Week 6 - Evaluation Part 3 - Reflect + Produce

Part 3

• Generate ideas for further improvement

• Evaluate and refine ideas for improvement

• Develop ideas into specific actions and plans for future improvement

The Wish List:

-          Add a further group or one-to-one feedback opportunity to discuss results of the workshop.. This session could take place a few weeks later (to allow for student reflection, and the practicalities of firing their tests) and could enable the workshop to further impact their practice by truly understanding the information learnt, apply it practically, explore the knowledge independently and reflect collectively, aligning with Kolbs’s Learning Cycle.

-          Re-record the webcast video, ensuring that my face is small, the slides are large, and that the information slide is visible!

-          In this initial email to students, I contain one link which allows students to read pre-class instruction, click an embedded link to youtube, click a link which takes students to the pre-class mini quiz, allowing all the information needed to be accessible through one document.

-          Ensure that the webcast video is uploaded to youtube, enabling my students to simply click a link to view on a computer or phone on the go.

-          Add a few more visual slides onto my webcast video which shows what I am saying.

-          Add transcript under my webcast video for easy note taking

Scholarship to support or appose:

-          Andy’s podcasts talking about the idea that pre-class information doesn’t have to be polished and he highlights the importance of the content rather than the video production value.

-          Katie Gimbar’s video: ‘Katie Gimbar's Flipped Classroom - why it has to be me!’ has made me realise a few key points. For instance giving arguments as to why it is useful to create your own content so I can manage what students are exposed to. Also, to allow me to be in it.

-          One point which I have taken from the Koumi principles is to ask questions to engage students cognitive engagement. I could manage this as I created my own content.

-          Looking at the four aspects of learning (Beetham, MacNeil, McGill, 2024), I feel that I need to give more consideration to the learning materials. Currently there are lots of emails and lots of useful documents and links. This makes it confusing as to what students should look at first.

-          Student feedback said that they had to leave the video downloading overnight in order to view it’s content – this would make accessibility very difficult and result in very few students taking part in the content. I should make it easy for students.

-          “digital video allows students to control the speed and repetition of content" (Stein & Graham 2020: 14). 

-          Is attendance and participation a problem if my students have self funded and opted to take part? Possibly not, but it would benefit to make certain changes to ensure the cotent looks professional.

-          Andy’s podcasts broken into mini bitesized pieces – I could do this in video form. Each part around 3 mins in length

Prioritise:

1. Re-record easily in 3 mini bite sized pieces. Video 1 (hello, LOs). Video 2 (Difference between stains + oxides + selection). Video 3 (How to work out amounts needed + summary + goodbye)

 - Ensuring that I specify subtitles to be added.

- Time is reduced slightly, by reducing information difference between stains and oxides.

- Ensure face is small, slides are large (specifically on text slide)

- Add a few more image slides to punctuate dialogue.

2. Upload video with subtitles to youtube

3. Create a slideshow, converted to PDF (One Document) which contains intro, video link, imbedded document for stains and oxides calculation, mini quiz link. Email PDF to students.

References:

Beetham. H, MacNeil, S. McGill, L (2024) Beyond Blended: rethinking curriculum and learning design. [Online] available at: https://www.jisc.ac.uk/guides/beyond-blended-rethinking-curriculum-and-learning-design (accessed 24.06.25)

Koumi, J (2013)  Pedagogic Design Guidelines for Multimedia Materials: A Call for Collaboration between Practitioners and Researchers, Journal of Visual Literacy, 32:2, 85-114. 

Gimbar, K. (2012). ‘Katie Gimbar's Flipped Classroom - why it has to be me!’[Online] Available at: https://www.youtube.com/watch?v=jMfSLXluiSE  (accessed 16.06.25)

Peisley, A (2025). Podcast 1A and 1B. [Online] available at: https://learn.falmouth.ac.uk/courses/1334/pages/week-5-integration-in-blended-learning?module_item_id=85535 (accessed 23.06.25)

Stein, J., & Graham, C. (2020). Essentials for blended learning: a standards-based guide. New York; London: Routledge.