 Mae gweld Evelin Kellar, a dyna'n gyflawn i'r hwnnw i'r Gwyl Norsan yn DCU. Yn gyflawn i'r gwybod yma, oedd y BSE programme, ond rwy'n gweld i'r ysgol yng Nghymru Llywodraeth Cynwyllus. Yn gyflawn i'r Gwyl Norsan i'r hwnnw i'r cyflawn, dyna'n gwneud i'w cysylltu. Yn gyflawn i'r gwybod i'r gwybod i'w cyffredinol, mae'n gwaith yn ymgyrch yn dweud y gwaith o gwaith a chyflosio, sydd wedi gwneud yn ymgyrchol oedd tynnu, oedd mae'n gwybod i'n gair y bydd. Mae'r byw yn gwneud i gael ei ddweud, dwi'n gael gwneud i'r hyn, a gallwn gael eich cyflawn i'r gwaith, mae'n gwybod i gael eich cyflawn i'r gwyl Norsan. Mae meddwl, eu chagos chi, i wneud ei melifau ffordd, yn y cors yn ddechrau i'w gwirio hiwa thangos. Yn ddwy ymgyrch i'w ddefnyddio'n ddechrau i'w ddefnyddio'n ddydd. Mae nifer hwn o dwylo'r ddechrau i ddechrau i ddim yn ei ddechrau yma. Mae'r ddechrau i ddydd yn ddiddordeb i wneud hollol i ddim yn ddiweddol. Felly, yn ddiweddol wedi wefFL, byddwn trwy bryd yn ddefnyddio hollol a chyfn deddigol hollol ym gyfer yw. Ac rwyf yn viw yma hwn o'r e게ft gyda'r tantndwycenau i'w fawr i mi'n gwneud ei efallie nhw fel falle y technology. If I just move back tw the module that we have piloted in and it's now running for the second time. We've used this for an assessment aspect where we've over 200 students and they'll reach assessed doing a skill which can take 15 minutes, so we might have up to 10 different words, Felly we might have up to ten different assessors and students are assigned a time frame to come in to be assessed. So from the students perspective they're told a time, they're told a date and they have one-off opportunity to perform and that's it. So it doesn't allow them a second chance whereas with the video they can record it as many times as they want so they can practice as many times as they want. So it allows them a little bit of control and also allows them the opportunity to practice their skill, perfect their skill. Certainly from an assessor point of view ten different assessors in consistency with marks no ability to replay to see why they give the mark whereas the video one assessor you can see why you give the marks an external examiner can see why you give the mark. How does it bring consistency? Massively, consistency will be one of the main reasons that we would have looked at along with a lot of others but there was issues with consistency or inconsistency with quite a large number of assessors and over a two day period where you get tired and obviously you lose concentration maybe after a few hours which is natural so you're not too sure what you're assessing to some extent but also nobody else can see why you give the mark and students can't query why they were giving the mark so the video was very easy then to look back on and the reason why I suppose an external could see why I give the mark to a student. So video, being able to use video in that way has really strengthened the feedback system on both sides? Well it has allowed proper feedback beforehand as the module coordinator who probably wouldn't be assessing because I'd be coordinating I could only give the feedback of somebody else's assessment so an assessor came in and did the assessment and I had a student sitting in front of me and I could only say well this is the reason why your assessor gives the mark whereas now I can have the video playing and I can say well that's the reason why you got the mark you can see where you did something really well or you can see why you didn't get the mark so it's very clear cut, they have because the particular group of students we piloted in first semester last year they had faced Faisoski's second semester so we have surveyed them as to which they preferred and the reasons and we've got the data there to I suppose support the use of the videos over 95% of them very clearly preferred the video recording and the reasons were it wasn't a one-off they froze, they could redo it and more importantly they said they could practice and also perfect their assessment and that's the nature of the skills to practice It's funny The particular skill that we piloted was hand washing so we had a very clear guidelines on the procedure but we also had to have very clear guidelines on what we expected from them as far as professionalism they needed to be dressed in their uniform and then aspects that needed to be recorded so in other words if your body is video recording you and you miss an aspect well you didn't get the mark so it had to be captured so to some extent there was a big responsibility on the body to capture everything and I know that that was a little bit of a problem initially because some students said well I performed perfectly but they just missed it but that's life they need to just work well together so I suppose it helped That will pick up So we were very clear on the guidelines we give the students and I suppose to some extent second time around there was a few things that I would have put in that I didn't put in first time that made it easier for them very clear that they needed a body they needed a second person very clear on where they needed to record it as in the clinical education centre in here and very clear on the aspects the angles we needed to see and what they needed to wear and that was actually the recording bit but then there was the guidelines on uploading it so then we could see it so I suppose there's very clearly the two different angles the actual recording of it was I suppose the headache of getting the marks were for us to be able to assess it as lectures we needed it brought into loop so very clear guidelines on both I suppose the challenges are you need somebody who's very technically minded as a help if you're running into problems so if students are saying I can't upload it I'm not a technologist so I need somebody to refer them to if they upload in a sideways or upside down I need somebody to be able to turn it for me or to give them very clear guidelines on how to record it in the first instance and I suppose that's still something that I'm not too sure about because I'm not technically minded I know what is needed from the skill a lecturer point of view so I can give the students those guidelines but the technical bit I would need the support from so I suppose whether it's from a technologist or from wherever So it's primarily technical challenges Technical challenges would be the only challenges I would see as a problem to me That's great to hear because hopefully those are the ones that are going to get a bit off People should be able to press a button that's where it needs to be I assume and you have to have I suppose it's like writing a script for a play there's a lot of things that you might not have to spell out when you're getting an experienced lecturer to assess but when you're asking a student to video record them you need to make sure you've covered all angles but ultimately that has when that's ironed out there are so many other advantages to the video from a lecturer point of view from a student point of view and from a results point of view and being able to be consistent and stand by your mark Just to come full circle then I mean broadly speaking what would you say the pedagogical advantages to using video that you have found so far have been? Okay so if I start from the result that I give the student and the advantages to having a video of their performance I can stand by the mark I give the student I can also stand by the consistency of the marks given to all students because I'm the only corrector there I'm the only marker and also I have one standard for all students and when the results then go to an external moderator she can see the video and the reason very clearly why there was marks given also then in relation to the students their performance skill and perfecting skill so to some extent that's what nursing is about being perfecting skill and that's what I like the students to do but they don't always do it they come in and just hope for the best during the assessment whereas if they can watch their own video something may not be right they can change it whereas if they're hoping that maybe their colleague or their friend is watching them or they're doing it and thinking well that seems okay they've nothing to watch afterwards so that'll be I suppose two very clear reasons and then from the point of view of just the administrative end of 200 odd students and at least two days at least 10 assessors that's a headache in itself and a sign in students times of days that may not suit them or for some reason they'll get sick it takes away that headache completely so at a number of different levels recording a practical assessment on a video makes an awful lot more sense from an assessment point of view using a video for a practical assessment in the School of Nursing, Human Sciences and DCU has been an advantage from the point of view of the consistency of marks for students and the students' ability to be able to continually practice and perfect their skill and from the administrative end of the actual assessment as a lecture it can be a headache for 220 students and 10 assessors so the video recording makes it much much more user friendly and easier