I attended a useful workshop given by Marcy Towns and colleagues of Purdue at the BCCE 2016 conference. They published the paper on badging for pipette techniques. A few things came out of the workshop:
- Student videos were less than 2 minutes long. A series of common errors were noted in pipetting.
- This study didn’t use exemplar videos, but did use demonstrations in the lab, so it will be interesting to see if exemplars reduce common errors in the first instance.
- This has prompted me to think about assessment – we will need to have prompts to focus students on demonstrating the actual technique and just recording that.
- Therefore we will need to tell them not to video the washing procedures, and probably point them to what they must demonstrate. Towns used this to develop a rubric subsequently.
- Silent videos are scary.
- In their first iteration, students duly demonstrated what they were meant to, but didn’t narrate. Students are now told to narrate, to ensure that it is clear that they know what they are doing in each step and why they are doing it.
- When to do it.
- The Purdue implementation allowed students to make the videos at any stage of the lab course. In our case, we are dedicating an early (Week 2) lab session to it, as other labs are very busy and we feel that some students may not have the time to complete the videoing. We also want them to get the idea of good technique early.
- It worked!
- By several measures, including costs of broken glassware, tutor and demonstrator observations, and students reporting themselves, the process of demonstration worked. I hope that by adding a peer-review step, we will emphasise the notion of correct technique by adding in an interim review step before videos are uploaded.
We are on the last leg now. I hope that this is the final iteration of the titration video. I decided to cut the pipetting from it, and have it as a parallel video:
Titration Exemplar: https://media.ed.ac.uk/media/Titration+Exemplar+Video/1_wmnz31b5