Set clear expectations for the video project
Students should be provided with a necessary list of expectations and a clear description of the video project. How the course is linked to the course objectives, whether students will work individually, in pairs or in groups, how the instructor will evaluate the video, how students will share and reflect on the end products are some of the issues that should be clearly discussed in the course syllabus. Additionally, the instructors should consider whether the students will spend time in class working on the video production and how much.
Provide opportunities for reflection
For the whole experience to be an experiential one, reflection is a key component. Creating opportunities for periodic reflection throughout the production of the video will enable students to reflect and monitor their learning progress, as well as examine issues in depth and conceptualize ways to address problematic situations. Organizing a discussion component after students share their video productions will allow for in-depth exploration on how such an experience addresses the learning objectives, how to apply their newly acquired skills in another context, and how such an engagement informs their future actions.
Consider your commitment limits
Providing support with technology and reviewing and evaluating such assignments can be time consuming for the instructor. Set realistic guidelines in video length to ease your own and also students’ commitments without compromising the outcome of the experience. Students should understand that the video project is not about the use of the technology.
Ethics and privacy/anonymity issues
Privacy concerns and fair use of technology are concepts that need to be addressed prior to students embarking on their assignment. Professors should provide relevant structure and guidelines. Attention should be stressed on cases where students intend to use video or audio recordings of others. Thus, granting ethics permission and having participants sign appropriate consent forms to have their recordings shared and projected for the purposes of the course should be clearly explained and addressed.It may be a good idea to provide students with necessary consent forms.
Provide necessary training to students
Depending on the familiarity of the students with video editing technology, instructors may need to provide training on the most useful tools for the video assignments. Instructors who are not comfortable with the use of the technology should not consider that as a determining factor for not having students engage with such experiential learning projects. Arrangements for provision of relevant workshops can be made with the Educational Development Centre (https://carleton.ca/edc/).
Evaluating the assignment
It is important for instructors to develop measurable, explicit evaluation criteria for the video assignments. The project should be broken down into parts, and each part should be graded separately. What will the instructor evaluate? Consider the following:
- Communication skills?
- Quality of the research?
- Written portion of the video?
- Quality of video and the video editing skills?
- How the students construct arguments?
- Ability to use evidence from their research in a constructive way?
- Do the students articulate their thoughts in a way to address the counter arguments and look beyond the research findings?
In addition, it might be important to have students reflect on the learning experience, elaborate on how this experience connects to the course themes, make an analysis of their learning progress and compare it to the learning outcomes of the course. Once the course is over, one important question to be used by the faculty in order to plan for future relevant courses is whether the video adds to the course in a meaningful way (Riddle, 2010).