supporting reflection

with video tutorials - APT 2016 - M Compton/ D Tran

Simulated tutorials to support "natural reflection"

This 50 minute workshop, which relates to the conference theme of 'Opportunities’, aims to showcase and trail one element of a project in development: the use of video to synchronously guide and shape reflective writing and to share the pedagogic principles and technological ‘solution’ whilst seeking critical evaluation from peers. As a supplementary goal it will showcase a “freemium” tool that can be used to enhance teaching, learning, assessment and feedback in HE in a number of ways.

Important update 30/6/16: As is often the way with these things, a successful tool is being subsumed into a bigger 'learning tech' company and Zaption in its current format is closing down. However, it's the technique and pedagogy that's key not the tool but it is a useful reminder about the ephemerality of all things web 2.0!

From Edsurge (30/6/16) "Since Zaption is closing its existing site, the company is encouraging users to look at alternatives. For instance, Zaption recommends [school] users consider using Nearpodor EdPuzzle."Both allow you to quickly create high-quality interactive content," ... The company nudged higher ed users to look at HapYak or H5P, an open-source interactive media platform."- These look like quite pricey options for single users but definitely within reach if part of a wider strategy. For a free tool that gives some of the benefits I have used vialogues and edpuzzle, the latter allows you to insert open text responses into video.

Today's workshop focuses on our efforts to use interactive videos to support the CPD of academics on programmes such as the PGCert HE our PGR (or GTA) programme and for the HEA fellowship scheme. It sits within a wider endeavour to support "natural reflection" wherein some of the constraints of existing models are removed by providing multiple entry points to the beginning of the reflective process. We will share some resources with you that illustrate this.

Reflective writing skills and an active engagement with the process of reflection are at the core of many undergraduate, postgraduate and continuing professional development programmes (Ryan and Ryan, 2012). The profusion of such things as writing centres and online study guides are testament to a need to support many aspects of writing, including reflective writing (Gopee and Deane, 2013). While technological tools are often used to help staff and students to log their reflections or to provide an overview of what reflection means, they are rarely employed with the aim of aiding the participant to engage in the process of reflection. In addition, while such reflective tasks are supported by the existence of written guidance materials, the frequency of the over descriptive writing is high. In other words, unless the participant is confident with how to approach a reflective task and how to construct this type of writing, they may struggle with the process of creating a piece of reflective writing, and the familiar phenomenon of non-reflective reflections can result. Neither is this is only an issue for non traditional or non native speaker students (Hathaway, 2015).

UKPSF interactive videos (soon to be updated)

Today's version of the video - click link below

Full version with intro, context and commentary about reflective models

Our first video (trialled with PGRs)

Samples of other ways we use interactive video content



Gopee, N., & Deane, M. (2013). Strategies for successful academic writing—Institutional and non-institutional support for students. Nurse education today, 33(12), 1624-1631.

Hathaway, J. (2015). Developing that voice: locating academic writing tuition in the mainstream of higher education. Teaching in Higher Education, 20(5), 506-517.

Ryan, M., & Ryan, M. (2013). Theorising a model for teaching and assessing reflective learning in higher education. Higher Education Research & Development, 32(2), 244-257.

Stigler, J. W., Geller, E. H., & Givvin, K. B. (2015). Zaption: A Platform to Support Teaching, and Learning about Teaching, with Video. Journal of e-Learning and Knowledge Society, 11(2).