Moving Oustide the Classroom: An Experiential Exercise Involving Video Clips 228 Developments in Business Simulations and Experiential Learning, Volume 37, 2010 Moving Outside the Classroom: An Experiential Exercise Involving Video Clips Marian W. Boscia King’s College MarianBoscia@kings.edu Lisa T. Stickney University of Baltimore Lstickney@ubalt.edu ABSTRACT Today's students have grown up in a visual world. To them, watching shared video clips from sites such as YouTube, Google Video, Metacafe, or Hulu is as natural as eating or drinking. This students’ seemingly natural preference for video of can be used to bridge the gap between course concepts and their understanding of them. This paper describes an experiential exercise that does just that. Groups of students are required to find, identify and describe relevant concepts in a brief video clip. Each group will complete both a written summary and an oral presentation of their video. INTRODUCTION Marc Prensky, author of Digital Game-Based Learning (McGraw-Hill, 2001), alerted educators to a fundamental change in the way in which the current generation of students process information. These members of the “fast- twitch” generation grew up playing fast-paced video games, watching television programs that displayed as many as 100 images a minute, and going to see ultra-fast speed movies on big screens. As he pointed out, “Their developing minds learned to adapt to speed and thrive on it.” (Prensky, 1998, pg. 1.) Fortunately, ABSEL members have embraced new technologies that can attract students, such as those of user- centered Web 2.0. Tools available in the classroom have shifted from Web 1.0 person web pages and Britannica online to blogs, YouTube, wikis, podcasts, and RSS feeds of Web 2.0 (Duffy, 2008). This paper describes an experiential exercise that uses video as a pedagogical tool designed to engage students by attracting their attention and encouraging their participation. As Naish (2009) points out, people associate video with entertainments, such as television and the cinema. If people are attracted to video as a medium for delivering learning material, they may pay attention to the video and learn from it. Videos can be an excellent tool for communicating how something should or should not be done. Thus, including video in course content can improve the effectiveness of classroom communication, particularly when it is combined with text, audio, and graphics (Hirumi, 2002). USES OF VIDEO IN THE CLASSROOM Heimann & Pittenger (2000) described many of the educational benefits resulting from using video clips in the classroom. Benefits cited by these ABSEL researchers included increased understanding of material presented, higher student enjoyment, and increased student responsiveness, all of which result in enhanced learning. Heimann & Pittenger also described how video can enrich communication by presenting both verbal and non-verbal messages in a dynamic context. Examples are given in the paper of how communication is affected by voice dynamics (tone, volume, pitch and speech rate), silence, cross-cultural communication. To serve as a method of establishing the setting for a business simulation or experiential exercise, Blanchette & Brown (1993) suggested the use of video as part of a “library” of information on foreign and domestic markets designed to help students better understand the setting of a role-play exercise and their specific roles. Schreier (1990) presented guidelines for selecting and using full-length movies in a management course. Hunt (2001) used television as a means to apply basic management concepts and highlight nuances in management theory. In contrast, Abrahamson and Halatin (1995) used student-generated videos, instead of commerically produced film, to present management stiuations. In preparation for a role-playing exercise in accounting, Bruton & Bradley (1993) used short videos showing an auditor ineffective interview of a client’s employees. Students analyzed the auditor’s performance in the video in as they prepared to assume the auditor’s role of seeking information from a client. Further, videotaping the role-plays can make it possible for students to evaluate their own effectiveness (Vik, 1995). All of these experiential exercises use videos to help reinforce course material. Videos can take students beyond the classroom by providing a visual link between concepts covered in the classroom and the implementation of these concepts in a real-world setting (Jennings, 1996). For example, in order to 229 Developments in Business Simulations and Experiential Learning, Volume 37, 2010 give students a way of linking audit theory to practice, Bruton & Bradley (1993) showed videos in an auditing course, prepared by major CPA firms, of important elements of an audit. These videos gave students a comprehensive view of an audit from the initiation of the audit engagement to its final wrap up. Bruton & Bradley reported that the videos also gave students an understanding of why they were being taught certain concepts. Video can also be used to expand classroom discussions to include viewpoints from alternative cultures. For instance, Moore & Betters-Reed (2005) used a video case, Jet-A-Way Inc., as a way of providing an experience that focused on diversity and