Many universities and colleges are encouraging students to deliver assignment and projects using video. Often these types of materials are part of the assessment process. Presenters in this webinar will include academics in different university settings who will describe how they go about making video part of the student’s workload and how they deal with challenges related to quality, storage and assessment.

2.  Our situation
 The choices we have made in the use of video
 SWOT
 Future developments
 Questions

3. Our situation:

4. Our situation – 2. What we do

5. The iPad plays a key role
Our situation-3 The iPad

6. Choices we have made
 Student video recordings for self analysis and peer-
assessment
 Students own the video as it was produced with their
personal devices.
 Sharing through Dropbox or via private YouTube
channels
 Public showing in private session with teacher, in groups
or in class.

7. Choices we have made - 2
 We do NOT train video specialists
 Video is a tool and its use is limited to the level of the skills of
the average computer user
 Students need to generate video content for their own
language learning process.
 Professionally created videos for instruction purposes

8. Presentation training – the use of an attention
getter
Video fragment stud-vid-prt-1.mp4
Your team represents an events organising company.
Your role is to pitch the company’s proposal to organise a welcoming party for
the Brazilian students to meet with faculty and students of the Hague university.
Record a video of no more than 90 seconds with an attention getter and an
outline of the plan.
The prospects: Dr Halsema, dean of Faculty and Dr Gutman, course leader.
A video assignment from one of our courses
After video has shown proceed with pptx-2
Language learning objective: enunciation

10. Video fragment: stud-vid-prt2
The food project objectives
Satisfaction in the performance of a creative act
• Obtaining information from websites and paper-based sources.
• Describing and explaining food preparation processes.
• Presenting information attractively in the shape of a report and a video.
• Speaking clearly and writing accurately
• Assessing the quality of speaking, writing, video production and food
preparation.

12.  The aim to learn English comes second to the desire to create
attractive video
 Creating the video takes more time than reaching the
language learning objective.
 Technical problems may be used to explain and sometimes
are a genuine reason why deadlines are missed or products
do not materialize.
 High quality video costs money
Video fragment Stud-video-prt 3

14.  The quality of personal video is increasing while the level of
video skills required is becoming lower.
 More forms of networked learning will be made possible by
collaborating in a-synchronous video production
 Synchronous real-time video collaboration is becoming a
viable option between residents of countries of more or less
similar time zones.
 Options for learning independent of place and time.

15.  Cost of personal communication devices causing a further
divide between the haves and the have nots.
 Institutional policies that insist on continuing the traditional
paradigm of teacher led education
 Traditionalism that does not accept that communicating via
images is a valid means of academic discourse.
 Students acquiring competencies and skills sets that do not fit
a traditional curriculum and assessment procedure.

16.  Networked learning with pop-up ‘classes’, i.e. users who
want to achieve a similar goal that convene on the
internet and exchange information contained in images
(video) / synchronous video

17.  Networked learning with pop-up ‘classes’, i.e. users who want to achieve a
similar goal that convene on the internet and exchange information
contained in images (video)
 High quality (video) content provided by the educational
publishers (Cambridge, Pearson, etc.)

18.  Networked learning with pop-up ‘classes’, i.e. users who want to achieve a
similar goal that convene on the internet and exchange information
contained in images (video)
 High quality (video) content provided by the educational publishers
(Cambridge, Pearson, etc.)
 Learning challenges with assignments, deadlines and
learning guidance through face2face moments with
teachers as coaches offered by Higher Education.
Stud-vid-end.mp4