Comparison of Three Types of Resources, Video-Clip, Role Play and Paper Case Study

Case Study 2

Comparison of three types of resources, Video-clip, Role Play and Paper Case Study

Abstract

The use of video clips in teaching sessions was considered to be a useful way to deliver parts of a teaching session. Very little relevant material could be found but one excellent piece of footage was considered useful. To fill the gaps where existing video could not be found role play was considered as a method to replicate situations encountered in the workplace. Both were compared with the current method whereby sessions are delivered as discussions centred on the assessment logbooks.

Introduction

An HE course, Application of ICT in Libraries (ICTL) is aimed at improving the service librarians can provide to their clients. Sessions are very much planned as group discussions with the aim of revealing problems encountered by individuals working in varied environments and allowing them to share the resulting solutions whilst also incorporating new ideas suggested by the tutor. All the course material is available online and via a VLE and students are expected to have read these before attending the session. One of the main principles of ICTL is that all assessments should be carried out in real work situations and teaching should likewise therefore mirror the conditions faced in the workplace.

In order to try to make sessions more interesting, varied and closer to real work situations it was proposed to carry out either role play scenarios with the tutor playing the role of enquirer and learners playing their normal role or, by using video footage, exemplify good or bad practice. These are in contrast to the current situation where a paper based case study is used to structure teaching sessions.

An option would be to stage a scenario with the use of a video camera if no suitable footage could be found pre-recorded but the preferred option was to search Teachers TV to find appropriate video clips. The clips found for the example in mind, i.e. an information search enquiry, were not ideal so a different but related scenario was developed. An excellent clip was found (Teachers TV, 2007) whereby school pupils were shown three web sites and invited to comment on them. They all found them interesting and believed they were good sources of information, however, one was a spoof site and the other two had been created by extremist organisations, facts which were not picked up by the students. This highlighted the importance of validating information found on the web, a central part of ICTL and the video suggested ways to do this. This will be considered as a useful teaching aide for one of the ICTL Units.

It became obvious that finding ready made relevant video clips is not always possible but there is material out there if the tutor can be flexible. In order to make the video accessible and useable in class it may need to be edited. This involved utilising Windows Movie Maker, an application which enables the user to edit video clips and make them more appropriate to the audience. This was done resulting in a 15 minute clip being reduced to less than 8 minutes.

Ideally a role play would be used centred on a similar scenario and the results could be compared with those obtained by using the video clip. It was felt however that this would not be as effective so it was decided to plan the role play around the original idea of an information search interview. In this way the students reactions and interview techniques could be observed and analysed by the group as a whole.

Finally the results of the above will be compared with the current method of teaching/assessment whereby students’ record in a logbook how they checked the validity of websites found in the process of genuine information searches for clients.

Intended Learning Outcomes

The educational approach

Video

Bruner (1966) stated that ‘a theory of instruction should address four major aspects’including‘the ways in which a body of knowledge can be structured so that it can be most readily grasped by the learner’. The use of video should be far more effective in helping a learner grasp concepts than simply reading about them and as Bates (2005, p101) stated ‘A major presentational characteristic of video is its ability to provide an illustration or a concrete example of an abstract principle or generalisation’. So video seems to be a very appropriate way to ‘structure a body of knowledge’ and an effective substitute for concrete experience. Rather than stage a role play situation, the success of which might depend partly on the acting ability of the participants it might be far more effective to show a pre arranged scenario which can reliably be used again and again and is accessible to distance learners. ‘Video recording can be used for analysing classroom interactions and for developing students critical thinking, creativity, language skills and collaborative skills.’ (Akir 2006, p101). This seems entirely appropriate when teaching library counter interview skills as it could be beneficial to analyse good and bad techniques. It is perhaps less useful however when teaching information search strategy techniques. This is better demonstrated by viewing the existing video of students reactions to inappropriate web sites.

Reece & Walker (2000, p136) suggested that the use of video is likely to achieve high level cognitive objectives as well as low level affective and psychomotor objectives, in other words have a great affect on improving a students understanding of a concept and some affect on improving skill levels and students acceptance of a theory. They went further listing the advantages of using video some of which are listed below:

Can bring an expert into the classroom

Can provoke thought used as a trigger

Relatively cheap and very convenient

Can be taken home by students

Helps the students to visualise

Can choose to view small extracts

Modern medium which is popular

An alternative to “teacher talk”

From Reece & Walker, 2000, p160

Role Play

The problem however, lies in finding appropriate footage. ‘Diverse and easily accessible libraries of digital video content are not readily available.’ (Akir 2006, p101). If appropriate footage cannot be found perhaps role playing will serve as an alternative. Reece & Walker (2000) again stated that role play could achieve high level cognitive objectives but also high level affective objectives and it is appropriate for small groups which makes role playing particularly applicable to the ICTL classes which are typically of less than 10 students. Advantages include:

• High degree of student participation
• Brings learning to life
• Realistic

From Reece & Walker, 2000, p169

The role play envisaged for this case study was centred on an information enquiry whereby one learner would act the part of a client asking for information while another learner would respond as a librarian. Good and bad practice could be pointed out and additional helpful tips given both by tutor and fellow students. In order to compare results with the video used above a similar scenario on video would be required but as this is quite a specialised situation none could be found.

There is a lot of information on the web with regard to role play in education including some pages by the Science Education Resource Centre of Carleton College, Minnesota. They stated that there are several steps involved in role play when teaching:

• Define Objectives
• Choose Context & Roles
• Introducing the Exercise
• Student Preparation/Research
• The Role-Play
• Concluding Discussion
• Assessment

From the Science Education Resource Centre (2008)

The objectives would be to use appropriate interview techniques to elicit from an enquirer all the details required to carry out an effective information search. It would be important to allocate roles and ensure each participant understood their roles and knew what was expected of them. The exercise and it’s purpose should be explained to all members of the group. No student preparation would be necessary other than what is expected for the session. To be of any benefit the concluding discussion must be planned with a list of points prepared by the tutor to ensure everything is covered.

The scenario envisaged for the session in question would be an interview following a pattern similar to below:

Tutor: Asks the learner to find information on [a broad subject e.g. Wind turbines]’.

Learner: Begins investigating the clients needs [Why, Where, Level etc].

Tutor: Replies with more detail perhaps adding some complications.

Learner: Either delves further or concludes with a recap and choice of how the information is to be delivered and by when.

Once completed the group as a whole would discuss any issues they felt had been raised by the interview.

There is no reason why a remote student attending via videoconference should not be included in the role play and the roles could be reversed or two students perform the role play. The whole exercise is reliant upon the students (and the tutor) committing to the role play and acting the part.

Another option might be to set homework where the learners role play outside the lesson and record the role play on audio (or video) tape then bring the tape into class for analysis and discussion. Audio taped role plays as homework is an option activity (McNaughton et al. 2007) but only where students work together. Remote students might be disadvantaged.

Logbook

In comparison with the above, the students are assessed by way of logbooks. They record the activities carried out in dealing with an enquiry by completing a table describing briefly what they did to fulfil each task. The logbooks cover all the learning outcomes for each unit so at present teaching sessions are structured by following the logbook contents. Each task is examined and discussed in some detail to ensure the learners understand what is expected. Reece & Walker (2000, p136) believe that discussion is likely to achieve high level cognitive and Affective objectives but despite this many logbook assignments are submitted incomplete or below standard. It is assumed that the learners have misunderstood what is expected or put less importance on one section than another. By carrying out role plays and analysing video it is hoped that some of these discrepancies can be eliminated.

People involved

All the learners are mature, professional librarians or Library Assistants working in diverse environments, ranging from public libraries to college and school libraries.

Teaching Environment

A small group of five learners attend in person with a further two by videoconference but this does not pose a problem as video or DVD screenings can be ‘sent’ to the remote studio so that all learners experience the session at the same time. At the end of the video the group can then discuss the video in real time. There are a further eleven learners who study by distance learning and in this instance the use of video becomes even more beneficial. The video could be made available via a VLE and all learners could benefit from it. Distance learners who do not attend by videoconference will miss out on role play exercises so again, recording these and making the footage available through the VLE is an option.

Outcomes for Learners

This case study was carried out after the teaching elements of the course had been completed so evaluations and assessment scores will only be obtained from the next intake. The video clip was posted on the VLE (Moodle) and via the VLE forum learners were asked to give their observations but these will only be included if received before the study is completed.

Reflections

In adopting strategies such as those detailed above commitment to BS5 of the LLUK Professional Standards and an attempt to meet BK1.3 and BP1.3 (LLUK, p5) are demonstrated. In reality, it would be good practice to create a varied learning process by combining some role play and some video footage, e.g. as stated above video was found demonstrating the importance of validating web sites, and a role play demonstrating good practice when dealing with an enquiry could be used later on in the same session.