entrepreneurial leadership. One important goal of many projects assigned in business courses is to give students an opportunity to collaborate in a meaningful way (Potosky, 2008). An opportunity for such collaboration involves a Video Clip exercise assigned to groups in one author's Management and Organizational Behavior course. Students, working in groups are required to find a brief video clip and explain course concepts depicted in the clip both in a written summary and an oral presentation in front of the class. Depth in the interpretation is strongly encouraged, and students are told not to search on a course topic. Searching on a construct is likely to produce a video of people discussing that concept, not an example of it. A copy of the complete assignment is attached in the Appendix A. This assignment provides students with an opportunity to utilize a number of skills important to achieving learning objective. These include oral and written presentation skills, group skills, critical thinking, and the ability to integrate across business disciplines (AACSB International Accreditation Coordinating Committee and AACSB International Accreditation Quality Committee, 2007). In addition to practicing learning skills, the assignment forces students to think about course concepts in a non-academic setting and in doing so, and demonstrate an understanding of them fulfilling content-specific learning objectives. On the whole, feedback from students on this assignment has been overwhelmingly positive. They enjoy searching for watching and discussing the videos. Typical comments include words like "cool," "fun," and “popcorn." More importantly, students often say they're surprised at how many concepts can be found in a single short clip. Legally, this assignment should not pose any problems with respect to copyright laws. The use of public access video clips is well within the scope of those laws, and the use of a clip from a student-owned or rented DVD should be covered by the fair use for education copyright exception. However, each instructor should verify this with his or her institution. THE EXERCISE Appendix A contains an example of this exercise adapted for an undergraduate or graduate Management or Organizational Behavior course. This video clip exercise begins with assigning students to groups of three to five members. Each group will be responsible for selecting a video clip from an online video sharing service, such as YouTube or Metacafe. (See Appendix B for a more comprehensive list.) The clip must demonstrate a principle or concept relevant to the course. For example, the clip could show a creative method of displaying product features for an advertising course, poor employee interview techniques for a human resources course, or a method of money laundering for an auditing course. The clip should be appropriate for classroom presentation, i.e. no nudity or objectionable language, and last no longer than three to five minutes. Group members are required to provide a description of the concept portrayed in the clip either before or after showing the clip in class. Once the video has been shown, the group should be prepared explain how the concept was depicted in the clip. This explanation should include a critical evaluation of the clip’s content. Other class members should be prepared to add to this discussion by volunteering their own interpretation for the clip. In addition to the class presentation, each group will submit a written summary of their video assignment. This summary should include a brief description of the clip and how it was obtained. Groups should either provide a file containing the clip or a hyperlink to it. (There are numerous free software applications that allow video clips to be saved in file form, such as KeepVid, Fraps, or YouTube Downloader.) The description should also provide a definition of the concept portrayed and its relevance to the course. Next, each group should provide a summary or their class discussion of how the concept was depicted in the clip. The instructor may also request that students comment on the effectiveness of the video and how well it presented the concept. CONCLUSION In sum, this exercise helps bridge the gap between course material and student understanding in a manner that the students find both natural and enjoyable. Although used of a group basis, the exercise can be used on an individual basis, and on either basis it provides the opportunity for students to utilize numerous skills and demonstrate an understanding of course concepts outside of the classroom. This exercise has been used effectively in both face-to-face and online courses. REFERENCES AACSB International Accreditation Coordinating Committee and AACSB International Accreditation Quality Committee. (2007). AACSB Assurance of Learning Standards: An Interpretation. Retrieved November 10, 2009 from: http://www.aacsb.edu/accreditation/papers/AOLPaper- final-11-20-07.pdf. 230 Developments in Business Simulations and Experiential Learning, Volume 37, 2010 Abrahamson, R. L. & Halatin, T. (1995). The Video Project. Development in Business Simulation and Experiential Learning, 22, 260-261. Reprinted in the Bernie Keys Library, 9th edition. (Available from http://ABSEL.org). Blanchette, D. & Brown, N. (1993). Shared Cultural