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Use of videos in traditional and online classes as instruction and assessment accessibility tools
Author(s) -
Connelly Sandi
Publication year - 2018
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2018.32.1_supplement.535.23
Subject(s) - multimedia , session (web analytics) , comprehension , computer science , online course , flipped classroom , online learning , mathematics education , world wide web , psychology , programming language
Learning comes in many forms and the need for new instruction and assessment tools is imminent in a world that is highly visual and interactive. The use of videos as instructional media in online, hybrid, and flipped classrooms in higher education is not new. Such videos can improve comprehension and accessibility of the material for many students (e.g. non‐majors, alternative media learners, and non‐traditional students), and the use of instructor‐produced videos is a powerful tool to connect faculty and students. For five years a dual mode instructor (online and traditional) has used self‐produced short videos (5–8 minute) to provide content for a freshmen general biology yearlong course sequence. These videos are fully ADA‐compliant being captioned, American Sign Language interpreted, and color adjusted. While these videos have been well received by most students in both learning environments, they convey information only in one direction, faculty to student. To “flip communication” in both the online and traditional classes, the students are now producing their own videos on assigned topics to demonstrate and apply their knowledge surrounding course content. These videos range from 10–12 minute productions in an online lecture course three times per term targeting three different audiences (6 th grade students, a professional non‐science audience, and a policy‐maker), to 30‐seconds of science in a 250‐student traditional course focused on conveying quick information to anyone, to a virtual poster session by an online lab course focused on their independent research project. Further, in the traditional large lecture course for non‐biology majors, videos are part of a three‐part cumulative project that replaces an historic multiple‐choice final exam (project = 2‐page white paper overview of topic, 3‐minute video focused on science communication, and an 18Prime;x24Prime; infographic focused on popular science communication). In this session, instruction and assessment video examples will be shown, assessment tools will be shared, and measurements of learning outcomes will be presented. Changing the direction of information flow and implementing opportunities for demonstration of understanding beyond exams are improvements to assessment and provide the learners with a non‐traditional skill set in a science classroom.Example of an instructional video used in a general biology online course. American Sign Language interpretation by Christine Spencer. Video available through YouTube channel RITgenbio.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .