Recently, there has been interest in engaging students in the video creation process. This encourages students to understand course content thoroughly in order to be able to explain it to others. Student-authored video assignments have been reported in a variety of higher education courses. For example, composition courses have been designed to integrate video with more typical writing assignments in order to develop the ability to express oneself across multiple modalities (Baepler & Reynolds, 2014, pp. 122-136). Student-generated course videos were used in a nursing curriculum to improve curricular as well as cross-curricular competencies (Pereira et. al., 2014, pp. 580-590). In organic chemistry lab courses, students have been asked to prepare video demonstrations of laboratory techniques before attending the lab (Jordan et. al., 2016, pp. 141-145) or to improve general chemistry lab skills by creating a similar technique video (Erdmann & March, 2014, pp. 650-657). Digital badges, based on videos of students engaging in laboratory skills, have been incorporated into introductory laboratories to assess student learning (Hensiek et. al., 2016, pp. 1847-1854; Hensiek et. al., 2017, pp. 28-33). Biochemistry students have been challenged to develop videos in groups to explain a biochemical area of interest (Ryan, 2013, pp. 24-41). Video vignettes have been used in a summary fashion, integrating material from a series of courses in a Master's level program (Lancaster, 2014; The Chemistry Vignettes Website).
The video vignettes assignment was introduced in organic chemistry 1 classes (fall and summer) and organic chemistry 2 classes (spring) at UIS. The class sizes range from 18-24 in the summer to 60-65 in the fall. The students are a mixture of biology, chemistry, and clinical lab science majors, with a few that are planning post graduate study in the health sciences but are in a non-science major. The course is a second year course in the chemistry curriculum, but many students in other majors take the course later in their college careers.
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