Using video annotation technology to support reflective practice

Kelley Burton

This presentation will discuss the learnings from a 2015 USC Exploratory Learning and Teaching Grant. The projectleader is Kelley Burton and the project team members are Dominique Moritz, Simone Pearce, Gwynn MacCarrick, Susan Douglas, Peter Grainger, Florin Oprescu and Maureen O'Neill. The primary aim of this project is to develop the reflective practice skills of first year law students in order to prepare them for the rigours of law school, legal practice, a dynamic workforce and everyday life. A 30 percent summative reflective journal was introduced in semester 2 2015 and sustained in semester 2 2016, in a compulsory first year law course, LAW104 Criminal Law and Procedure B, to assess reflective practice. The students reflected on two experiences - observing criminal proceedings in a real, local Magistrates Court; and simulating the role of a police prosecutor or defence counsel in a five minute face-to-face bail application in the USC Moot Court. To support students' reflections on their simulation performance in the USC Moot Court, video annotation technology was used. The tutors used B-Line Medical (SimCapture) to add annotations about advocacy skills and bail application skills as the simulation was video recorded in real time. The students were able to access a video annotated recording of their simulation online. The use of video annotation technology to support reflective practice in legal education is innovative, and there is very limited literature in higher education evaluating the effectiveness of video annotation technology. This presentation will share some practical tips for using video annotation technology from the perspective of tutors, at the coalface. Further, this presentation will share some de-identified student views, sourced from student reflective journals, on the usefulness of video annotation technology to support their reflective practice. The summative reflective journal was designed to provide a supportive experience for students by promoting reflective learning, experiential learning, active learning, authentic learning, simulation enhanced learning and technology enhanced learning. The reflective journal has positively influenced student learning, particularly understanding the professional legal identity, how to engage in reflective practice, the benefits of reflective practice, and how reflective practice could be used in the future. The project team hopes that this presentation will inspire academics to uptake video annotation technology as a way to support the development of reflective practice skills in other disciplines.

Using video annotation technology to support reflective practice

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