Video Assignment Research Articles

Conferences as Coaching Opportunities: A Case Study of an Assignment Incorporating Student-Produced Videos

To ensure student engagement and optimal preparation of the future workforce, academic educators frequently and repeatedly update curricula and pedagogic approaches. Evaluation of these updates often focuses on how well the chosen educational technique achieves its goal. For updates that add a new learning goal, it is important that evaluation considers the value of the goal in a crowded curriculum. Peer-to-peer feedback and coaching provides a low-investment and timely method of evaluation and can be facilitated by conferences focused on pedagogy. This coaching article uses a case study of an assignment for postgraduate students incorporating student-produced videos developed independently at three Australian universities. The authors learned of one another’s work in preparation for delivering presentations at a conference focused on teaching public health and decided to collaborate on a single workshop. In the process, they reinforced and expanded their understanding of the benefits and important considerations for a video assignment and engaged in two-way coaching with conference delegates from across Australasia. Benefits include teaching students skills that will become increasingly important in their future careers, the potential for enhanced student engagement due to novelty, and resistance to plagiarism. Important considerations include explaining the aim and parameters of the assessment as well as minimizing student anxiety. Preparation for the workshop led to refinements in some of the assessments. This article is simultaneously an affirmation of the value of peer-to-peer coaching opportunities that can arise at pedagogy conferences and an argument for the value of video assignments in public health education.

Aplikasi Learning Management System (LMS) pada Pengembangan Modul Elektronik Materi Atmosfer Bumi Menggunakan 3D Pageflip Professional

This research aims to develop prototype design of an electronic module using 3D Pageflip Professional software based on LMS using moodle, especially on biogeochemical cycling material which is studied in Environmental Chemistry course. The learning process in this LMS accommodates some content with various vitur that is the course content that includes articles, module material that is packaged in the form of interactive flash animation, task / exam, and video learning and assignment to measure student achievement.
 This research uses research and development design (Research and Development) modification Sugiyono. The subjects of the study are Chemistry Education Study Program which is determined by convenience sampling. The data taken are feasibility in terms of materials and media as well as student responsiveness to products that have been developed through questionnaires.
 Expert response shows that Moodle-based e-learning using using e-modules for the Earth Atmosphere is very feasible in terms of media and material-worthy. The result of questionnaires of students' responses on small-scale trials shows that the majority of students respond positively where the students are very interested and respond if the application of LMS moodle is a form of innovation in alternative learning process.
 
 Keywords : Learning Management System; Electronic Modul; Earth Atmosphere

Machine Learning-Based Quality-Aware Power and Thermal Management of Multistream HEVC Encoding on Multicore Servers

The emergence of video streaming applications, together with the users’ demand for high-resolution contents, has led to the development of new video coding standards, such as High Efficiency Video Coding (HEVC). HEVC provides high efficiency at the cost of increased complexity. This higher computational burden results in increased power consumption in current multicore servers. To tackle this challenge, algorithmic optimizations need to be accompanied by content-aware application-level strategies, able to reduce power while meeting compression and quality requirements. In this paper, we propose a machine learning-based power and thermal management approach that dynamically learns and selects the best encoding configuration and operating frequency for each of the videos running on multicore servers, by using information from frame compression, quality, encoding time, power, and temperature. In addition, we present a resolution-aware video assignment and migration strategy that reduces the peak and average temperature of the chip while maintaining the desirable encoding time. We implemented our approach in an enterprise multicore server and evaluated it under several common scenarios for video providers. On average, compared to a state-of-the-art technique, for the most realistic scenario, our approach improves BD-PSNR and BD-rate by 0.54 dB, and 8 percent, respectively, and reduces the encoding time, power consumption, and average temperature by 15.3, 13, and 10 percent, respectively. Moreover, our proposed approach enhances BD-PSNR and BD-rate compared to the HEVC Test Model (HM), by 1.19 dB and 24 percent, respectively, without any encoding time degradation, when power and temperature constraints are relaxed.

Utilising advance care planning videos to empower perioperative cancer patients and families: a study protocol of a randomised controlled trial

IntroductionDespite positive health outcomes associated with advance care planning (ACP), little research has investigated the impact of ACP in surgical populations. Our goal is to evaluate how an ACP intervention...

Facilitating Competency and Skill Development through Video Assignment

Competency and skill development are the two requirements during the course learning duration. Constructivism, objectivism and conceptualism are three theories used as a base for knowledge enhancement. Opportunities provided to the students in the courses to express themselves should increase along with the acquisition of in-depth technical knowledge. To motivate and engage students to develop intrinsic skills like, self determination, self monitor and reasoning are supported by well known theory of constructivism and objectivism. Planning an atmosphere to do a task is related to objectivism. Learner's ability to increase competence is known as constructivism which depends on the attitudes of the learner. Students' competency and communication skill can be enhanced by various active learning activities like coding assignments and video assignments. These learning activities provide suitable environment and motivation for competency development. The benefits of various assignments tabulations indicate that project assignments are the most beneficial because of learning pace and handson experience. Video assignments are excellent for communication skill development with lots of creativity involved with digital gadgets. Course content learning through video assignment is nominal. The respondent's reflection of 92.6% for creativity in video assignment and 72% for course content competency suggests that in video assignment students enjoy the course learning.

