Encouraging reflection on performance

Videos to encourage reflection on performance are used to give the student (or their peers) the opportunity to view and critique their skills.  An example of this kind of practice could be used with students to peer review each others presentations and give feedback.

Why would you use video to encourage reflection?

This is used to aid review, allowing the student to gain practical feedback and review evidence to support it.

In subject areas as diverse as drama, nursing, law and education, video footage can be an extremely useful tool to effectively review performance or practice.

How would you record performance?

This can be achieved in many different ways, with one of the most typical scenarios is recording the performance of a learner while standing up in front of a group presenting. Capturing this scenario using the lecture recording system in the room is a great way of making sure all the elements of the presentation (audio and slides) are recorded and if the room features a webcam, you can also caption their posture and body language.

Videos to encourage discussion or increase engagement

Any video used within your programme has the potential to be used to encourage discussion or increase engagement. However you may choose to show a video that you either find or have created that specifically poses a question or statement that will provoke an action and/or debate from your students. These types of videos could be case study based videos or could be contentious statements or topics deliberately designed to provoke a response or discussion.

For example, a case study video series could be released progressively, providing more information as you go through each video, giving students the opportunity to adapt their thoughts or responses as they progress. These case study videos could also deliberately leave out key information for the students to find out or discuss.

Why would you use this type of video?

The reason for creating this type of content is to increase involvement from your students and get them to engage more actively during sessions. There are also several other digital technologies like polling systems that can be used in conjunction with these videos and you can then get a visual representation of the views of your students.

How would you create this type of video?

You can create these type of experiences with existing content that you can source from either the Panopto Shared Repository or Box of Broadcasts. You can take a segment of an already created piece of media and play it either within a lecture and discuss it within the session or do it as a flipped approach, letting the students watch the clip beforehand.

If you wanted to create your own media to be used in this way, it gives you scope to design something to direct the debate in a particular direction and potentially make it more challenging for your students. Please contact your Media Adviser to discuss the options further.


‘Record, Pause, Rewind’ a Low-Tech Approach to Teaching Communication Skills