Transforming the role of demonstrators through video led instructions
File(s)
Accepted version
Author(s)
Macey, Andrew
Campbell, james
Chen, wengian
Shah, umang
Brechtelsbauer, clemens
Type
Conference Paper
Abstract
Video on-demand has become a seamless part in the fabric of society’s information consumption. Although videos are common place as a demonstration medium for simple experiments, they have not been used widely as a training tool in teaching laboratories. In this study, we focus on employing video on location to provide practical instructions in authentic settings.
Over 10 instructional videos of first year laboratory experiments in chemical engineering were filmed, each providing detailed operational information. The whole cohort of over 140 students performed two experiments without videos under the traditional demonstration regime, and the remaining five experiments with video led instructions. More than 90% of students found the instructional videos useful, and 75% of students confirmed that this approach improved their teaching and learning experience. Over 95% of the students who participated in the survey recommended using videos as an instructional medium. Because of ready access to the videos, students were more confident in their practical abilities and spent more time engaging with theory to produce better informed outputs. Instead of focusing on operational issues, teaching staff had time to engage with students in discussions to explore topics in more depth.
Rather than just being perceived as live-action versions of experiment hand-outs, the instructional videos actually changed outcomes for both learners and educators. Results indicate that the student experience was significantly enhanced and the teaching focus shifted from demonstration to exploration by transforming the role of demonstrators to facilitators and mentors.
Over 10 instructional videos of first year laboratory experiments in chemical engineering were filmed, each providing detailed operational information. The whole cohort of over 140 students performed two experiments without videos under the traditional demonstration regime, and the remaining five experiments with video led instructions. More than 90% of students found the instructional videos useful, and 75% of students confirmed that this approach improved their teaching and learning experience. Over 95% of the students who participated in the survey recommended using videos as an instructional medium. Because of ready access to the videos, students were more confident in their practical abilities and spent more time engaging with theory to produce better informed outputs. Instead of focusing on operational issues, teaching staff had time to engage with students in discussions to explore topics in more depth.
Rather than just being perceived as live-action versions of experiment hand-outs, the instructional videos actually changed outcomes for both learners and educators. Results indicate that the student experience was significantly enhanced and the teaching focus shifted from demonstration to exploration by transforming the role of demonstrators to facilitators and mentors.
Date Issued
2018-07-17
Date Acceptance
2018-07-17
Citation
2018
Publisher
ISEE
Copyright Statement
© 2018 The Author(s)
Source
International Symposium of Engineering Education 2018
Publication Status
Published
Start Date
2018-07-17
Finish Date
2018-07-18
Coverage Spatial
London, UK