Full paper Higher Education Research and Development Society of Australasia 2015

Exploiting emerging video annotation technology and industry engagement to authentically prepare students for the complex world of work (#151)

Kathy Douglas 1 , Meg Colasante 1 , Amanda Kimpton 1
  1. RMIT University, Melbourne, VIC, Australia

Abstract Content (up to 300 words recommended) This paper reports on the benefits of integrating industry representative presence in building employment skills, in the context of learning with the aid of emerging video categorisation and annotation technology. An integral part of this process was inclusion of industry professionals, academic colleagues and relevant literature.   In a multiple-case study design, a media annotation tool (MAT), was used to ‘bring’ the expert to the novice via video presence, video scripting, skill analysis feedback, and/or other learning support collaborations. Three case studies, out of nine that were examined using MAT for developing employability skills, are presented. Each involved industry input from commencement of the learning design processes to video production and to providing student feedback in MAT. These three cases, one postgraduate (Juris Doctor), and two undergraduate cohorts (Chiropractic; Medical Radiation), are presented along with their employability skills targeted for development, the specific industry input, and stakeholder feedback. Each case involved videos produced in-house based on real-life workplace scenarios, to tease out the respective employability skills of: communication and advocacy skills; clinical thinking skills; medical image evaluation and quality control skills. Data collection for all cases involved teacher observation and interviews, and artefact analysis. Additionally, the undergraduate cases included student data of pre- and post-surveys, observation and interviews, while the postgraduate case included industry representative observation and interview. Findings indicated that students largely valued the access experts in their chosen field and appreciated the structuring of analysis categories by the teachers and/or experts within MAT to help them develop their thinking like an expert. Additionally, the teachers and industry representative interviewed noted the positive impact on developing employability skills and student attainment of key concepts for professional practice. Findings across the cases offered insight for next steps, such as offering additional cases for comparison to further consolidate skill building.

Addressing the theme/s of the Conference (up to 200 words recommended) This paper is based on an internally funded multiple-case study project, conducted across three academic colleges in RMIT University, titled ‘Using a media annotation tool to enhance learning that is work-relevant and enables industry collaboration. The HERDSA 2015 conference sub theme: ‘Exploiting emerging technologies to enable employability’ aligns to our paper. Firstly, our paper targets the higher education cases of our project, which collaborated with their respective industry representatives in significant ways to design video-based analysis activities to develop specific employability skills. Thus excluding cases that were vocational or did not meet these criteria. Secondly, the emerging technology, that of MAT (essentially a video categorisation and annotation tool), enabled the students to actively engage with authentic work-relevant videos. The industry representatives ‘acted’ in and helped to script these videos uploaded to MAT. The students used sub-categories of their specific employability skills, which were set into MAT as ‘Marker Types’ by the teachers and industry experts, to break down the video, describe, and discuss the theory-to-skill nexus. The videos analysed were not necessarily neat; they tended to reflect the complexities of the real world of work.

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