{"id":2359,"date":"2016-09-14T12:00:00","date_gmt":"2016-09-14T02:00:00","guid":{"rendered":"http:\/\/sydney.edu.au\/education-portfolio\/ei\/teaching@sydney\/?p=2359"},"modified":"2016-11-03T18:07:51","modified_gmt":"2016-11-03T07:07:51","slug":"encouraging-pre-reading-using-student-generated-videos","status":"publish","type":"post","link":"https:\/\/educational-innovation.sydney.edu.au\/teaching@sydney\/encouraging-pre-reading-using-student-generated-videos\/","title":{"rendered":"Encouraging pre-reading using student-generated videos"},"content":{"rendered":"

Students not engaging with pre-class readings is a perennial struggle. Dr Joseph Lizier<\/a>, DECRA fellow in the Faculty of Engineering and Information Technologies and Senior Lecturer in the Master of Project Management and Leadership<\/a> degrees as well as the new Master of Complex Systems<\/a> degree, used a creative approach to help his students. Teaching a diverse mix of postgraduates in PMGT5875 Project Innovation Management, Joseph\u00a0wanted to give his students an opportunity to critically engage with unit material and overcome barriers to discussion.<\/p>\n

From transferring information to building understanding<\/h2>\n

Starting as an\u00a0academic after many years in the telecommunications industry, Joseph recognised that teaching had fundamentally changed – it was no longer about transferring information to students, but designing activities\u00a0that focused on helping students learn.\u00a0In the Principles and Practice of University Teaching and Learning<\/a> program, he was inspired by an example from Nursing where students would learn through creating\u00a0their own videos.<\/p>\n

Students in this unit\u00a0were predominantly international students who were reluctant to speak up in class, and class engagement with pre-readings was difficult to gauge. Joe designed a 10% assessment where students each needed to engage with one assigned pre-reading and make a 5 minute video that provided a quick overview and critical analysis of the article. Students had to integrate materials from other sources, and were given the scope to be creative and flexible with their video. Importantly, this meant that students\u00a0created resources at a level that other students could easily watch and understand, while deeply engaging with pre-readings themselves. It also allowed them to gain confidence for their final case study assessment.<\/p>\n

It delivers more learning resources and a wider variety of content for the students \u2013 the suite of videos provide a quick mechanism to minimally get across all of the readings, and to invite them to engage further.<\/p><\/blockquote>\n

Here is an example of one of these videos:
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