Student generated content (SGC) promotes a digital learning environment where you - the students become prosumers; that is, you become both content producers and consumers where you are co-creating, collaborating and sharing your work with other students. Meanwhile, the tutor takes on the role of facilitator organising the learning content, and encouraging students to search for a deeper understanding of the subject matter via discussion (if needed). For you, the students - when you are creating content, a wide range of cognitive disciplines are needed to successfully filter subject reading material and to identify content useful for: video lectures; seminar assessment; creating quiz questions: presentation to your peers; and course examination.
Video Lecture, Study Questions & Answers
I've seen amazing value in offering lecture making as a resource by & for students. I've seen that value equally across all my learning environments & courses: in large institutions and in smaller ones; in face-to-face classrooms; and in online ones. Your task is to prepare & produce a video lecture, and to also create 5-7 study questions for your video lecture. During the course, your student colleagues will read your study questions, and then answer them while viewing your video lecture. What will you learn, and how? Well apart from the simple technology to make the lecture, you will have to intensely read your allocated subject (or chapter), filter the essential information, create keypoints, create 10 insightful study questions, and produce a presentation (using e.g.Powerpoint, Keynote or Prezi). You will be using the lower and the higher levels of Bloom's Taxonomy for Learning! Most importantly, you will learn LOTS, and enjoy the process as a whole. And, you will also learn lots from your student colleagues too.
Bloom's revised TaxonomyBloom’s taxonomy was developed in the 1950’s and is still used today to categorize ways of learning and thinking in a hierarchical structure. A revised model was developed in the 1990’s to better fit educational practices of the 21st century. Using video lectures, your learning experience will move from the most basic skills (remembering) to more complex learning which leads to higher order thinking (creating).
|
What is the video lecture task?
Once you are allocated your theme or chapter, begin to read and prepare immediately. Make provisional questions as you read. Your completed task has to conform to the following:
- Your video lecture is to be 8-12 minutes long.
- You must have use text /and or images but do NOT only read the text. Use text sparingly. Use images from the internet, but provide a source from where you have taken the images.
- You must provide audio commentary for your presentation and it MUST be you own wording. Reading text from (from the course text book or from Wikipedia or some other source will disqualify your presentation. Of course, you may use small essential snippets, but on the whole it your synthesis of your understanding.
- You must have at least 10 slides, but can have many more, if you wish. There is no limit, but make your calmly and collectively using your own voice and personality. Make it interesting. Something that you would yourself like to see and to learn from.
- Your first, second and final slide MUST have the following format:
|
What do I send in by the given deadline? |
How do I make it? |
|
An example for you to emulate
This is an example from a former student of mine: a video lecture from another course book. I consider this to be a pass level adequate sample of student generated content. The student has carefully read the chapter, and then summarised her findings neatly in a powerpoint. Furthermore, she has created some study questions about the most salient aspects of her allocated chapters. To gain the marks for this pat of the course, your presentation must be of the same high quality.
Mitchell Ch 2 & 3
|
|