WIP:  Use of Student-Produced Educational Videos to Promote Learning and Technical Communication

Sabia Abidi; Renata Ramos; Laurel Chen; Victoria Kong; Aidan McAnena

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Biomedical Engineering Division Poster Session
Page Count: 5
DOI: 10.18260/1-2--41241
Permanent URL: https://peer.asee.org/41241
Download Count: 276

Paper Authors

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Sabia Abidi Rice University

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Sabia Abidi is a lecturer in the bioengineering department at Rice University and teaches courses in Systems Physiology, Troubleshooting of Clinical Lab Equipment, and Senior Design. Abidi has a doctorate in biomedical engineering from the University of Texas, Austin and completed postdoctoral research at NYU School of Medicine and MIT. Her research interests include experimentation of new classroom methods to encourage student curiosity, engagement and knowledge retention.

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Renata Ramos Rice University

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Renata Ramos is the Associate Dean for Academic Affairs for the George R. Brown School of Engineering and a Teaching Professor in the department of Bioengineering. She received her B.S. in Mechanical Engineering from the Instituto Tecnologico de Monterrey in Mexico and her Ph.D. in Biomedical Engineering from the University of Arizona. Renata began her career in bioengineering instruction at Rice in 2008. While in this teaching-intensive position, she has undertaken several hands-on, project-based laboratory courses in biomedical instrumentation, mechanical testing, advanced instrumentation, medical device troubleshooting, systems physiology, engineering design and tissue culture. She has also taught engineering lecture courses such as engineering fundamentals, biomechanics, and biofluids; as well as professional development and internship courses in the department of Bioengineering and the School of Engineering.

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Laurel Chen Rice University

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Laurel Chen holds a B.S. in Bioengineering and minor in Global Health Technologies from Rice University. Her research interests include addressing local and global healthcare disparities and providing creative, accessible ways to educate others by incorporating media with medicine. This includes utilizing sustainable engineering design and implementing technology-driven educational interventions to improve clinical knowledge acquisition.
Rice University, 6100 Main St., Houston, TX 77005: laurel.x.chen@rice.edu

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Victoria Kong

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Victoria Kong is a graduate of the bioengineering department at Rice University and is currently a medical student at Yale School of Medicine.

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Aidan McAnena Rice University

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Aidan McAnena is a graduate of Rice University's Department of Bioengineering. He is an incoming MD candidate at the University of Massachusetts Chan School of Medicine.

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Abstract

Work in Progress: Use of student-produced educational videos to promote learning and technical communication

The use of student-centered approaches in the classroom has been shown to improve student learning. Furthermore, recent studies have demonstrated the educational benefits of integrating technology and video in diverse classroom environments (1-5). In this work, we aimed to introduce research-based pedagogical approaches that have been shown to improve student learning, while also involving students in their own learning process through the development of educational videos. Our study was designed to promote student learning by including 3 focus areas: (1) Independent Learning (self-driven learning) (2) Learning by Teaching and (3) Technical Communication Skills. Students exhibited self-driven learning (1) by independently selecting and researching a course content-related topic offered as an extra credit assignment. For the assignment, students developed a script to communicate technical information to their peers. Students were encouraged to develop guiding and homework questions to supplement the videos. Learning by teaching (2) is a pedagogical approach that has been widely accepted as an effective way to improve student learning in many disciplines (6-10). Students applied this approach by creating educational videos designed with a broad audience in mind. Finally, our activity design included an emphasis on technical communication skill development (3). Instead of using traditional in class Powerpoint presentations, students were asked to deliver a video to a unique audience and were evaluated on their visual and audio delivery. We have currently deployed this work in 4 courses including bioengineering fundamentals, systems physiology, troubleshooting of medical devices lab and bioinstrumentation lab. Students created videos on a variety of topics including medical devices (i.e. pulse oximeters), engineering ethics (i.e. universal regulations), cardiovascular pathophysiology concepts (i.e. red blood cells), and common electronic parts (i.e. transistors and solenoid valves). To assess the value of the pedagogical approaches employed during the video creation process, students were asked to complete a survey using a 5-point Likert scale. Results collected thus far reflect an improved understanding and confidence in the subject matter demonstrating promise in this approach for future implementation. In addition, the creation of such a video repository can impact a wider audience in bioengineering and beyond, enhancing the learning process for current students while encouraging engagement in STEM for future students.

References Cited 1. D. Zhang, L. Zhou, R. O. Briggs, and J. F. Nunamaker, “Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness,” Information & Management, vol. 43, no. 1, pp. 15–27, Jan. 2006, doi: 10.1016/j.im.2005.01.004.

2. D. S. Kreiner, “Guided Notes and Interactive Methods for Teaching with Videotapes,” Teaching of Psychology, vol. 24, no. 3, pp. 183–185, Jul. 1997, doi: 10.1207/s15328023top2403_6.

3. R. H. Kay, “Exploring the use of video podcasts in education: A comprehensive review of the literature,” Computers in Human Behavior, vol. 28, no. 3, pp. 820–831, May 2012, doi: 10.1016/j.chb.2012.01.011.

4. C. Rackaway, “Video Killed the Textbook Star?: Use of Multimedia Supplements to Enhance Student Learning,” Journal of Political Science Education, vol. 8, no. 2, pp. 189–200, Apr. 2012, doi: 10.1080/15512169.2012.667684.

5. S. A. Lloyd and C. L. Robertson, “Screencast Tutorials Enhance Student Learning of Statistics,” Teaching of Psychology, vol. 39, no. 1, pp. 67–71, Jan. 2012, doi: 10.1177/0098628311430640.

6. A. R. Carberry and M. W. Ohland, “A review of learning-by-teaching for engineering educators.,” Advances in Engineering Education: P-12 Education Special Issue, vol. 3, no. 2, pp. 1–17, 2012.

