Building a Learning Community: Students Teaching Students Using Video Podcasts

Building a Learning Community: Students Teaching Students Using Video Podcasts

Philip Scown (Manchester Metropolitan University Business School, UK)
DOI: 10.4018/978-1-61520-797-8.ch008


Typically education is a process that is done to students. The work reported here relates to students who collaborate in the education process so that they become educators of later students. This collaboration takes the form of development of re-usable learning objects (RLOs) that are firstly used to assess each student’s understanding, but which are then to be used for the education of subsequent cohorts. This approach is based on a range of pedagogic concerns with motivational and social aspects of teaching. Students are given the options of producing a written or a video assignment. They make this decision in the knowledge that their work will be used to instruct students who will come after them. The video is relatively short at 5 – 10 minutes in length. Once assessed the video is added to a library for later use. Students report that they enjoy these assessments and that it is valuable to see the work of previous students.
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This chapter relates the practice of one part of Manchester Metropolitan University in using student made podcasts to assess at undergraduate level. The podcasts produced by students are then used to teach subsequent cohorts of students. This is explicit in the assignment, so that those students who take this route know that they are collaborating with the teaching staff in the development of a library of teaching resources. This collaboration is asynchronous.

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