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Time for university educators to embrace student videography.

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Title: Time for university educators to embrace student videography.
Authors: Jorm, Christine, Roberts, Chris, Gordon, Christopher, Nisbet, Gillian, Roper, Lucinda
Source: Cambridge Journal of Education. Dec2019, Vol. 49 Issue 6, p673-693. 21p. 8 Black and White Photographs.
Subjects: Universities & colleges, Educators, Video recording, Learning, Communication, Interprofessional education, Interprofessional relations
Abstract: The authors provide an interdisciplinary investigation of student videography for assessment in higher education. Video is becoming a dominant communication modality in our world; school students are taught to create and critique it and educators employ it on-line. Yet the opportunity to include appropriate video-based assessments that capture integrated graduate attributes has been largely missed in higher education. The authors reflect on a health professional student case study which illustrates how video enables students to powerfully demonstrate achievement against learning outcomes: they used filmic techniques to display empathy, patient centred collaboration and interprofessional communication. They also reflect on the barriers to video-based assessment raised by academics. Finally, they call upon leaders in higher education to recognise the utility of multi-media approaches to assessment of complex but critical graduate skills such as communication, digital literacy and interdisciplinarity, in addition to demonstrating the application of disciplinary knowledge to relevant and authentic problems. [ABSTRACT FROM AUTHOR]
Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Time for university educators to embrace student videography.
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  Data: <searchLink fieldCode="JN" term="%22Cambridge+Journal+of+Education%22">Cambridge Journal of Education</searchLink>. Dec2019, Vol. 49 Issue 6, p673-693. 21p. 8 Black and White Photographs.
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  Data: <searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Video+recording%22">Video recording</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Communication%22">Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+education%22">Interprofessional education</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink>
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  Data: The authors provide an interdisciplinary investigation of student videography for assessment in higher education. Video is becoming a dominant communication modality in our world; school students are taught to create and critique it and educators employ it on-line. Yet the opportunity to include appropriate video-based assessments that capture integrated graduate attributes has been largely missed in higher education. The authors reflect on a health professional student case study which illustrates how video enables students to powerfully demonstrate achievement against learning outcomes: they used filmic techniques to display empathy, patient centred collaboration and interprofessional communication. They also reflect on the barriers to video-based assessment raised by academics. Finally, they call upon leaders in higher education to recognise the utility of multi-media approaches to assessment of complex but critical graduate skills such as communication, digital literacy and interdisciplinarity, in addition to demonstrating the application of disciplinary knowledge to relevant and authentic problems. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Cambridge Journal of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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              Text: Dec2019
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