Integrating Online Informative Videos into Technical Communication Service Courses

Background: Online, informative videos are a popular genre of technical communication but little information is available for instructors to integrate the genre into technical communication courses. Research questions: (1) What are the logistics, considerations, and problems encountered when assigning authentic informative videos in introductory technical writing service courses? (2) Is an authentic informative video project in introductory technical writing service courses an effective learning assignment from the students' perspectives? Situating the case: Video has been discussed in technical communication literature since the 1970s and our discussion of video parallels technology development making video production and viewing possible for mainstream consumers. Recently, a revitalization of interest in video (particularly since 2012) reflects widespread adoption of smart phones with video recording capabilities, preinstalled and relatively simple video production applications on computers, video-sharing websites (YouTube), and high-speed internet connections enabling rapid video downloads by viewers. Yet, low-cost and easy-to-use communication technologies are often associated with the idiosyncratic application of design features and often do not transfer into effective communication. We often claim that technical communication programs are well situated to take a “leadership role” in mastering a new communication technology but our instruction of video has not kept pace with the rapidly evolving technology nor is it necessarily consistent with our own research findings. How this case was studied: In this experience report, I took a teacher-researcher role and triangulated my personal observations with a student-perception questionnaire and other student reflections on the assignment. About the case: The informative video project was used in a junior-level, introductory technical communication service course. The informative video assignment was an experiential learning assignment in which students worked in small teams to develop “real-world” communications for a peer audience. The learning objectives emphasized in the project include genre analysis, audience analysis, scriptwriting, visual-verbal communication, video production and technology, and project management and teamwork. Results: The logistics and considerations for developing informative videos in technical communication courses are discussed and student feedback reveals that this assignment was particularly useful for teaching audience analysis, technology skills, verbal-visual synergy of communication channels, and teamwork. Conclusions: Informative videos are a challenging project but offer a unique opportunity to examine audience analysis and teach verbal-visual parallelism. Furthermore, the equipment and production software are no longer barriers to assigning the project in technical communication courses.

The Digital Manifesto: Engaging Student Writers with Digital Video Assignments

Abstract This article reports on two studies that examine the effects of introducing a video assignment in two intermediate-level writing courses. By examining how students compose written and video elements in tandem for a portfolio assignment, this essay underscores the need to engage students across modalities. The authors used low threshold (easy-to-learn) technologies to help students extend their capabilities to express ideas and to engage in “transmedia navigation.” To mirror the writing process that relies on peer review of documents, the instructor used a freely available video annotation system that allows students to compose situated feedback on videos, thereby closing the loop on peer review of video documents. Both studies used a pre and post survey to measure student perceptions of engagement, confidence, and interest. The analysis also relied on student reflections to gain insight into the production process. The findings reported in the studies include several statistically significant gains in confidence on a range of abilities using similar assignments. We close with recommendations for instructors who want to incorporate a similar assignment in their writing courses.

Action!: Student-Generated Videos in Social Work Education

Experiential learning is a vital aspect of social work education, particularly for teaching community practice. The literature, however, provides few examples of technology-based experiential assignments that educators can implement in their classrooms. This exploratory study examined an innovative student-generated video assignment developed for a social work community practice course. Thirty-seven former students spanning three distinct semesters completed an online survey of closed- and open-ended questions. Findings indicate the video assignment enhanced understanding of community practice and provided a unique diffusion factor. Participants appreciated how the video assignment differed from traditional assignments by offering opportunity for praxis, creativity, and acquisition of technological skills. Educators should note the challenges of student-generated videos to maximize their educational benefit and sustain student receptivity to such assignments. Teaching video-making skills has implications for post-graduation employment in the human service sector.

Femtocaching in video content delivery: Assignment of video clips to serve dynamic mobile users

Online video streaming has been experiencing great popularity in recent years, and an increasing number of video contents are now delivered via wireless networks, which brings an overwhelming burden towards mobile operators. Femtocells are introduced to improve the area spectral efficiency of wireless video delivery via short link transmission. The backhaul pressure in the presence of dense deployment of femtocells can be reduced by the technologies of femtocaching. In this paper, video clip selection and video clip assignment problems are considered for femtocaching. On one hand, since mobile users always pursue the video clips that are highly popular and can be played smoothly, it is important to ensure the satisfaction of mobile users. On the other hand, the assignment of multiple video clips among multiple femto-caches is also significant as the capacity of each cache is limited. To model the video selection dynamics of mobile users, an evolutionary game is introduced and two algorithms are proposed to result in an evolutionary stable strategies, which correspond to the balance of video popularity and video quality. For the video assignment problem, the auction-based algorithms are proposed with low complexity to approximate the social optimality with the limited caching capacities. As a consequence, all femtocells and mobile video users are satisfied with their utilities respectively.

