Video observation is not a new concept on a college campus; though typically, it’s used for athletes, rather than professors. But this could be changing, according to a study done at Harvard University that suggests that this same tactic could benefit educators. In an article by Erin McIntyre, in Harvard’s two-year study, video observation was found to improve a teacher’s evaluation in several ways. Additionally, video-recorded performances were found to be more productive rather than on an in-person review. Feedback was more specific and educators got the chance to watch themselves interact with students. While Harvard’s studies focused only on the educators of K-12, there are several colleges and universities that already offer video observations to their faculty in order to improve their teaching.
At the University of Michigan, the Center for Research on Learning and Teaching (CRLT) encourages faculty members to obtain feedback in several ways. These include student questionnaires, self-reflection and peer observation, as well as video observation and confidential reviews with its staff to faculty throughout the university.
At Harvard, through their Derek Bok Center for Teaching and Learning, any educator can request a video recording that they can then review it with a trained consultant.
At the University of Colorado at Boulder, they consider video observations so important that students are required to do two in order to complete the Graduate Teacher Program. Students use the videos as a basis for a self-assessment and an improvement plan.
As research continues to strongly support the value observations, a video camera in the classroom may be just as common as a camera on the football field.
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