Peer review challenges and solutions for video editing
Submission Type
20-minute Presentation
Abstract
Peer review is an essential and invaluable element of text creation and learning. Often however, the nature of a video project does not easily lend itself to peer review, especially where student-created videos are used to demonstrate learning, not the focus of the class itself. In this session, I'll discuss how we can create peer review moments throughout the semester that contribute to developing digital fluency skills needed for effective and reflective video creation. I'll explain the process used to identify and scaffold the skills, as well as the practical logistics of what these peer review moments looked like.
Start Date
5-23-2019 9:00 AM
End Date
5-23-2019 10:15 AM
Description
Peer review is often an essential and invaluable element of text creation and learning. The perspectives of peers can help reaffirm what we were already thinking and see what we otherwise are blind to regarding our own work, and it embeds opportunities for revision, opportunities to make our work better. Often however, the nature of a video project does not easily lend itself to peer review, especially in a class where student-created videos are used to demonstrate learning, not the focus of the class itself. A tremendous amount of time can go into filming and editing; putting together one draft of a video is all there is reasonably time for in a semester.
How can we get the benefits of peer review when, logistically, it is impossible to have students go through the peer review and revision process?
Faced with this challenge, I turned to scaffolding and digital fluencies. Could we identify specific digital fluencies, like audio recording, that were already (or could fairly easily) appear throughout the semester? Could we scaffold these skills with moments of peer review? In other words, could we cumulatively give students an opportunity to practice with these skills, get feedback from their peers, and revise based on what they learned for their final projects?
In this presentation, I will share my process of answering these questions. Specifically, I will discuss how in collaboration with an instructor, we fostered scaffolded peer review moments throughout the semester that contributed to digital fluency skills that would be useful for their final video projects.
Outline:
- Poll attendees about their experience with peer reviewing videos
- Provide a brief overview of the video project
- Identify specific digital fluencies essential to the project
- Share logistics and tips for combining these skills with moments of peer review
- Share how scaffolded moments culminated in final video projects
Peer review challenges and solutions for video editing
Peer review is an essential and invaluable element of text creation and learning. Often however, the nature of a video project does not easily lend itself to peer review, especially where student-created videos are used to demonstrate learning, not the focus of the class itself. In this session, I'll discuss how we can create peer review moments throughout the semester that contribute to developing digital fluency skills needed for effective and reflective video creation. I'll explain the process used to identify and scaffold the skills, as well as the practical logistics of what these peer review moments looked like.