“A video of myself helps me learn”: A scoping review of the evidence of video-making for situated learning

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dc.contributor.authorepstein, iris
dc.contributor.authorBaljko, Melanie
dc.contributor.authorThumlert, Kurt
dc.contributor.authorKelly, Evadne
dc.contributor.authorSmith, James Andrew
dc.contributor.authorSu, Yelin
dc.contributor.authorZakiAzat, Justeena
dc.contributor.authorMay, Natasha M.
dc.date.accessioned2021-02-25T17:14:04Z
dc.date.available2021-02-25T17:14:04Z
dc.date.issued2020
dc.description.abstractNursing, dance and studio-based arts, engineering, and athletic therapy are viewed as practice-oriented professions in which the teaching and situated learning of practical skills are central. In order to succeed, students must perform a series of performance-based assessments, which seemingly require an “able” body to enact complex tasks in situated and/or simulation-based contexts (for example, “safe nursing practice”). Our interdisciplinary research seeks to intervene within the culture of professional learning by investigating what we know about the use of smartphone video recording for situated, practice-based learning, and for supporting interactive video-based assessment as a means of accommodation and extending access for students, including students with performance anxiety, mature students, ESL learners, students with disabilities, and students in remote communities. In this paper we employ a scoping review methodology to present our findings related to students’ and instructors’ perspectives on the use of smartphone video to demonstrate and document practical knowledge and practice-oriented competencies across fields in the arts and sciences. We also examine broader research, as well as the ethical and design implications for the development of our technology-based toolbox project – an online resource created to advance pedagogies deploying smartphones as tools for practical skills acquisition - and for accommodation - within multidisciplinary practical learning environments.en_US
dc.identifier.citationEpstein, I., Baljko, M., Thumlert, K., Kelly, E., Smith, J. A., Su, Y., Zaki-Azat, J. N. & May, N. M. (2020). “A video of myself helps me learn”: A scoping review of the evidence of video-making for situated learning. International Journal for the Scholarship of Teaching and Learning, 14(1), 9. https://doi.org/10.20429/ijsotl.2020.140109en_US
dc.identifier.issn1931‐4744
dc.identifier.urihttps://doi.org/10.20429/ijsotl.2020.140109en_US
dc.identifier.urihttp://hdl.handle.net/10315/38117
dc.language.isoenen_US
dc.publisherGeorgia Southern Universityen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.articlehttps://digitalcommons.georgiasouthern.edu/ij-sotl/vol14/iss1/9/en_US
dc.rights.journalhttps://digitalcommons.georgiasouthern.edu/en_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectScoping Reviewen_US
dc.subjectSituated learning of practice skillsen_US
dc.subjectsmartphone videoen_US
dc.subjectaccommodationen_US
dc.title“A video of myself helps me learn”: A scoping review of the evidence of video-making for situated learningen_US
dc.typeArticleen_US

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