Keith's Blog

Apps for Teaching - Learning - Research

Topic: Video Editing

Video Assessments

📥  Digital Capabilities, Digital Skills, Enagagement, Student Authors, Technology, Video Editing, Videos

This post provides an overview of a 'Video Assessment' that was introduced into a new second-year unit for pharmacy students and took place in February 2017. The videos shown here are some examples that were created by students, and are reproduced here with their permission.

The cohort was divided into teams of 4 or 5 students, and the assignment required collaboration between the group members to create an effective video according to specific criteria. One of the ideas behind the task was to introduce opportunities for pharmacy students to acquire digital skills for employability. It was our first venture into the world of video assessments, as part of the Problem Based Learning (PBL) component of the unit ‘Management of respiratory disease and dermatology’.

In order to help create the video, students were provided with a simple methodology using familiar tools, as described in the following blog post:

Using PowerPoint as a Video Editor

Each student team was allocated a specific inhaler device, and given the task to produce an instructional video for that device designed at an adult patient audience. The aim of the video was to provide the target audience with a guide that included everything that the patient would need to know when provided with the new inhaler, such as:

What type of inhaler it is
What type of drug it contains and the pharmaceutical ingredients
How the drug works and the licensed therapeutic indications
What benefit the patient can expect from the drug
How the inhaler gets drug into the lungs
When and how often the inhaler should be used
How the inhaler should be used
How to store the inhaler

The assessment criteria was as follows:

  • Knowledge-based criteria: Marks for the quality and accuracy of information produced, patient-friendly nature of advice
  • Skills-based criteria: Marks for quality of the video, clarity of audio and visual aids etc.
  • There was also a peer assessment component

Evaluation Results

In November 2017, roughly 6 months after the assessment activity, evaluation questionnaires were distributed to students. A quick overview is provided here (we will publish the full results in a paper later this year).

Learning Outcomes

In terms of meeting the learning outcomes of the unit, the video assessment activity was rated highly by students as shown below:

Bar Chart of Data relating to learning outcomes

Digital Skills

However, the results around digital skills seems to indicate that the students found the activity quite hard, and there was minimal evidence that students perceived the skills gained would enhance their future career.

Bar chart of data relating to digital skills

 

Enjoyment

But... the students did seem to enjoy the video activity:bar chart of data related to enjoyment

 

Credits

This was a team effort! Within the department of Pharmacy and Pharmacology a big thanks to Dr Helen Paine who first mooted the idea of a video assessment, and to Dr Phillip Rogers (Director of Studies) and Matthew Jones (Unit Convenor) for driving the project forward. Also, many thanks to Gavin Brockis in the CLT for help devising the video methodology.

Moving Forward

A number of academics have expressed a keen interest in the video assessment and methodology. As a consequence, the approach has been adopted for a large 2nd year unit by my colleague Polly McGuigan, Director of Studies for the MSc Sport and Exercise Medicine. I will be presenting some of the evaluation data and show-casing student videos from this cohort in a future post.

 

Using PowerPoint as a Video Editor

📥  Digital Capabilities, Digital Skills, Powerpoint, Student Authors, Technology, Video Editing, Videos

For those not confident with, or with no experience of video production, and without access to video software and skills, this guide provides a simple method and workflow, using some of Powerpoint’s lesser known audio and video features. The guide has been used by some 100 pharmacy students to create videos for assessed coursework as part of a Problem Based Learning activity. The videos they produced have been exceptional and  I'll be showcasing some of these in a future blog. It is a simple example of how digital skills can be embedded in the curriculum so that students get an opportunity to gain digital capabilities.

FrontCover6StepGuide
6 Step Video Guide PDF

 

The guide is designed to be as simple as possible, and comprises of 6 steps:

  1. Create a Storyboard in Powerpoint
  2. Create your Script
  3. Record the Slideshow using an External Microphone
  4. Insert an Embedded Video (optional)
  5. Add Transitions and Effects
  6. Export as a Video

The guide has been authored by Keith Brown and Gavin Brockis, and was produced for a video assessement devised by Dr Helen Paine for our second year pharmacy students. The aim is to produce a good quality result with the minimum of specialised tools, software, and skills. As such, students used a mobile phone to capture a video demonstration of an inhaler, and Microsoft Powerpoint on a standard Windows PC to combine it with title and credits screens, add voiceover, and output a final video file. These are familiar tools, which should hopefully be available to all within an educational context. No specialist knowledge is required beyond what is shown here.