This blog post will further reflect on the feedback I received from an observation of my workshop on fabric manipulation, where I used the camera to demonstrate. Upon reflection, I decided to change my approach for the next workshop.
During the observed workshop, there were issues with the camera streaming the demonstration. I inducted students onto a specialist Sewing Machine Foot called a ‘Ruffler’ and this became challenging due to the projected image being over-exposed, which caused the intricate details of the machine foot to become unclear. In hindsight, there should have been thorough checks on the camera settings. However, to prevent disruption, I resorted to demonstrating at student’s machines, instructing them individually or in pairs.
The next workshop was adjusted and pre-recorded videos were utilised. When the students were asked whether they preferred viewing demonstrations through the visualiser or the pre-recorded videos, the consensus was that they preferred the latter. One student was particularly vocal with giving feedback and said, “it’s because they are clearer… you can rewind them easily to go over something.” It was said that the text on the screen was distracting and that having me talk through the videos was more helpful. The videos will be redone with voiceover, captions, and subtitles in Microsoft Streams so that the text is placed underneath the video.
I was apprehensive using pre-recorded material during workshops and inductions. I felt it would be less personable and the support they needed and expected post-pandemic would be lacking. This conception had formed during the pandemic as students preferred in person teaching (Photopoulos, 2022). Mistakenly, I had extended this notion to cover pre-recorded video content as well, as they were not used prior to COVID-19. However, there are many things we adjusted to teach remotely, and whilst most students prefer to have face to face, there are elements of ERT (emergency remote teaching) (Hodges et al. cited in Photopoulos, 2022) that we have implemented to enrich the learning experience.
Upon reflection, using pre-recorded video content in workshops with multiple students is a great option, as it allows the Technician the time to provide personable guidance to students. Multitasking between technology issues, such as unfocused and over-exposed images, ensuring the visualiser is displaying the correct part, and instructing students means you can’t consistently gauge their understanding. The instructional videos allow for more capacity and therefore thorough direction and support through 1-2-1 demonstrations to those who require them.
During COVID, students missed human interaction with peers and tutors. This lack of interaction is noted as the biggest factor contributing to student’s affectivity of learning and mental state. (Potyrała K, Demeshkant N, Czerwiec K, et al. cited in Photopoulos, 2022). “The possibility of a total transformation of education through technology under the promise of more efficient learning includes risks of less learning not because of the lack of sophistication of the digital learning tools but because of the absence of human interaction and coherent social relationships.” (Potyrała K, Demeshkant N, Czerwiec K, et al. cited in Photopoulos, 2022). I realise that whilst we can utilise more effective modes of teaching, such as video learning material, human interaction is integral to the efficiency of students learning and needs to be employed in conjunction with technology to get the most out of these modes of teaching.
References:
Photopoulos P, Tsonos C, Stavrakas I, Triantis D. (2022) ‘ Remote and In-Person Learning: Utility Versus Social Experience’, SN Comput Sci. 2023;4(2):116. DOI: 10.1007/s42979-022-01539-6.