Perspectives: An Experiential Exercise Utilizing International Students To Globalize The Classroom. Development in Business Simulation and Experiential Learning, 20, 7-10. Reprinted in the Bernie Keys Library, 9th edition. (Available from http://ABSEL.org). Bruton, C. M. & Bradley, M. P. (1993). Providing Better Trained Graduates For Accounting Employers . Development in Business Simulation and Experiential Learning, 20, 16-18. Reprinted in the Bernie Keys Library, 9th edition. (Available from http://ABSEL.org). Duffy, P. (2008). Engaging the YouTube Google-Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning. The Electronic Journal of e-Learning, 6, 119 – 130. (Available from www.ejel.org.) Heimann, B. A. & Pittenger, K. K. S. (2000). Incorporating Video As A Teaching Strategy In Interpersonal Communication. Developments in Business Simulation & Experiential Learning, 27, 11-14. Reprinted in the Bernie Keys Library, 9th edition. (Available from http://ABSEL.org). Hirumi, A. (2002). Student-Centered, Technology-Rich Learning Environments (SCenTRLE): Operatonalizing Constructivist Approaches to Teaching and Learning. Journal of Technology and Teacher Education, 10, 497-537. Reprinted in the Bernie Keys Library, 9th edition. (Available from http://ABSEL.org). Hunt, C. S. (2001). Must See TV: The Timelessness of Television as a Teaching Tool. Journal of Management Education 25, 631-47. Jennings, D. (1996). Strategic Management and The Case Method: Survey And Evaluation. Developments In Business Simulation & Experiential Exercises, 23, 105- 110. Reprinted in the Bernie Keys Library, 9th edition. (Available from http://ABSEL.org). Moore L. L. & Betters-Reed. B. (2005). Video Case: Jet-A- Way Inc. – Focusing On Diversity And Entrepreneurial Leadership. Developments in Business Simulations and Experiential Learning, 32, 215-218. Reprinted in the Bernie Keys Library, 9th edition. (Available from http://ABSEL.org). Naish, R. (2009). The Value of Video. e.Learning Age, 8-9. (Available from http://search.ebscohost.com.) Potosky, D. (2008). Similar Media Attributes Lead to Similar Learning Outcomes. Developments in Business Simulation and Experiential Learning, 35, 355-359. Reprinted in the Bernie Keys Library, 9th edition. (Available from http://ABSEL.org). Prensky, Marc (1998). 10 Cognitive Style Changes of the Fast-Twitch Generation. Across the Board (January 1998) available on line at http://www.marcprensky.com/writing/Prensky%20- %20Twitch%20Speed.html Prensky, M. (1998). Twitch speed: Reaching younger workers who think differently. Across the Board, January. Retrieved November 10, 2009 from: http://www.twitchspeed.com/site/article.html. Schreier, J. W. (1990). Selecting and Developing Experiential Exercises Using Movies: A Management Training Perspective. Developments In Business Simulation & Experiential Exercises, 17, 150-154. Reprinted in the Bernie Keys Library, 9th edition. (Available from http://ABSEL.org). Vik, G. (1995). Using Critical Incident Skills Questions To Help Students Become More Successful At Job Interviewing. Developments In Business Simulation & Experiential Exercises, 22, 258-259. Reprinted in the Bernie Keys Library, 9th edition. (Available from http://ABSEL.org). 231 Developments in Business Simulations and Experiential Learning, Volume 37, 2010 APPENDIX A MANAGEMENT AND ORGANIZATIONAL BEHAVIOR VIDEO CLIP ASSIGNMENT Overview: This assignment requires the student to recognize course concepts in the mass media. This assignment consists of a brief class presentation and a one page summary presented to the instructor. The ideal assignment will identify one or two management or OB principles depicted in a video or audio clip from a movie, TV program or advertisement, or in a radio advertisement. The Assignment: Each group will explain the clip and show it to the class, and submit a written summary of the concept and the clip. For the class presentation, the following is required: 1. A brief description of the concept portrayed and an explanation of how it is depicted in the clip. The oral description may either precede or follow the airing of the clip. 2. Airing a 2 – 3 minute video or audio clip that depicts the OB concept described. 3. The entire class presentation (explanation & airing) may not exceed 5 minutes. The written group summary must include the following: 1. A brief description of the clip. 2. In your own words, a definition of the OB concept portrayed (no quotes or references, please). 3. An explanation of how the concept is depicted in the clip. 4. Either a hyperlink to the clip or a wave file must be attached to the assignment. If you provide a hyperlink, please be sure there is no password associated with it. The group summary may not exceed one standard page in length. Grading will be based on content, grammar and style. N.B. Video clips from the TV program, The Office (either the US or UK version) or the movie, Office Space may not be used. 232 Developments in Business Simulations and Experiential Learning, Volume 37, 2010 APPENDIX B POPULAR VIDEO SHARING WEBSITES The following are a list of websites that provide access to shared video clips. Caution should be used in selecting sites allowable for this exercise. Although most sites do not allow adult-only material, there is no common standard for determining