Universities face increasing demand from employers and students to better prepare graduates for the workforce. As a result, technology and online pedagogy are evolving to better support skills-based learning.
An example of how many institutions are improving skill development in every modality is through video assessment. Although video isn’t new to education, its applications continue to evolve, creating new ways for instructors to personalise learning, and new ways for students to master skills.
One of the most effective uses of video for skill development is reflective practice. As an inherently reflective tool, video gives students the opportunity to go beyond marks and final exams with an unbiased view of their own performance and progress.
Most students are introduced to new skills through passive learning activities such as attending lectures, reading articles or watching instructional videos.
Once they have a grasp of theory and process, they engage in active learning. This includes practising and demonstrating new skills in class, at home or in a clinical environment as part of a simulation or practical work experience.
Finally, their skills are assessed by instructors, mentors or peer reviewers—and here’s where self-reflection takes centre stage. It’s an effective strategy for boosting learner confidence and competence because:
Whereas instructional videos support skill development by increasing students’ foundational knowledge, video assessment shifts the use of video from a means of transmission to a means of participation. Rather than consuming video content, students are actively engaged in practising and mastering skills.
Video also enables students to watch and rewatch their own performances as they reflect on their growth throughout the term. Instructors in disciplines from foreign languages and business communications to teacher training and nursing education, use video assessment to encourage ongoing reflection because:
Although reflective practice is especially powerful at the end of the semester when knowledge, experience and feedback come together to heighten metacognition (one’s awareness and understanding of their own thought processes), it can be incorporated at any stage of learning.
Rather than simply assigning students to reflect on their skill development through an end-of-semester questionnaire or essay, instructors can use video assessment from day one to provide objective evidence of every student’s ongoing performance and progress.
For students learning hands-on skills, it makes sense to take a more active approach to self-reflection. And because video doesn’t lie, the experience of watching and evaluating their own videos makes reflective practice a means by which students can actively learn and improve their skills.
Let’s chat about how GoReact supports skill development through video assessment, self reflection and active learning.