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Using YouTube to capture student reflections

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Information about Using YouTube to capture student reflections
Education

Published on March 8, 2014

Author: amiddlet50

Source: slideshare.net

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

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

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.

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

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)

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

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.

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.

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.”

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

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