Video Feedback in Law.
click on the arrow to start
Video Feedback in Law.
We gathered insights from Associate Professor Amy Goymour, who shared her successful experience in diversifying feedback methods for students by incorporating video feedback. Here's what she had to say...
This consisted of a 3-5 minutes video which I sent to them alongside written comments. I was really keen on ensuring that students get the best from us, and feedback plays such an important role in that.
Motivations and Goals
Motivations & Goals
I studied the University’s PGCTLHE course, and one of the assignments I chose to write and research was on feedback. As a result of doing this assignment I decided to implement a number of changes into my own [undergraduate] teaching practice, one of which was to give, in addition to normal written comments, feedback via video.
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Written feedback often focuses on the micro level, which can fail to provide a holistic perspective that places the work in its broader context. Different students require various approaches. Video feedback can be personalized to suit each student’s personality, and showing that you care.
Motivations & Goals
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Students mentioned that it helped them better understand their strengths and weaknesses and gave them more context for improving their work. They also liked how the two formats worked together and noted that the videos made the feedback stick in their minds more, which helped when working on future assignments.
Benefits and Improvements
Motivations & Goals
The students generally liked the video feedback. I asked them for their comments at the end of the year. [The paragraphs below are summarised based on Amy's student feedback.] Overall, students found video feedback to be an engaging way to receive comments. They liked how personal it felt and appreciated the deeper, more comprehensive view it provided of their work.
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Other Insights
- Student Perception of Tone in Video Feedback
Some students noted that video feedback can feel intimidating if critical points are conveyed in a harsher tone. However, feedback delivered in a positive and constructive manner was perceived as more encouraging and engaging than written feedback. This highlights the importance of maintaining a supportive and empathetic tone to maximize the effectiveness of video feedback.
Motivations & Goals
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Other Insights
- Time Investment for Video Feedback
Giving video feedback requires a slightly greater time commitment, with an additional 5–10 minutes spent per essay to create personalized videos. While this approach requires some extra time, Amy saw it as a worthwhile investment due to the enhanced clarity, engagement, and satisfaction it provides for students.
Motivations & Goals
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Future Work and Additions
Motivations & Goals
I will repeat it this year as I really care about making feedback as useful as possible. The research evidence suggests feedback, and ensuring students develop ways of self-evaluation – are very important.
Coupling giving video feedback with asking students to self-evaluate (via a form) for each essay they did was a crucial component of my feedback strategy.
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Next Steps
Motivations & Goals
Thank you for exploring how video feedback has enhanced the learning experience in Law.
Benefits & Improvements
Interested in implementing similar solutions or discovering other blended learning opportunities? Reach out to the Blended Learning Service team at info@blendedlearning.cam.ac.uk to discuss how we can help tailor solutions for your needs.
Other Insights
Future Work
Next Steps
Further Reading
Further Reading
Motivations & Goals
1) Mahoney, P., Macfarlane, S. and Ajjawi, R. (2018) ‘A qualitative synthesis of video feedback in higher education’, Teaching in Higher Education, 24(2), pp. 157–179. 2) Gould, J. and Day, P. (2012) ‘Hearing you loud and clear: student perspectives of audio feedback in higher education’, Assessment & Evaluation in Higher Education, 38(5), pp. 554–566. 3) Subramonian, W. (2024) 'Why we should be giving feedback via video', Times Higher Education, 8 August. Available at: https://www.timeshighereducation.com/campus/why-we-should-be-giving-feedback-video (Accessed: 9 January 2025).
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Postgraduate Certificate in Teaching & Learning in Higher Education
This is a 12-month Master’s-level program designed for Cambridge teaching staff with a minimum of three years’ experience in higher education.For more information please visit the Cambridge Centre for Teaching and Learning's website:
https://www.cctl.cam.ac.uk/pgctlhe
Video Feedback Law
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Transcript
Video Feedback in Law.
click on the arrow to start
Video Feedback in Law.
We gathered insights from Associate Professor Amy Goymour, who shared her successful experience in diversifying feedback methods for students by incorporating video feedback. Here's what she had to say...
This consisted of a 3-5 minutes video which I sent to them alongside written comments. I was really keen on ensuring that students get the best from us, and feedback plays such an important role in that.
Motivations and Goals
Motivations & Goals
I studied the University’s PGCTLHE course, and one of the assignments I chose to write and research was on feedback. As a result of doing this assignment I decided to implement a number of changes into my own [undergraduate] teaching practice, one of which was to give, in addition to normal written comments, feedback via video.
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Written feedback often focuses on the micro level, which can fail to provide a holistic perspective that places the work in its broader context. Different students require various approaches. Video feedback can be personalized to suit each student’s personality, and showing that you care.
Motivations & Goals
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Students mentioned that it helped them better understand their strengths and weaknesses and gave them more context for improving their work. They also liked how the two formats worked together and noted that the videos made the feedback stick in their minds more, which helped when working on future assignments.
Benefits and Improvements
Motivations & Goals
The students generally liked the video feedback. I asked them for their comments at the end of the year. [The paragraphs below are summarised based on Amy's student feedback.] Overall, students found video feedback to be an engaging way to receive comments. They liked how personal it felt and appreciated the deeper, more comprehensive view it provided of their work.
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Other Insights
- Student Perception of Tone in Video Feedback
Some students noted that video feedback can feel intimidating if critical points are conveyed in a harsher tone. However, feedback delivered in a positive and constructive manner was perceived as more encouraging and engaging than written feedback. This highlights the importance of maintaining a supportive and empathetic tone to maximize the effectiveness of video feedback.Motivations & Goals
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Other Insights
- Time Investment for Video Feedback
Giving video feedback requires a slightly greater time commitment, with an additional 5–10 minutes spent per essay to create personalized videos. While this approach requires some extra time, Amy saw it as a worthwhile investment due to the enhanced clarity, engagement, and satisfaction it provides for students.Motivations & Goals
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Future Work and Additions
Motivations & Goals
I will repeat it this year as I really care about making feedback as useful as possible. The research evidence suggests feedback, and ensuring students develop ways of self-evaluation – are very important.
Coupling giving video feedback with asking students to self-evaluate (via a form) for each essay they did was a crucial component of my feedback strategy.
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Next Steps
Motivations & Goals
Thank you for exploring how video feedback has enhanced the learning experience in Law.
Benefits & Improvements
Interested in implementing similar solutions or discovering other blended learning opportunities? Reach out to the Blended Learning Service team at info@blendedlearning.cam.ac.uk to discuss how we can help tailor solutions for your needs.
Other Insights
Future Work
Next Steps
Further Reading
Further Reading
Motivations & Goals
1) Mahoney, P., Macfarlane, S. and Ajjawi, R. (2018) ‘A qualitative synthesis of video feedback in higher education’, Teaching in Higher Education, 24(2), pp. 157–179. 2) Gould, J. and Day, P. (2012) ‘Hearing you loud and clear: student perspectives of audio feedback in higher education’, Assessment & Evaluation in Higher Education, 38(5), pp. 554–566. 3) Subramonian, W. (2024) 'Why we should be giving feedback via video', Times Higher Education, 8 August. Available at: https://www.timeshighereducation.com/campus/why-we-should-be-giving-feedback-video (Accessed: 9 January 2025).
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Postgraduate Certificate in Teaching & Learning in Higher Education
This is a 12-month Master’s-level program designed for Cambridge teaching staff with a minimum of three years’ experience in higher education.For more information please visit the Cambridge Centre for Teaching and Learning's website:
https://www.cctl.cam.ac.uk/pgctlhe