Intro image for "Design the assignment" part of the toolkit

Do you want your students to create a video for your course, but you have no idea how to design this? Or do you want to improve your current video assignment? In this toolkit you receive all the knowledge and materials to design a good video assignment for your students.
In this toolkit you will find:

The didactic value of video assignments;
How video assignments align with the educational vision of the VU;
Learning objectives that support video assignments;
How to assess video assignment;
A ready-to-use rubric;
Best learning activities to support video assignments;
Where to get support designing video assignments.

Why use video assignments?

Implementing a video assignment for your course is a novel, effective and enjoyable way to assess your students’ understanding of the course matter. It fits well into present-day education since video assignments encourage students to learn 21st century skills. Furthermore, students process information on a deeper and more engaging level, which assures better and long-lasting learning outcomes. However, to truly achieve benefits of learning, it is important to know the pedagogical principles behind video assignments.

Promotes 21st century skills

Encouraging students to create videos as assignments is an effective way to promote the development of 21st century skills. These help students to navigate in a society that changes fast by digitalization and innovative technologies, which is particularly helpful in future careers of students (Laar et al., 2021; SIG Media & Education, 2018). It improves students’ digital literacy skills, such as sound, video editing, and recording. Additionally, it improves learning skills, particularly the ability to find and critically assess information, while also encouraging creativity. Moreover, if the video assignment is a group assignment, the students also develop soft skills, such as leadership, collaboration, and other interpersonal skills. Lastly, academic skills such as presenting also get enhanced by video assignments. All these skills are necessary in order to become a good professional and a well-functioning adult in the 21st century.

Promotes deep learning

Secondly, video assignments contribute to gaining a deeper understanding of the chosen topic. This is because video assignments promote deep learning (Wu, 2023), enabling students to engage in cognitive processes, such as critical assessment, which are essential in academia (Biggs et al., 2001; Loyens et al., 2013). Through deep learning, students learn to critically evaluate knowledge, identify underlying principles, and connect theories, whereas surface learning focuses primarily on content reproduction. In video assignments students take the role of the teacher, by doing that students start to think about how to explain the topic to a certain audience in a concise and structured manner. A benefit of deep learning is that it can foster intrinsic motivation, which makes students genuinely interested and engaged with the learned content.

Promotes Active Blended Learning

Finally, video assignments suit the Active Blended Learning approach of the VU (2021, p.5): "The VU's mission provides an answer to why we educate: to improve the world by educating students to become responsible, critical and engaged academics who are committed to continuous self-development." In this mission personal development of the students is a central aim, which is achieved by the implementation of blended and active learning. In active learning students are proactively involved in their own learning, instead of being passive recipients. Typically, this type of learning results in processed information being retained more easily (Bertsch er al., 2007; Deslauriers et al., 2019). A suitable approach to activate students is blended learning, which focuses on optimizing and enriching student-centered learning experiences with ICT, such as audiovisual media (Last, 2021). Video assignments align perfectly with this, as they have the potential to facilitate reflection on the learning process and the acquired knowledge (Hung, 2011). By observing themselves students can compare themselves with their past selves, peers or teacher, and reflect on certain behaviors to construct valuable learning goals, all of which contribute to their personal development.

Image that pictures active blended learning

Be aware of cognitive overload

Clearly, there are significant benefits to implementing video assignments in your course. Although, before proceeding with this implementation, it is essential to consider whether this truly enhances your course. A challenge of student video assignments is the potential for cognitive overload, as students may not recognize the direct relevance to their learning objectives. Therefore, it is crucial that teachers carefully construct learning objectives for these video assignments. The next section will explore this topic in greater detail.

