E-standards for Training2012-2013 Emerging Technology Trial

Mobile Video Assessment

Regency International Centre, Adelaide is a Lead Centre for Hospitality, Food and

Recreation.

Trial overview

The aim of the trial was to ask 6 student groups to use the mobile video app and compare the experience to

traditional assessment methods

47 students assessed the suitability of the app to identify if it provided a better quality learning experience, and if there were any barriers to completing an assessment

task efficiently.

The trial was conducted both in and out of the classroom which suited the nature and purpose of the app, being a

mobile assessment tool.

The point of difference with this app is that it has an overlay screen that a Lecturer can use to send

instructions, marking criteria or any other information to the students.

When complete the student can send the video direct to a Moodle site where the lecturer can assess it and send it

back to the student with feedback and a grade.

Aiming for a simple and seamless process…..

A major problem was identified early on in the trial.

The videos would not upload to Moodle if they were any longer than around a minute.

So not an ideal outcome so early in the trial!

An app called Video Slimmer was eventually loaded on the devices to try to overcome this problem, and did

allow us to upload videos that were 5 minutes maximum in length to the Moodle site.

But the load time could still be lengthy.

Sometimes up to 3 minutes.

Throughout the trial, a number of Lecturers identified that there is a need for this type of assessment tool.

The current process used is not efficient.

Learner feedback

Overall there were 47 students in the trial; the final results were:

Would use the app for assessment: 34Would not use the app for assessment: 12May use the app for assessment: 1

Overall students were very positive about the app (as long as it worked as planned).

They thought it was a very easy process and would save time submitting these types of assessments to lecturers.

Also it was guaranteed delivery once uploaded to Moodle.

Millennial’s, Generation Y, or Generation Connect.

An interesting point also emerged from the trial - many students, even some of those who said they would use

the app for assessment, were not comfortable recording themselves.

Research

• Some of the research suggests that the Millennial generation show distinct learning preferences for experiential activities, structure, and the use of technology Oblinger (2003), Brown (2000).

• They are digital natives and like to work with the best and latest high-technology.

• They are impatient, intolerant of wait times and risk averse.

(Howe 2003)

• This led us to think that until they are totally confident and understand a new technology, they are not comfortable using it especially in an educational context.

• The fact that we were having problems with the app probably didn’t sit well with them, and we didn’t gain their trust in the app.

• Are they thinking that working with inferior technology will limit their ability to showcase their skills and learning?

• Other research suggests they embrace all things digital and multiple modes of self-expression.

• One-in-five have posted a video of themselves online (Pew research 2010)….what about the other four?

This could start to explain some of the feedback we received.

Much more research needed!

• What it does indicate is as Educators we need to ensure whatever technology we are asking them to use is operating at optimum efficiency otherwise they won’t be engaged.

• Also as Educators, we also need to continue to consider the individual needs of our learners.

• Allow flexibility in the students approach to, in the context of the trial, video assessment

• Do curriculum and test materials cater for students’ learning styles?

Cumming and Dickson: IAEA 2006

Facilitators final thoughts…

This app is needed and has the potential to streamline the current assessment processes for video submission

Keep us current and in line with contemporary e-assessment methods.