Lights, Camera, Action! Learning About Management With Student-Produced Video Assignments

In this article, we present a proposal for fostering learning in the management classroom through the use of student-produced video assignments. We describe the potential for video technology to create active learning environments focused on problem solving, authentic and direct experiences, and interaction and collaboration to promote student learning. We argue for the use of a student-produced video assignment as a way to achieve these outcomes and present an adaptation of a project known as the Newsroom Assignment. We present details on how instructors can implement the assignment, with suggestions for future research on the use of student-produced video projects in management courses.

Using YouTube as a Platform for Teaching and Learning Solubility Rules

Two challenges faced by university instructors in introductory chemistry courses are the need to keep the course material connected with technology that students are using as well as engaging students in a manner that keeps them interested in the subject. A case study is described where students in a general chemistry course were challenged to create and upload a video to the video-sharing Web site YouTube that could be used to learn solubility rules (which ions combine to form insoluble precipitates in dilute aqueous solutions). An assessment of the assignment was done by comparing results on a common exam question for courses with and without the assignment, as well as a follow up question on the final exam, survey questions, and comments. Results suggest that the solubility rules YouTube video assignment improved student learning of the rules and promoted interest in chemistry among a majority of the students involved in the activity.

Experiential Learning 2.0

For decades, experiential learning has been a driving theory in leisure studies. However, students today are more digitally orientated, and professors need to evolve to more current technologies to effectively relate to the digital culture. This article describes how to combine the principles of experiential learning and information and communication technologies (ICT) through a digital video assignment. Students create their own content-focused video on a specific leisure service topic and post it online for classmates to learn from and interact with. The learning objectives, including becoming more familiar with technology, becoming more creative, developing critical thinking skills, and demonstrating an adequate understanding of the subject matter were achieved through this assignment. Professors/instructors can modify this activity to meet their specific learning objectives. This experiential learning opportunity is recommended for both undergraduate and graduate students.

An Evolutionary Video Assignment Optimization Technique for VOD System in Heterogeneous Environment

We investigate the video assignment problem of a hierarchical Video-on-Demand (VOD) system in heterogeneous environments where different quality levels of videos can be encoded using either replication or layering. In such systems, videos are delivered to clients either through a proxy server or video broadcast/unicast channels. The objective of our work is to determine the appropriate coding strategy as well as the suitable delivery mechanism for a specific quality level of a video such that the overall system blocking probability is minimized. In order to find a near-optimal solution for such a complex video assignment problem, an evolutionary approach based on genetic algorithm (GA) is proposed. From the results, it is shown that the system performance can be significantly enhanced by efficiently coupling the various techniques.

Online Video Bridges Gap Between Orientation and First Session for Arts in Medicine Volunteers

An online video assignment was developed to facilitate transition from the orientation session to the first contact with hospital patients for music therapy majors and other students enrolled in an Arts in Medicine service learning course (AIMS). All students (N = 84) completed a 2 hour hospital orientation session. After the orientation session the experimental group (n = 42) completed an online video assignment before volunteering at the hospital The control group (n = 42) began volunteering after the orientation session without completing the video assignment. Analysis indicates the majority of both groups initiated their first session independently without assistance from other AIMS volunteers, an experienced AIM volunteer, an AIM assistant, or hospital staff member. The majority of both groups also engaged at least one patient during their first visit at the hospital. Content analysis of "first contact" weekly reports, however, indicated experimental group students wrote longer reports and included more positive comments, particularly about patients, compared to control group students. Volunteers in the experimental group also began their contacts as scheduled on the course calendar compared to later starting dates of control group volunteers.

Full-sharing: efficient bandwidth scheduling for video streaming over broadband cable networks (BCNs)

Broadband Cable Networks (BCNs) bring high-speed Internet access to home and make emerging multimedia streaming applications feasible. However, bandwidth contention is still a challenging problem in providing efficient IP-based Video-On-Demand (VOD) service on BCNs, due to the lack of effective approaches to exploit the unique characteristics of BCNs. To address the bandwidth contention issue, we propose an efficient video scheduling technique, called full-sharing scheduling in this paper. This technique fully exploits the unique characteristics of BCNs to reduce the bandwidth consumption of video sessions sharing a cable channel of fixed capacity, thereby maximizing the number of simultaneous video sessions on the single channel. Furthermore, we analyze the expected bandwidth and the session blocking probability of a video under the full-sharing scheduling. Based on this analysis, we design an efficient video assignment mechanism for maximizing the profit of a VOD system in scheduling videos on BCNs. Through both analysis and simulation, we show that our approach minimizes the bandwidth consumption of video sessions compared with the previous approaches and has significant advantages on BCNs. The proposed approach is also directly applicable on other broadcast/multicast networks in which clients have sufficient buffer and downstream bandwidth, e.g., satellite broadband networks.