video project with Physics 2211 course

by jarradr

Background: my research looks at the integration of asynchronous video (and specifically student-developed content) into the classroom. As such, I’ve worked with several Tech faculty members to put together projects integrating a video “requirement” into their course. One such project was Professor Greco’s Physics 2211 class (478 students) whereby students were asked to submit a videos several times throughout the term and also to watch 4 of their classmates’ videos and assign rankings to them. The rankings were then associated with points via an algorithm I wrote and embedded into the class T-Square site and the top 15% “point-getters” would receive extra credit for that round. This gave the students an incentive to produce quality videos. Furthermore, the fact that the students had to watch each others videos meant that the professor did not (which would have been a daunting task in a class of 478).

Though the prof was not required to view all video content, an important aspect of this idea is the fact that he could at any time he chose to. That is, if he found, by looking through exam results, that a particular student was lost on the Chapter 8 materials, he could look at the stream of videos submitted by that student to see exactly where they went off track. The also keeps the students “honest” to a certain extent, since they never know when the prof will decide to take a look at their submissions.

One important element whereby this project differs from others on which I’ve worked integrating video into GT courses has to do with the video-hosting interface. This project uses the Digital Media tool, specifically designed by CETL to work within the T-Square environment. Past projects all used YouTube. Some advantages of YouTube include the fact that the most students were already familiar with the interface, the ability to annotate the videos, and the ability to make the videos “portable” by creating an email-ready link. I chose to work with the Digital Media tool in this instance because I wanted to work with CETL to customize an interface specifically for use in the education space, and I wanted to be able to authenticate access to the videos based on official Georgia Tech credentials. In my data analysis, I am looking at the number of people who view certain videos, as well as the number who create, so it is also helpful to isolate use to a GT-only population. While the main project focus looks to see the impact of the creation of the video on the developer, further research will look at the affect on the viewers.

As always, CCDC input/feedback/suggestions are appreciated!


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