CEP 877 blends multiple technologies toward increasing student learning and retention and utilizes a system that is sustainable and reproducible. The development of videos using a tablet PC, Camtasia software, and imbedded flash-based questions is innovative in its approach in promoting student learning while providing feedback to the instructor. While the Scorm feature was not available due to changes in the Angel technology, students brought their responses and questions related to the flash-based quizzes to class. This information allowed the instructor to design class time around learner proficiencies, and discussion of student perceptions of limitations in their mastery of the knowledge.
Online videos ranged in length from 20-50 minutes. Using a tablet PC and Camtasia recording software, audio recordings and contextual writing was paired with PowerPoint slides. Each video had a series of imbedded flash-based questions designed to promote and evaluate retention of information presented in the previous 5-10 minutes.
The gains in providing effective online training resources have reduced the overall class time requirements while at the same time increasing the breadth and depth of concepts reviewed in the course. The video-based learning component decreased the time in class required to cover essential topics in the course. Ultimately, two fewer class session were required to cover the same amount of material (i.e., from 14 class sessions to 12 class session). The time savings allowed for the addition of a new experience focused on promoting greater competency in vocational assessment. Unlike previous semesters of this course offering, students were able to spend two class sessions selecting, administering, scoring, and interpreting assessments at the offices of a local vocational evaluation provider. The reports written by students provided them with an in vivo assessment experience while facilitating a greater depth of learning than would typically be gained through a static review of testing materials.
The creation of online videos for a class is not a new technology. However, the ability of students to move to points within a video through the inclusion of a table of contents, the ability to add handwritten notes and equation calculation to videos to demonstrate concepts, and the integrated flash-based quiz questions created a dynamic, online, asynchronous learning environment for students. Further, students received immediate feedback regarding their answers on integrated quiz items to allow them to go back, review video content again, and re-attempt a question. The effect was improved knowledge acquisition of concepts before attending class. This out-of class learning allowed for more in depth discussion of topics and informed discussion regarding a broader array of topics associated with ethical use of assessments and assessment information.
With regard to the sustainability of this effort, the technology used in this course can be applied to many courses across the university at limited financial cost and time expenditure by faculty. Professor Tansey has arranged for both practitioners and persons with disabilities to provide a further viewpoint to inform students through the archival of guest lectures. These valid viewpoints provide greater depth regarding the issues in providing assessments and the experiences of the clients during evaluation. While this process does require some investment of faculty time, the benefits of creating learner-driven educational experiences and the broader exposure of topics facilitates student development of the comprehensive array of skills required for ethical, effective practice.
Tansey has developed a short video series that lays out procedures and methods for use by other faculty in the program, department, and college. Thus, faculty across the college will be able to extend the learning environment of their classes and go into greater breadth and depth in their courses.
Timothy N. Tansey, Assistant Professor, Counseling, Educational Psychology, & Special Education, College of Education
Scott Schopieray, Director of Educational Technology, College of Arts and Letters