References

Biggs, J.B., Kember, D., & Leung, D.Y.P. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71(1), 133–149. doi: 10.1348/000709901158433.
Bertsch, S., Pesta, B.J., Wiscott, R., & McDaniel, M.A. (2007). The generation effect: A meta-analytic review. Memory & cognition, 35(2), 201-210.
Deslauriers, L. et al. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Applied Physical Sciences, 116(39), 19251-19257. doi: 10.1073/pnas.1821936116
Hung, S. (2011). Pedagogical applications of Vlogs: An investigation into ESP learners’ perceptions. British Journal Of Educational Technology, 42(5), 736–746. doi: 10.1111/j.1467-8535.2010.01086.x
van Laar, E., van Deursen, A. J. A. M., van Dijk, J. A. G. M., & de Haan, J. (2020). Determinants of 21st-Century Skills and 21st-Century Digital Skills for Workers: A Systematic Literature Review. SAGE Open, 10(1), 215824401990017-. https://doi.org/10.1177/2158244019900176
Last, B. & Jongen, S. (2021). Blended learning en onderwijsontwerp: Van theorie naar praktijk. Amsterdam: Boom uitgevers
Loyens, S.M.M., Gijbels, D., Coertjens, L., & Coté, D. (2013). Students’ approaches to learning in problem-based learning: Taking into account students’ behavior in the tutorial groups, self-study time, and different assessment aspects. Studies in Educational Evaluation, 39(1), 23–32. doi: 10.1016/j.stueduc.2012.10.004
VU (2021). Onderwijsvisie Vrije Universiteit. Via: https://assets.vu.nl/d8b6f1f5-816c-005b-1dc1-e363dd7ce9a5/bf8a73d9-72df-41e0-870b-8c9c2e1a968d/Onderwijsvisie%202021.pdf
SIG Media & Education (2018). The value of student generated video. Via: https://communities.surf.nl/media-education/artikel/the-value-of-student-generated-video
Wallace, H. & Vandermolen, J. (2019). Teaching Health Education Through the Development of Student Centered Video Assignment. Frontiers Public Health, 7, 312. doi: 10.3389/fpubh.2019.00312
Wu, X.Y. (2023). Exploring the effects of digital technology on deep learning: a meta-analysis. Education and Information Technologies, 29, 425–458. doi: 10.1007/s10639-023-12307-1

Now that we know the benefits of the video assignments and their contribution to development of various 21st century skills, it's time to consider whether video assignments have added value for your course.

Are video assignment suitable for your course?

Before introducing video assignments, it is important to consider whether its implementation has an actual added value for your course. Implementing a video assignment just for the sake of it is never a clever idea. To make sure that a video assignment had an added value, you must focus on constructive alignment (Biggs, 1996), which means that your learning objectives, assessment methods, and learning activities are aligned.

Constructive alignment: the learning objectives, assessment and learning activities of a course should all be aligned

Learning objectives are the foundations of effective teaching. Establishing clear learning objectives increases teachers' and students' understanding of which information and skills are crucial, and therefore shows what students are expected to learn toward the end of the course. Therefore, it is important to investigate whether a video assignment is the most effective form for your students to achieve these learning objectives.

Choose your learning objectives wisely

Most learning objectives are based on Bloom’s taxonomy, which considers different cognitive levels for acquiring certain knowledge. While the aim of one learning objective is to remember specific facts, the other one can be directed at creating an entirely new product.

Bloom's taxonomy: the following ways of learning ask for an increasing cognitive level: remembering, understanding, applying, analysing, evaluating and creating.

Various learning objectives can be applied to different cognitive levels of Bloom’s taxonomy. However, it is important to investigate the desired learning objective and then choose an appropriate form of video assignment. Here you can find examples of what types of video assignments are appropriate for different learning objectives.

Bloom's taxonomy	Example of learning objective	Example of video assignment appropriate for learning objective
Understand	The student can explain concepts and ideas related to the course in their own words.	The student creates an explanatory video to articulate and discuss key concepts. The video should demonstrate their comprehension by constructively explaining concepts with the help of visual material.
Apply	The student can apply existing theory to a relevant event or a real world situation and investigate that situation through the lens of the theory.	The student produces a tutorial or demonstration video in which they walk through the steps of a specific task or process. The video should include a clear, step-by-step explanation and may use screen recordings, live demonstrations, or voiceover explanations to show how the task is performed.
Analyse	The student can break down a complex problem related to the course into manageable parts and examine the relationship between them.	The student creates an analytical video where they deconstruct a complex issue by using visuals, charts, or narrative to explain each component and how they interrelate. The video should demonstrate critical thinking by dissecting the problem and exploring the connections between the parts.
Evaluate	The student can evaluate different solutions to a problem and argue their best choice.	The student produces a comparative analysis video where they present different solutions to a problem, discussing the pros and cons of each. The video should culminate in a reasoned argument for the best solution, supported by evidence or case studies, and may include interviews, case analysis, or a structured debate format.
Create	The student can develop an original solution to a complex and present-day problem.	The student creates a video to present their original solution. This could be an innovation pitch where the solution is presented persuasively, a prototype demonstration showing a working model, a scenario-based video depicting the solution in a real-world context, or an explainer video with infographics that visually breaks down the problem and solution.

