Student Videos, Video Galleries and Discussion Boards
In 2012, I first added student videos as an assessment option.
WHY? Certainly not because I was digitally capable or forward-thinking. In Islamic Law (LAWS5189) students were giving a short two-minutes oral presentation (maximum of 6 PowerPoint slides) in the lecture of 135 students (not in the tutorial) about an aspect of Islamic history, culture, or on important Muslim individual. Students were penalised for going over time.
In one of these lecture rooms a student giving his oral had a severe stutter.** He spoke for nine minutes stuttering over most words. I was mortified. Ashamed of what I had put him through in that class, I vowed to never would any student of mine be in that position again. My alternative for all students who for whatever reason did not want to perform ‘live’ in class, or who wanted to showcase their filming/ recording skills could pre-record, bring a usb to class which I would screen to the class, before opening up the floor to the class for questions, clarifications, or to challenge with a different perspective.
How I dealt with this?
I asked my student why he didn’t let me know by email or in person that this would be difficult. I
always thought I was approachable and considerate (certainly ‘approachable rated highly in my
SECaTs). His answer surprised me. He said, he did not think this would happen and did not know it
was happening. When practicing the oral, had brought it in under time. This corresponded with
what I observed in tutorials. Although not a big contributor to in-class discussion, he did at times
with no stutter. We resolved the grade issue by him giving his presentation just for me which he
did with ease. But I had learnt an important lesson about making assumptions of law students
based on general perceptions.
The Trigger
And when I saw my first video on Sukuk – WOW! I knew that for many learners this would be an option they would relish. Students could and did excel in meeting each of the assessment objectives. More and more students took the video option. Increasingly students could film using mobile phones and were both comfortable and adept in the digital online space. Others preferred the live performance. Options allowed each to play to their own strengths.
Why have videos and/or orals?
The aim is to directly involve each student in the learning process and to learn from each other.
IN ISLAMIC LAW (LAWS5189) could certainly lecture these components but there is no need as my
students can do it as well, if not better, than I can. They go the extra mile. It has the added benefit of
breaking the seminar content into mine and theirs – a shared learning process. I love these classes e
and it seems students do as well.
Will appreciate the contentious Islamic rulings on whether it is permissible to keep pets with a catchy song…
Instagraming the contribution of Tunku Abdul Rahman
How Muslim sportsmen and women adjust and live by their faith when playing elite sport.
See the stages and remember facts of the hajj (Pilgrimage) with a sketched guide.
Appreciate the complex origins of what we today call Arabic Numerals
And the importance of halal slaughter.
Example of Student video with corresponding Discussion Board
I use videos to involve my students with contentious contemporary issues in Asia [30%].
During Zoom and Covid this was in the third hour of the seminar where the two-minute videos were screen-shared in the discussion component of the third hour of the course on Zoom. Each corresponded with the relevant nation for that week and following screen-share their creators responded to questions and challenges and lead the discussion.
Each year, the chosen themes vary. In 2020 I used the five themes for each nation (listed below) highlighted comparison and difference in Asia.
Our five themes in 2020; with a video sample:
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Covid 19: Legal, regulatory and government responses to managing the spread of the Coronavirus and dealing with those who contract Covid 19. What insights can we learned about the nation from the processes put in place for both, and for the relationship between the state and citizen?
2. Capital punishment: All the nations of the region have capital punishment on their statute books but whilst some nations execute, other have a moratorium on its use. How, why and when is it used? What are the factors that inform its retention and use, or disuse, in one of these Asian nations?
3. LGBT: What is the legal framework that supports, criminalises, or discriminates against its LGBT citizens and residents? What are the underlying factors at play in family law (marriage, children) and/or the position in criminal law?
4. Gender & Family: How and why are gender roles and the family [marriage, divorce, children, parental support] changing? Does a 'household' over the individual have legal standing? What changes are occurring there in the workplace, including the legal profession, media and government? Are there reforms which reflect liberalisation or the opposite - a return to more traditional roles and values?
5. Media: How, why, and when does the state restrict or limit the freedom of speech of individuals and organizations - censorship & self-censorship
These proved to be perfect vehicles by which to explore the different and diverse ways by which law, legal institutions and legal cultures operated throughout the region. The level of engagement was high.
For 2020 and no in-person classes, I facilitated this by linking student videos to course Discussion Board.