inappropriate content. Also, some sites may be far easier to access than others. Video content providers: • aniBOOM.com - short animations and cartoons • Blip.tv - Web syndication of commercial content • Crackle.com - content from Sony Pictures Entertainment • Dailymotion - French video sharing service • EngageMedia - social justice and environmental content from Australia, Southeast Asia and the Pacific • ExpoTV.com - video product reviews • Funnyordie.com - comedy video website • Hulu.com - offers free online video clips from popular TV shows and movies. This site sponsored by NBC Universal, Fox Entertainment Group, ABC, Inc., and Providence Equity Partners. • Liveleak - emphasises on current events, politics and reality-based footage • Metacafe - specializes in short-form original entertainment • Ourmedia - archieve of video or audio clips which do not violate copyright laws and do not include pornography • TroopTube - online video site from the U.S. military • Twango - amateur video content organized into channels • Veoh - distributed content from major media companies including CBS, ABC, The WB, Viacom's MTV Networks, ESPN, FEARNet, Billboard, Ford Models, US Weekly, TV Guide. • YouTube - movie clips, TV clips, and music videos, and amateur video content • Vzaar - online video hosting service to ecommerce merchants, such as EBay sellers Video-sharing social media network sites: • Buzznet.com • Facebook • Myspace • Flickr.com • Gawkk.com • MyVideo • OneWorldTV.com • Tangle.com • Vimeo.com • Zoopy.com Internet search engines for video content: • Blinkx.com • Google Video • Truveo.com • Yahoo! Video Table of Contents Volume 37, 2010 A Simulation in Organizational Behavior: Development and Beta Test Simulating Networks: An Experiment Pick Your Group Size: A Better Procedure to Resolve the Free-Rider Problem in a Business Simulation The Impact Of Playing A Marketing Simulation Game On Perceived Decision Making Ability Among Introductory Marketing Students If the Games Work, Why Aren't More Faculty Willing to Play? Modeling Cascading Demand: Accounting for the Effects of Captive Consumer Relationships Issues In Simulation Implementation: Lessons From a Freshman Seminar ENDURANCE: A game for current economic times Simulating Processes: An Application In Supply Chain Management Another Look At The Use Of Forecasting Accuracy On The Assessment Of Management Performance In Business Simulation Games The Effect Of Advertising On Demand In Business Simulations The Relationship Between Learning And Performance In A Total Enterprise Simulation: Revisited And New Data. Is the Gold /Pray Simulation Demand Model Valid and is It Really Robust? Mission Possible - Using Simulation Games For Management Training In A Transition Economy Business Game Modeling For The Negotiation Between General Contractor And Subcontractors The Relationship Between Goal Orientation And Simulation Performance With Attitude Change And Perceived Learning: A Follow-Up Study The Invalidity Of "Natural Market Structure" Pims Validation Of Marketing Games Examining A Beta Test An Experiment On Group Decision-Making Using A Business Game: An International Comparison Of Mba Students In Japan; China; And Russia A Platform for Business Games - From Game Playing to Game Making: The Case of Yokohama National University Checking Financial Balance of Target Brand Portfolio with the Strategic Market Plan Cash Flow Package About Simulations and Bloom's Learning Taxonomy Managing Complexity: Applying the Conscious-Competence Model to Experiential Learning Using Accumulated Profits to Assess Performance in Simulations And Now Let's Really Innovate: The Notion of Perpetual Online Courses Distance Learning: A Game Application Web Based Total Enterprise Simulation Learning Business Administration Using Simulation Software A Review of Experiential Exercises in Absel's Published Proceedings Moving Outside the Classroom: An Experiential Exercise Involving Video Clips Peer To Peer: A New Tool for Student Peer Evaluation Continuing To Assess Project Management: What's Been Done? What's It Means? Looking At New Twists Strategies for Promoting Knowledge Formation and Dissemination in Business Simulation and Experiential Learning Introducing Experiential Exercises To Inexperienced Faculty Members Conveying Concepts Through Cartoons: Preliminary Results From Software Engineers In An Industrial Organization Theory Class Utilizing Institutional Problems as an Experiential Learning Opportunity for Students Considerations in the Design of Vicarious Learning Environments Enhancing Critical Thinking Through Service-Learning As A Consultative Process Encouraging "Established" Faculty to Adopt a "New" Games and Simulations Pedagogy IMA Candy Company: An Experiential Exercise in Managerial Accounting Mustard Seeds as Means for Creative Problem Solving, Ethical Decision Making, Stakeholder Alliance, & Leader Development through Experiential Learning in Management Education Interactive Classroom Technology: Adding a Benefit to the Traditional Classroom Excelling in the Capstone Simulation: An Application of Spreadsheet Technology as a Decision Support Tool GEO: An Entrepreneurship-Oriented Computer-Assisted International Strategy Simulation ERP Simulation Game: A Distribution Game to Teach the Value of Integrated Systems