Student-Produced Vodcasts as Active Metacognitive Learning

Publication Type:
Conference Proceeding
Proceedings - 10th IEEE International Conference on Advanced Learning Technologies (ICALT 2010), 2010, pp. 560 - 564
Issue Date:
Full metadata record
Files in This Item:
Filename Description SizeFormat
2010001566OK.pdf380.49 kBAdobe PDF
Pod and vodcasts are increasingly used in international higher education. Most are produced by faculty either to replace the traditional lecture or to provide an alternative source of lecture material for students to listen to at convenient times. In contrast this paper examines the learning outcomes achieved when studentsâ produce vodcasts as an assigned task. When producing the vodcasts studentsâ were no longer 'time poor' often aiming only for a Pass. They were highly motivated and involved in activities designed to address the learning objectives and engaged in active metacognitive learning. The students were involved in peer learning developing research, teamwork and communication understandings and skills, all desirable professional attributes. Evaluation of the pilot of the student-produced vodcast assignment indicates that there was very high engagement and that the learning outcomes achieved were outstanding. Student pre-and-post assignment self-assessment surveys indicate they learnt significantly in the stated assignment objectives of (1) improved awareness of IT careers - 29% to 70% good awareness - and (2) improved skills in multimedia communication - 27% to 49% good video recording and 16% to 51% good multimedia editing skills.
Please use this identifier to cite or link to this item: