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Abstract:
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In large lectures or online courses, it is often difficult to assess student learning. There is less interaction with students and time issues with respect to grading assignments. The author, along with several colleagues at the University of Kentucky have utilized assignments over the past several years where students have submitted their responses via video using either their cell phones or a web cam. The types of questions that are asked have been conceptual in nature: summarization of a blog entry or an article, analysis of a p-value in a news article, etc. During the past semester, the author extended this to students presenting a problem that involves both computational and conceptual portions to the problem. The advantages and disadvantages are discussed along with some preliminary quantitative results from the most recent semester.
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