Using video to bring feedback and evaluation from the written page to life

Research output: Contribution to conferencePaperResearch

Abstract

This paper reports on the use of video for formative and summative feedback and student evaluation of art and design subjects. The study involved HE students at Cleveland College of Art & Design (CCAD) and shows how video can be used as a tool to increase collaboration between students and tutors, with the aim to increase learning. Initial findings show how students and staff enjoyed using the video for feedback and students gained improved feedback compared to the written format. Tutors also gained increased knowledge of the student's development needs through the videoed student’s responses. The positive student feedback prompted further investigation of the video as a tool for student evaluations of art and design projects. Further ongoing studies allowed students to practice essential presentation and communication skills, whilst evaluating their progress. During the project the focus was on video as a media to increase student and tutor collaboration to enhance learning.

Conference

ConferenceHEA Arts and Humanities conference
CountryUnited Kingdom
Citybrighton
Period29/05/1330/05/13
Internet address

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communication skills
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Cite this

Hugill, L. (2013). Using video to bring feedback and evaluation from the written page to life. Paper presented at HEA Arts and Humanities conference, brighton, United Kingdom.
Hugill, Lynne. / Using video to bring feedback and evaluation from the written page to life. Paper presented at HEA Arts and Humanities conference, brighton, United Kingdom.
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title = "Using video to bring feedback and evaluation from the written page to life",
abstract = "This paper reports on the use of video for formative and summative feedback and student evaluation of art and design subjects. The study involved HE students at Cleveland College of Art & Design (CCAD) and shows how video can be used as a tool to increase collaboration between students and tutors, with the aim to increase learning. Initial findings show how students and staff enjoyed using the video for feedback and students gained improved feedback compared to the written format. Tutors also gained increased knowledge of the student's development needs through the videoed student’s responses. The positive student feedback prompted further investigation of the video as a tool for student evaluations of art and design projects. Further ongoing studies allowed students to practice essential presentation and communication skills, whilst evaluating their progress. During the project the focus was on video as a media to increase student and tutor collaboration to enhance learning.",
author = "Lynne Hugill",
year = "2013",
language = "English",
note = "HEA Arts and Humanities conference : Storyville: Exploring narratives of learning and teaching ; Conference date: 29-05-2013 Through 30-05-2013",
url = "http://www.allconferences.com/c/storyville-exploring-narratives-of-learning-and-teaching-the-2nd-annual-hea-arts-and-humanities-co-brighton-2013-may-29",

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Hugill, L 2013, 'Using video to bring feedback and evaluation from the written page to life' Paper presented at HEA Arts and Humanities conference, brighton, United Kingdom, 29/05/13 - 30/05/13, .

Using video to bring feedback and evaluation from the written page to life. / Hugill, Lynne.

2013. Paper presented at HEA Arts and Humanities conference, brighton, United Kingdom.

Research output: Contribution to conferencePaperResearch

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AU - Hugill, Lynne

PY - 2013

Y1 - 2013

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AB - This paper reports on the use of video for formative and summative feedback and student evaluation of art and design subjects. The study involved HE students at Cleveland College of Art & Design (CCAD) and shows how video can be used as a tool to increase collaboration between students and tutors, with the aim to increase learning. Initial findings show how students and staff enjoyed using the video for feedback and students gained improved feedback compared to the written format. Tutors also gained increased knowledge of the student's development needs through the videoed student’s responses. The positive student feedback prompted further investigation of the video as a tool for student evaluations of art and design projects. Further ongoing studies allowed students to practice essential presentation and communication skills, whilst evaluating their progress. During the project the focus was on video as a media to increase student and tutor collaboration to enhance learning.

M3 - Paper

ER -

Hugill L. Using video to bring feedback and evaluation from the written page to life. 2013. Paper presented at HEA Arts and Humanities conference, brighton, United Kingdom.