - the workshops were busy, exciting
and productive
Metaphysical engagement - the students hadn't
bought into it. They did not fully belong. They did not
fully understand their role as reflective and critical
learners i.e. their ‘reason’ or bigger purpose.
- until the end
Condition for innovation success:
Sense of belonging, identity, being and social cohesion