Abstract

The author conducts a video editing class to develop university students’ media literacy. Feedback from others facilitates students’ development of video works. The author uploaded students’ works to YouTube; this did not generate effective comment feedback. In this case study, the author aimed to foster peer review outside the class. In 2013, the author encouraged students to communicate daily with students at other universities using Facebook; however, daily communication was not proactive, and peer review of students’ work was infrequent. In 2014, the author therefore changed the class design to encourage students to collaborate with an experienced graduate rather than with students at other universities. In interviews, students positively evaluated collaboration with the graduate, and indicated collaboration’s facilitation of creating video works in the classroom.

Citation

Kaneko, D. (2015). Getting Effective Feedback In a Video Editing Class through YouTube and Facebook: A Case Study. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1247-1250). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved May 28, 2023 from https://www.learntechlib.org/primary/p/151399/.

© 2015 Association for the Advancement of Computing in Education (AACE)

Keywords

• Literacy
• Video