While Bloom's taxonomy mostly takes the cognitive learning objectives into consideration, many teachers want their students to learn beyond that. Therefore, Dee Fink’s taxonomy, which has a wider range of learning objectives, is a more convenient option. It also includes such components as the human dimension, caring, and learning how to learn. You can find the descriptions of these dimensions and corresponding examples of video assignments below.

Dee Fink's taxonomy: there are 6 meaningful ways of learning: foundational knowledge, application, integration, human dimension, caring and learning how to learn. One way can stimulate the other.

Dee Fink's taxonomy	Example of learning objective	Example of video assignment appropriate for learning objective
Foundational knowledge	The student can explain concepts and ideas related to the course in their own words.	The student creates an explanatory video to articulate and discuss key concepts. The video should demonstrate their comprehension by constructively explaining concepts with the help of visual material.
Application	The student can design and deliver a well-structured presentation in a video format to convey complex information to the intended audience.	The student produces a video where they present complex information in a structured manner tailored to the target audience. The focus is on the speaking skills, body language and facial expressions of the student.
Integration	The student can apply a complex theory to a real-world situation.	The student creates a video where they apply a complex theory to their personal life or a real-world situation. The video should include specific examples of how the theory applies, illustrating the student’s ability to integrate academic knowledge with practical experiences.
Human dimension	The student can analyze and articulate the needs of individuals from diverse backgrounds or with differing viewpoints.	The student produces a video that analyses a case or scenario involving diverse perspectives. The video could include interviews, role-plays, or discussions that highlight different viewpoints, demonstrating the student’s understanding and empathy for the needs of others.
Caring	The student can develop an original solution to a complex and present-day problem.	The student creates a persuasive video advocating for action on a global issue they are passionate about. The video should include a clear explanation of the issue, why it matters, and a call to action, demonstrating the student’s commitment and personal investment in the topic.
Learning how to learn	The student can critically reflect on the learning experiences throughout the course, clearly identifying key lessons learned and creating strategies for ongoing growth.	A video is probably not the best format to achieve this learning objective. However, it is common when using video assignments to also add a reflection report in which students need to describe how the process went and show what they have learned from the video assignment.

Carefully consider the type of video assignment to foster learning

As you can see, video assignments can be useful to achieve a wide range of learning objectives, but it is crucial to carefully consider the type of video assignment that best matches your learning objective. By doing so, you give students the opportunity to demonstrate their knowledge, skills and attitudes in ways that are both meaningful and aligned with your course's learning objectives. As you plan your course, keep in mind the diverse possibilities that video assignments offer, and ensure they are integrated in a way that reinforces and enhances the learning journey for your students.

References:

Biggs, J.B. (1996). Enhancing teaching through constructive alignment. Higher education, 32, 347-364.
Anderson, L.W., & Krathwohl, D.R. (2001). A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives: Complete Edition. New York: Longman.
Dee Fink, L. (2013). Creating Significant Learning Experiences: An integrated approach to designing college courses. San Francisco: Jossey Bass.

Now that you have decided that video assignments are the appropriate format for your students to gain the knowledge, skills, and attitudes you are aiming to teach, it is time to look at their assessment and grading.