7. J. A. Bargh and Y. Schul, “On the cognitive benefits of teaching.,” Journal of Educational Psychology, vol. 72, no. 5, pp. 593–604, 1980, doi: 10.1037/0022-0663.72.5.593.

8. A. Gartner, M. C. Kohler, and F. Riessman, Children teach children: learning by teaching, 1st ed. New York: Harper & Row, 1971.

9. J.-P. Martin, Zum Aufbau didaktischer Teilkompetenzen beim Schüler: Fremdsprachenunterricht auf der lerntheoretischen Basis des Informationsverarbeitungsansatzes. Tübingen: Narr, 1985.

10. S. Okita and D. Schwartz, “When Observation Beats Doing: Learning by Teaching,” in International Society of the Learning Sciences, Indiana University, 2006, vol. 1, pp. 509–515.

Citation
Format

Abidi, S., & Ramos, R., & Chen, L., & Kong, V., & McAnena, A. (2022, August), WIP: Use of Student-Produced Educational Videos to Promote Learning and Technical Communication Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41241

TY - CPAPER
AB - Work in Progress: Use of student-produced educational videos to promote learning and technical communication

The use of student-centered approaches in the classroom has been shown to improve student learning. Furthermore, recent studies have demonstrated the educational benefits of integrating technology and video in diverse classroom environments (1-5). In this work, we aimed to introduce research-based pedagogical approaches that have been shown to improve student learning, while also involving students in their own learning process through the development of educational videos. Our study was designed to promote student learning by including 3 focus areas: (1) Independent Learning (self-driven learning) (2) Learning by Teaching and (3) Technical Communication Skills. Students exhibited self-driven learning (1) by independently selecting and researching a course content-related topic offered as an extra credit assignment. For the assignment, students developed a script to communicate technical information to their peers. Students were encouraged to develop guiding and homework questions to supplement the videos. Learning by teaching (2) is a pedagogical approach that has been widely accepted as an effective way to improve student learning in many disciplines (6-10). Students applied this approach by creating educational videos designed with a broad audience in mind. Finally, our activity design included an emphasis on technical communication skill development (3). Instead of using traditional in class Powerpoint presentations, students were asked to deliver a video to a unique audience and were evaluated on their visual and audio delivery. We have currently deployed this work in 4 courses including bioengineering fundamentals, systems physiology, troubleshooting of medical devices lab and bioinstrumentation lab. Students created videos on a variety of topics including medical devices (i.e. pulse oximeters), engineering ethics (i.e. universal regulations), cardiovascular pathophysiology concepts (i.e. red blood cells), and common electronic parts (i.e. transistors and solenoid valves). To assess the value of the pedagogical approaches employed during the video creation process, students were asked to complete a survey using a 5-point Likert scale. Results collected thus far reflect an improved understanding and confidence in the subject matter demonstrating promise in this approach for future implementation. In addition, the creation of such a video repository can impact a wider audience in bioengineering and beyond, enhancing the learning process for current students while encouraging engagement in STEM for future students.

References Cited
1. D. Zhang, L. Zhou, R. O. Briggs, and J. F. Nunamaker, “Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness,” Information & Management, vol. 43, no. 1, pp. 15–27, Jan. 2006, doi: 10.1016/j.im.2005.01.004.

2. D. S. Kreiner, “Guided Notes and Interactive Methods for Teaching with Videotapes,” Teaching of Psychology, vol. 24, no. 3, pp. 183–185, Jul. 1997, doi: 10.1207/s15328023top2403_6.

3. R. H. Kay, “Exploring the use of video podcasts in education: A comprehensive review of the literature,” Computers in Human Behavior, vol. 28, no. 3, pp. 820–831, May 2012, doi: 10.1016/j.chb.2012.01.011.

4. C. Rackaway, “Video Killed the Textbook Star?: Use of Multimedia Supplements to Enhance Student Learning,” Journal of Political Science Education, vol. 8, no. 2, pp. 189–200, Apr. 2012, doi: 10.1080/15512169.2012.667684.

5. S. A. Lloyd and C. L. Robertson, “Screencast Tutorials Enhance Student Learning of Statistics,” Teaching of Psychology, vol. 39, no. 1, pp. 67–71, Jan. 2012, doi: 10.1177/0098628311430640.

6. A. R. Carberry and M. W. Ohland, “A review of learning-by-teaching for engineering educators.,” Advances in Engineering Education: P-12 Education Special Issue, vol. 3, no. 2, pp. 1–17, 2012.

7. J. A. Bargh and Y. Schul, “On the cognitive benefits of teaching.,” Journal of Educational Psychology, vol. 72, no. 5, pp. 593–604, 1980, doi: 10.1037/0022-0663.72.5.593.

8. A. Gartner, M. C. Kohler, and F. Riessman, Children teach children: learning by teaching, 1st ed. New York: Harper & Row, 1971.

9. J.-P. Martin, Zum Aufbau didaktischer Teilkompetenzen beim Schüler: Fremdsprachenunterricht auf der lerntheoretischen Basis des Informationsverarbeitungsansatzes. Tübingen: Narr, 1985.

10. S. Okita and D. Schwartz, “When Observation Beats Doing: Learning by Teaching,” in International Society of the Learning Sciences, Indiana University, 2006, vol. 1, pp. 509–515.

AU - Sabia Abidi
AU - Renata Ramos
AU - Laurel Chen
AU - Victoria Kong
AU - Aidan McAnena
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - WIP: Use of Student-Produced Educational Videos to Promote Learning and Technical Communication
UR - https://peer.asee.org/41241
DO - 10.18260/1-2--41241
ER -