Student created video content for assessment, experiential learning, and service

TL;DR

This paper explores replacing traditional assessments with student-created digital media projects in physics courses, highlighting benefits in learning, peer review, and resource creation for digital and asynchronous education.

Contribution

It demonstrates the feasibility and effectiveness of using student-generated videos as assessments and resource tools in introductory physics courses.

Findings

Student-created videos enhance engagement and understanding.

Peer review process improves learning outcomes.

Video bank serves as a valuable resource for instructors and students.

Abstract

This paper outlines the feasibility of replacing a midterm assessment with a student-created digital media project. We examine the benefits of a peer review process for student-created pedagogy, the effectiveness of the student-generated digital media, and self-evaluations as a replacement for accepted forms of assessment in terms of: learning, assessment, and service provided. The outlined project also facilitates the creation of a video bank easily accessible for professors and students alike in introductory physics courses using the OpenStax College Physics textbook.1 We conclude that this non-traditional teaching and assessment model is both effective and timely as more college courses are being taught digitally and/or asynchronously.