Use a rubric to assess your video assignments

Assessment is an important part of every course. Transparency in assessment is key. When students are aware of the criteria they will be assessed on from the beginning, they understand the goals of the assignment and the standards they need to meet. This transparency reduces anxiety, enhances motivation, and empowers students to take ownership of their learning. A rubric is the best tool to achieve transparency when assessing video assignments. It provides a clear framework that outlines the criteria on which students will be evaluated and gives insight in what constitutes high-quality work; it ensures fairness in the assessment process and it allows students to evaluate their own work or that of peers. This practice promotes reflection, critical thinking, and deeper engagement with the learning material.

Using rubrics has many advantages: it enhances transparency, it enhances student understanding, it improves self-regulation skills, it gives insight in where the student stands, it provides feedup and feedforward and it promotes consistency in assessment.

Use and modify our rubric for your own course

The rubric has to be aligned with the learning objectives of your course. Otherwise it can result in confusion and biased assessment. Creating such a rubric can be difficult and takes a lot of work. That's why we have created one for you. This rubric includes a wide variety of criteria you could use to assess your video assignment and makes distinctions between three different performance levels: good; sufficient; insufficient. It is up to you to choose the criteria that are appropriate for your course. Take a look at the rubric and make sure to only pick the elements that are relevant for your video assignment!

Download the rubric

Determine your rubric's weighing

After selecting the assessment criteria, it is time to look at the weighting of those criteria. When thinking about the weighting criteria, it is important to consider the following:

How many points can students receive for each criterion?
Do you want to use a range or one point for each descriptor?
Are certain criteria more important than others?
What is the pass/fail threshold for the assignment?
Do students need to score sufficiently on each part or is an insufficient score allowed?

You've designed your video assignment in a way that it perfectly aligns with your learning objectives, and you have set up the assessment so that you actually assess what you want to assess. Students and teachers know what is expected because of the transparency of the rubric. Now it's time to design learning activities to make sure students learn the things they need during the course to achieve the learning objectives and make the course a success.

What learning activities are essential to support video assignments?

There are many learning activities you could use during a course that uses video assignments. Make sure you use activities that make sense for your course: what do students need to do in order to achieve the learning objectives? You need to communicate the video assignment with them so it's clear what is expected. Students probably need to learn something about creating videos. They need to research the topic of the video. Design a course with learning activities that follow each other logically, so students can follow a learning path. This will be different for every course: prior knowledge of students differs, the learning objectives of the course differ, some students need more guidance than others. You decide what your students need. We have given an example for inspiration.

Inspiration for a possible learning path students can take during a course focused on video assignments:

	1. Put an explanation of the video assignment on Canvas.		9. Brainstorm with the whole class on how to create videos. Do people already have experiences? What are tips and things to look out for when making videos? What do people like when watching videos? Introduce Mayer's multimedia principles.
	2. Do the students need to work together on the video assignment? Let them already make groups via Canvas.		10. Now that students have learned a lot about videos, they get together with their group again. Are they on the right track? Do they want to adjust their plans?
	3. Introduce the video assignment to your students during class.		11. Students shoot and edit the video.
	4. Students brainstorm in their groups during class. What will be the main topic of their video, how do they want to work together and what planning do they agree on?		12. Students assess their own video by using the rubric. What criteria have they done well and what needs improvement? What grade would they give themselves? This will improve their self regulated learning skills.
	5. Students do research on the topic of their video.		13. Students are almost done with the video, but they probably have some questions. Use class time for a Q&A. Let students help each other.
	6. Students read the pages in this toolkit that they need to be able to do the video assignment. How to write a script? How to film a video? How to edit a video? They can learn it here.		14. Students hand in their final version of the video.
	7. Students start writing the script and storyboard for their video.		15. Students show their video during class. A possibility is to let students vote for the best video.
	8. You show a video during class similar to the expected video students create. Let them assess this video by using the rubric. This way students will learn what is important for their own video.		16. How did the process of creating a video go? What have students learned during the video assignment? How did the collaboration go? Students write a reflection report to think about these questions.

Rubric to assess video assignment

This rubric includes a wide variety of criteria you could use to assess your video assignment. It makes distinctions between three different performance levels: good; sufficient; insufficient. Not all of these criteria will be needed for your course, so make sure you only use the ones appropriate to achieve the learning objectives you chose for your course. Delete the other criteria.

Download rubric

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