So you want your students to produce digital video: some practical guidance
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Dr Chris WillmottDept of Biochemistry,
University of Leicester [email protected]
So you want your students to produce
digital videos? - some practical
guidance -
SLTC09, Heriot-Watt, June 2009
University ofLeicester
THE University of the Year 2008
Dr Chris CaneDept of Genetics,University of Leicester [email protected]
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Introduction: why video?
• Video = engaging media (not new, not rocket science)
• The YouTube phenomenon
• Opportunities for creativity
• Prices
• Ease of editing
• Attractive alternative to essays and/or questionnaires
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Outline of session
• Example uses: Two recent projects at Leicester
• A chance to have a go at filming or editing
• Feedback, Q&A
• Some practical advice (including some learnt the hard way!)
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Example 1: Student experience project• As shown by Paul Green presentation yesterday
• Students issued with a video camera to record video diaries
• Submit weekly video (and take part in 3-4 focus groups)
• Not an assessed activity, entirely a research project
• Students keep camera at end of project
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Example 2: Bioethics videos
• Second year Medical Biochemistry students (n=30)
• Produce 2 to 5 minute film on science and ethics of a current development in biomedicine (assigned)
• Allocated to teams of 4 or 5
• Given approximately 6 weeks to complete
• Marking:70% for accuracy and clarity
30% for creativity and production
• Peer-weighting applied after team mark awarded
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Example video clips (1)
Use of animals in research (2009)
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Example video clips (2)
Xenotransplantation (2008)
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Example video clips (3)
Transhumanism & Genetic Enhancement (2008)
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Example video clip (4)
Gene therapy (2009)
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Example video clips (5a)
Cognitive Enhancement (2009, part 1)
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Example video clips (5b)
Cognitive Enhancement (2009, part 2)
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Example video clips (6)
Use of Human Tissue (2008)
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Interaction: time to give it a try
Activity 1: Shoot some scenes for a short
educational film (various cameras available)
Activity 2: Edit some pre-recorded footage using Windows Movie Maker
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Comments, feedback, questions
Issues we could
discuss
Copyright, ethical
approval, etc
Formation of teams and topics
Choice of cameras: what
and why?
More examples of student
films
What software
?
What training are students
offered?
Scepticism from Colleagues/Stude
nts
Allocation of individual marks for
team activityOther ideas?
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Equipment: which cameras?
• Choice of camera depends on several factors inc.
- budget- type of project- DV tape v storage card?
• For video diary portability and ease of data exchange key (hand in one SD card, issued new)
• Sound quality is vital, especially for ‘content driven’ project, external microphone jack essential
• Only brand with mike jack on entry level models is Canon (e.g. Canon MD205, approx £200)
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Equipment: which cameras?
• Video diary:
- portability
- ease of data exchange (hand in one SD card, issued new)
- e.g. Panasonic SDR-S7 (and newer models)
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Equipment: which cameras?
• Bioethics videos:
- ‘content-driven’ sound quality = vital
- external microphone jack essential
- Only brand with mike jack on entry level models is Canon (e.g. MD205, approx £200)
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Training
• Clips:- example film from YouTube etc (not all
good) Patrick Dixon
(http://tinyurl.com/ndg77w) Common Craft
(http://tinyurl.com/yvdezp) Josh & Adam (http://tinyurl.com/nevag4)
- previous student films
• Recommended websites
• Discussion of roles within project
• Indicative milestones
• Briefing sheet
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Training: online advice and tutorials • Fourdocs (http://tinyurl.com/FourDocs)
• BBC Good Shooting (http://tinyurl.com/GoodShoot)
• Mashable (http://tinyurl.com/MashableMix)
• Videomaker (http://www.videomaker.com)
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Issues: colleagues perception?
• “How can you say anything meaningful in a four minute film? Better to set an essay”
• You can say a lot in four minutes
• Evidence students actually need good grasp of the issues to decide what to include
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Issues: copyright and permissions• Assessment v Wider usage?
- limited use of copyrighted images and/or sound allowed for assessed activities but not
wider distribution
• Encouraged to be copyright-free
• Informed Written Consent from interviewees to allow use on the internet
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Teamwork – allocation of teams
• Bioethics film production > individual task
• Pre-activity questionnaire inc prior experience qn
• Semester 1 scores in biochem module
• Friendship groups? (seats in lecture #1?)
• Allocation of weak students? - distributed?
- form one group?
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Teamwork – allocation of marks
• Each team awarded a mark for their project (70% content, 30% production & creativity)
• Peer-generated weighting then applied to mark to produce mark for each team member
• Conway et al (1993) Peer assessment of an individual’s contribution to a group project Assessment and Evaluation in Higher Education 18:45-56
• Details available on request
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Equipment: storage & distribution• Will student/team be issued with camera for duration of project or will they be signed in/out?
• If signed in/out where will they be stored and how will this be administered?
• Security? Damage? Insurance?
• Penalty for late return of kit?
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Alternative ideas
• Full-blown video too complex/too expensive?
• Combine audio soundtrack with still photos= form of “digital storytelling”
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University of
Leicester
Weighting students’ contributions
• Each student awards a mark of 1 to 5 to each member of their team (inc themselves) for a number of different criteria• Average mark (= A):
Grand total (all scores for all students in team)Number of student in team
• Individual student total (= B):Sum of all that student’s scores awarded by
all team members (inc themselves) • Weighting for individual student:
Individual total (B) Average mark (A)