Video footage could not be found for the original teaching criteria in mind but this highlights the need to be flexible when planning a session, rather than waste time searching for something that may not exist it should always be considered that there are alternatives such as staging a role play which may be more appropriate for some situations and showing video footage for others.

Broadcasting video via a VLE has two major implications

File size. When edited the clip I would use in this example whilst being less than eight minutes long is still 33 Mb in size and would require special permission to upload it (The college VLE restricts uploads to 1Mb). It might be feasible to upload it a short while before the session then have it removed again later but if several videos were to be used this could become very time consuming and impractical.

Analysis of the experience. Individuals remotely accessing the footage would need to discuss their thoughts for it to have an impact on their learning. It might be best to encourage them to use the VLE Forum to discuss the experience but it is important that all participate in the discussion.

Role play could be a very useful teaching tool but it requires the learners to cast aside inhibitions and perhaps demonstrate, if not acting skills then the confidence to perform in front of their peers.

Submittedlogbooks regularly display evidence that learners have either misunderstood what was expected of them or chosen to gloss over sections they felt were of less importance than others. Common phrases when assessing the validity of sites (Appendix 1) exemplified how little importance was placed on this aspect of an information search. By showing a video with extreme examples of how someone can be misled by a website it is hoped the lesson will be thought provoking and thus be recalled by the learners in the future.

Conclusions

Video and Role play are both useful tools but they should be use appropriately. Both modes of delivery have the potential to provide a lasting impression on learners but the full benefit will probably only be felt if they are followed by a good creative discussion to ensure all the relevant points have been covered. Role play can be set up for almost any part of a teaching session but it requires good forward planning and willing participants whilst video is dependant upon finding relevant footage from what already exists. Making bespoke video clips could be very time consuming and requires some expertise. Both methods of delivery have advantages over the current delivery method whereby the logbook is analysed in class. In future video clips will be utilised wherever possible and I will consider using a role play during at least one of my ICTL teaching sessions and the variety of delivery methods should make sessions more interesting and enhance the learning experience.

2509 Words

References

Akir, Z.I. 2006 / Impact of Information Communication Technology on Teaching and Training: A qualitative and systematic review, unpublished thesis presented to the communication faculty of Ohio University. Accessed 06/03/08
Bates, A.W. 2005 / Technology, E-Learning and Distance Education, Routledge, Oxon
Bruner, 1966 / Constructivist Theory (J. Bruner) in TIP Accessed 06/03/08
LLUK / Accessed 12/03/2008
McNaughton, D. Hamlin, D.McCarthy, J. Head-Reeves, D.Schreiner, M. 2007 / Teaching an active listening strategy to preservice education professionals.Topics in Early Childhood Special Education.27.4(Winter 2007):223(9).General OneFile.Gale.Llandrillo College.20 Mar. 2008
Reece, I. & Walker, S. 2000 / Teaching Training & Learning a Practical guide, Business Education Publishers Ltd, Sunderland
Science Education Resource Centre, 2008 / Accessed 20/03/08
Teachers TV, 2007 / Accessed 04/03/08

Bibliography

Honolulu community college / Accessed 12/03/2008

Appendix 1

A selection of the type of responses recorded in logbooks in the section where the attempt to validate information should be described

3.1 Validity of information
Task / Your approach / Effectiveness assessment
Reliability / Establish who may have input in setting up of website. / The information required was found on the website of fantasticfiction.co.uk
Reliability / Establish who may have input in setting up the website / The information was supplied by which had a link to goggle.
Reliability / Validity of the information was reliant on the web developer / The effectiveness was checked by seeing when the website was last updated
Reliability / It was the first website that I went to. / I typed in the search and it came up with more that enough searches in the local area.
Reliability / I checked the both routes of typing what I was looking for or just typing the clue in. / I found the method of getting the information and the site reliable.
Currency / I was checking a clue about information in the past. / The information was correct.
Reliability / The site was dedicated to the railcard. / I found the site to be very reliable and it catered for a lot of people.
Reliability / I found the websites I used to be very reliable. / I use yell.com quite frequently to search for addresses and telephone numbers.
Reliability / Essential information required:
Course Overview
Main subject areas
Assessment criteria and requirements
Accreditation of Qualification / All the required elements were achieved.
In-depth information e.g. full syllabus was available via hyperlinks

1