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Get Flipped with Interactive Video Assessment Tools

#Twitter: 
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Presenter(s)
Stephanie Edel-Malizia (Pennsylvania State University, USA)
Dean Blackstock (Penn State University, USA)- virtual presenter
Stevie Rocco (Penn State University, USA)
Session Information
October 15, 2015 - 9:15am
Track: 
Learning Effectiveness
Major Emphasis of Presentation: 
Practical Application
Institutional Level: 
Multiple Levels
Audience Level: 
All
Session Type: 
Information Session
Location: 
Asia 4
Session Duration: 
45 Minutes
Session: 
Concurrent Session 5
Virtual Session
Abstract

How can you use interactive video to track and assess student learning? We'll show you how!

Extended Abstract

Using digital video as a learning tool is quickly becoming one of the most popular ways for instructors to convey content to students. With instructors assigning online videos from sources like Khan Academy, YouTube, TeacherTube, TEDx, and others, as well as recording their own lectures and assigning the video as part of an online, blended, or flipped class, video content is growing pervasive. However, how can instructors measure the effectiveness of video interventions? For example, how do instructors know which students watched the entire video, who simply clicked play and went on to something else while the video played on, and of those who watched, who was able to grasp the concepts taught in the video? From understanding who watched the video and for how long, to whether or not students grasp the material, instructors need to be able to measure a video's effectiveness.

Over the past year or so, a new set of tools has begun to emerge, allowing instructors to easily embed custom questions into assigned videos. Interactive video assessment tools are helping to meet evaluation needs through detailed analytics and embedding assessment at precisely the right moment. When the instructor feels it is important to be certain the concept is successfully covered, he or she can require that a question be answered before the student goes on to watch more of the video.

This session gives an overview and comparison of four interactive video assessment tools: EDpuzzle, eduCanon, HapYak, and Zaption. Interactive video assessment tools have the following capabilities:
- Search existing video on the Internet from sources such as YouTube and Khan Academy.
- Customize the exact video clip, starting at any point and ending at any point, to assign a specific "snippet".
- Record your own voice over the assigned video for narration or to add additional information.
- Embed custom assessment questions (true/false, multiple choice, open format) into the assigned video at any point on the video timeline.
- Review individual student and course-level assessment analytics to identify the percentage of students who have completed the assignment.
- Students can create their own video assessment projects as a class assignment.

These tools are used to engage students through:
- augmenting face-to-face instruction
- enhancing blended classes
- use in flipped classrooms
- enhancing online learning
- student projects for peer learning

By not including tools such as these during the learning experience, we miss opportunities to increase student engagement and retention of defined concepts. "Business as usual" does not work for today's media-intense learner. For example, the "hairy arm method of distance education" (Moore, M., personal communication), where students merely watch a video of a professor's arm writing formulas on a chalkboard, is an inherently passive type of learning on the part of the student. By making videos an active learning experience, students are required to increase their engagement with the material rather than being treated as passive consumers. In addition, adding interaction within video can help to individualize student learning in large enrollment courses or MOOCs and enable instructors to scaffold material to support students who are having difficulty, or to suggest further resources.

Most importantly, many interactive video assessment tools collect student assessment data and compile it into reports showing learning trends by class as well as individual student progress. The real strength is in the analytics.

Instructors can use the analytics available through these tools to easily see which students have completed watching assigned videos and understand the concepts. Course-level analytics allow an at-a-glance view where the instructor can quickly see how the class is progressing with the assignment.

For example, when using multiple choice questions, if 100 percent of the students watched the video and 100 percent answered the assessment questions correctly, there really is no need to delve further into the information available through the analytics provided. However, if the analytics show that 50 percent of the class missed a particular question or set of questions, the instructor can drill down into the data to determine which individuals answered incorrectly and also look to see if there is a trend in selecting the same wrong answer, indicating that there is a common misunderstanding or misapplication of the information being taught. With the data available, the instructor can pinpoint the misconceived information and reteach the concept. Similarly, instructors can easily spot the student who consistently answers incorrectly and in turn can assign appropriate support material to improve the individual student's learning success.
Video is becoming one of the most prevalent methods of conveying information for learning for all ages, particularly in the growing fields of online, blended, and flipped classes. Combined with the ability to integrate custom assessment questions and powerful analytics, interactive video creation tools are projected to become some of the most useful teaching tools on the horizon.

Lead Presenter

Dr. Stephanie Edel-Malizia is an Instructional Designer for Penn State Teaching and Learning with Technology. She completed her Doctorate of Education in 1998 at Delta State University with the dissertation ÒDesign and Implementation of Faculty Development for Student Required Internet Use.Ó While at Delta State, Dr. Malizia worked as an Instructional Designer and Instructor. Stephanie has ten years of experience as a certified Instructional Technology Specialist, working eight of those years as the Director of Instructional Media Services for a regional Educational Service Agency in Pennsylvania. She is certified by the PA Dept. of Education as a Superintendent of Schools, having completed Educational Leadership studies at St. Bonaventure University. Stephanie has taught graduate courses in instructional technology and pedagogy for Penn State DuBois, St. Bonaventure University, East Stroudsburg University, and Clarion University. Stephanie has presented at the Sloan-C International Conference on Online Learning, Educause, the International Society for Technology in Education (ISTE), the European Conference for E-Learning (ECEL), The Teaching Professor Technology Conference, the Pennsylvania Educational Technology Expo & Conference (PETE & C), and Penn StateÕs Web conference.