Innovative Uses of In-video Assessments and Video Analytics for Blackboard and Moodle | Jeff Rubenstein - Kaltura | TLCANZ17

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As video becomes an increasingly common content delivery type, the question arises how to take best advantage of this medium. Very important is how to know that learners actually *understand* what they watch, not just that they watch or how much they watch. The best way to do this is with in-video assessments, provided as part of the standard offering by Kaltura. In this presentation we will discuss basic use models for in-video assessments, but also discuss more advanced uses, and how to turn OER video content, student-generated videos, and even imperfect video performances into valuable teaching moments. Finally, we will discuss how video analytics can be generated, and evaluated, including using them for adaptive learning experiences.

Innovative Uses of In-video
Assessments and Video Analytics
for Blackboard and Moodle
Jeff Rubenstein, VP Partnership & Ed. Tech
Kaltura

22
Content is Increasingly Delivered through Video
How do you know that students
understand the video they see?
How do you know that students
are absorbing what’s being
played?

33
Video: interactive
and measurable
Interactive Video Quizzes add interactivity
and test the effectiveness of video. IVQ
allows you to:
• Increase viewer engagement
• Evaluate what students have learned
• Evaluate effectiveness of content
• Enable measurement of engagement and
understanding
• Improve learning outcomes

44
Video:
interactive and
measurable

55
Video:
interactive and
measurable

6
Options • Self-study or graded
• Allow (or not) changes to answers
• Allow (or not) hints
• Allow (or not) explanations

77
Easy creation
tools

88
Easy creation
tools

99
Video- and
Narrative-
specific question
types

1010
Visual
Observation
Question

1111
Method
Observation
Question

1212
Qualitative
Evaluation
Question

1313
Predictive
Question

1414
An example

15
Other
Uses
• Rate the content
• Rate the actors/agents
• Polling /student response

1616
Reporting

17
Integration • Gradebook integration – selective release
• Caliper Analytics

18
Use with
OERs
• Upload item to Kaltura or stream from YouTube
• Embed in right place(s)
• Analytics
• Interactive Video Quizzes

1919
Why Caliper?
How to promote student
success through engaging
video content and actionable
learning analytics.

2020
The Goal
Integrated insights for teachers
into student behavior across
tools and experiences.

21
Thank you
Jeff Rubenstein, VP Partnership & Ed. Tech
Jeff.Rubenstein@kaltura.com @Jeff_Rubenstein

Innovative Uses of In-video Assessments and Video Analytics for Blackboard and Moodle | Jeff Rubenstein - Kaltura | TLCANZ17

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Over the past couple of decades, there have been rapid advancements in the field of technology which transformed the pedagogical strategies in higher education. Online education, emphasis on technology dependent learning strategies and increasing stress on the cost effectiveness have mounted pressure on academics to come up with innovative instructional methods which are flexible, user-friendly, empowering and student-centred. Collaboration and sharing practices would be the most sensible response to these demands. This paper shares and explores the experiences of flipping an online classroom with a large cohort of externally enrolled Undergraduate Nursing and Midwifery students in a regional Australian university. A major assessment activity of the unit and the preparatory online workshop for this assessment activity was flipped to elicit active participation and ownership of learning. The flipped activity and the innovative mode of delivery was an effort to elicit engagement and ownership of learning for the Nursing and Midwifery students. There was a need to create communication strategies both synchronous and asynchronous to offer a flexible learning mode to this external cohort and initiate higher order thinking such as analysis, synthesis and critical introspection. The design, implementation, and evaluation of this active learning strategy are examined of using the theoretical framework, Community of Inquiry by Garrison, Anderson and Archer (2000). There is pressure on academics to adapt to blended learning approaches as part of cost-effectiveness and the online shift of university education; however, additional time and technical support are needed to fulfill the demand. The teacher needs to be comfortable with the task and technology to create scholarly interactions and trusting associations with the learner. The students’ accountability to engage in the task, in a student-centred model of pedagogical strategy which reinforced higher order thinking was the key to this successfully flipped task.

