It Takes a Village: Collaborating on Rich-Media Video Pod-casting to Improve Student Performance

Victoria SarkisianMarist College

Austin SchillingIBM Consultant

Carly Pavlock, ’07Digital Media Assistant

Copyright 2006

Introduction to College Writing Course

• Population• Writing Course Requirements• E-Learning course system http://elearning.marist.edu

• Video on Demand Lectures– Writing Styles– Narrative Writing– Descriptive Writing– Writing Profiles

The Creation of Composite Videos

• Original Scripts

• Video collections

• PowerPoint Slides

• Animation

• Q/A and polling

• Legacy videos

Composite Video Samples

Pod-cast Video Samples

It Takes a Village

• The Production Team– Instructor– Digital Media Student Assistant– Media Production Staff– Other College Staff– Academic Technology

• Institutional Technology• IBM• IVT

Assessment

• Anecdotal Evidence

• Longitudinal Study Results

How did you use the video content to create your first writing portfolio?

• It helped me create an environment that would make the reader better understand my perspective.

• The show the elements of writing.• It helped me create a story that was more

descriptive.• I used the videos as a guide for my portfolio.

How have the videos presented in this course so far enhanced your learning

experience?

• They give good visual examples of what we are learning.• They gave me good models to follow.• They help include all the information possible, unlike

when the teacher gives an oral presentation and forgets certain details.

• The videos presented in this course so far enhanced my learning by giving examples of other writers and the images increase the understanding a little more.

How has the video content contributed to your writing skills?

• The videos contributed to my writing skills by giving me ideas for better ways of writing descriptively.

• The videos use examples to illustrate different writing techniques.

• It has helped develop certain ideas that come from the examples used in the videos.

How has the video content sparked your interest in the subject matter?

• I am more enthusiastic about my writing and I enjoy writing more.

• It gave me ideas about my topic after I watched them.

• It has sparked my interest because they show examples that helped me when writing my paper.

• It has helped me to broaden my options on my subject.

Longitudinal Study Results

• Students who took the media-enriched course online during the summer 2005 complete College Writing I during the fall 2006 semester.

• Overall Results

• 29 students were originally enrolled in ICW during the summer 2005 semester.

• 76% took CW1 during the fall 2005 semester.

• 100% passed with a C or above.

• 24% retook ICW during the fall 2005 semester.

• Grade Breakdown

• 14% of the class earned A’s in CW1.

• 77% of the class earned B’s in CW1.

• 9% of the class earned C’s in CW1.

Comparison to the summer 2004 course which was not media-rich

• 21 students were originally enrolled in ICW during the summer 2004 semester.

• 77% took CWI during the fall 2004 semester.• 80% passed with a C or above.• 15% retook ICW during the fall of 2004.• 5% either transferred or withdrew from the college.• Grade Breakdown• 12% of the class earned A’s in CW1.• 56% of the class earned B’s in CW1.• 18% of the class earned C’s in CW1.• 14% of the class earned D’s in CW1.

Inherent Pitfalls

• It does take a village!!!

• Student computing environment

• Student access to video iPods

• Student navigation/access issues

• Assignments need to be connected to video content

• The mechanics of producing video content is time consuming

Inherent Gains

• Instructor has control over content and can incorporate legacy videos and/or pre-packaged material

• Students have control over delivery system

• Video on Demand has become portable E-Learning!

Special Thanks To

• Carly Pavlock, Digital Media, ‘07