Experiences of flipping an online classroom: An appraisal using the Community...

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Blackboard APAC

Technological advances have paved the way for a reduction in the attention span of individuals. Keeping the students engaged with the course content remains a challenge even with multiple resources that we use in our courses. Videos are increasingly being used in education, both in terms of volume and variety of use cases where videos can be used. However, ability to share videos across organisations and track how students perform based on their usage was a challenging issue within our college. In the past, videos were static resources that made the learners passive participants. With the new Media Management System we have been able to change the teaching and learning culture to create interactive videos and share them across the institution, in addition to being able to monitor students' behaviour. This paper presents our findings from the use of Kaltura Media Management System to increase student engagement and participation in the courses and to enhance student outcomes using interactive videos through video based assignments, reflections and quizzes.

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Blackboard APAC

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Blackboard APAC

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In 1999, while on a visit to Deerfield Academy in MA USA, I first saw Blackboard. Upon returning to Geelong Grammar School, I oversaw one of the first K-12 Bb installations in Australia. In 2007 as Head of Digital Learning at St Hilda's School on the Gold Coast, I again oversaw a move to the Blackboard LMS. We were then the first K-12 school to move to a fully hosted environment, and now we are the first to move to Ultra. A lot has changed, and a lot of fundamentals remain the same. This session is a look at the sequence of events that has led to us being where we are today. The migration to Ultra will also be discussed.

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Blackboard APAC

Blackboard online tests are powerful, with multiple settings and multiple question types. So often test are created with only two question types - multiple choice and short answer - with the majority testing recall only. Academics are often confused or simply unaware of all the settings and steps in administering tests. We present a tool developed to: engage academics with the full range of automatically marking question types; explain how to create higher order thinking questions; and expose them to the full workflow of online test capabilities. This tool can be used in a class or as self-directed learning. Finally we share statistics and feedback on its success and a tricky method for enticing busy academics to fully engage in a class for two hours.

Online Tests: Filling in the Gaps | Mary-Ann Shuker & Dr Suzzanne Owen - Grif...

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Blackboard APAC

Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful. To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College. The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload. By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment. With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout. Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff. Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking. This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.

Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17

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Blackboard APAC

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1. Innovative Uses of In-video Assessments and Video Analytics for Blackboard and Moodle Jeff Rubenstein, VP Partnership & Ed. Tech Kaltura

2. 22 Content is Increasingly Delivered through Video How do you know that students understand the video they see? How do you know that students are absorbing what’s being played?

3. 33 Video: interactive and measurable Interactive Video Quizzes add interactivity and test the effectiveness of video. IVQ allows you to: • Increase viewer engagement • Evaluate what students have learned • Evaluate effectiveness of content • Enable measurement of engagement and understanding • Improve learning outcomes

4. 44 Video: interactive and measurable

5. 55 Video: interactive and measurable

6. 6 Options • Self-study or graded • Allow (or not) changes to answers • Allow (or not) hints • Allow (or not) explanations

7. 77 Easy creation tools

8. 88 Easy creation tools

9. 99 Video- and Narrative- specific question types

10. 1010 Visual Observation Question

11. 1111 Method Observation Question

12. 1212 Qualitative Evaluation Question

13. 1313 Predictive Question

14. 1414 An example

15. 15 Other Uses • Rate the content • Rate the actors/agents • Polling /student response

16. 1616 Reporting

17. 17 Integration • Gradebook integration – selective release • Caliper Analytics

18. 18 Use with OERs • Upload item to Kaltura or stream from YouTube • Embed in right place(s) • Analytics • Interactive Video Quizzes

19. 1919 Why Caliper? How to promote student success through engaging video content and actionable learning analytics.

20. 2020 The Goal Integrated insights for teachers into student behavior across tools and experiences.

21. 21 Thank you Jeff Rubenstein, VP Partnership & Ed. Tech Jeff.Rubenstein@kaltura.com @Jeff_Rubenstein