Cheville, A., & Derr, B. H. (2016, June), Using Videos to Elicit Self-Explanations of Emergent Electromagnetic Concepts  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27172

\bibitem{asee_peer_27172}
  Cheville, A., \& Derr, B. H. (2016, June), \emph{Using Videos to Elicit Self-Explanations of Emergent Electromagnetic Concepts}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.27172

Alan Cheville and Brianna Healey Derr.  "Using Videos to Elicit Self-Explanations of Emergent Electromagnetic Concepts".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://strategy.asee.org/27172 Internet.  25 Jun, 2024

\bibitem{asee_peer_27172}
  Alan Cheville and Brianna Healey Derr.
  "Using Videos to Elicit Self-Explanations of Emergent Electromagnetic Concepts".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://strategy.asee.org/27172 Internet.  25 Jun, 2024

@INPROCEEDINGS{asee_peer_27172
author = "Alan Cheville and Brianna Healey Derr"
title = "Using Videos to Elicit Self-Explanations of Emergent Electromagnetic Concepts"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/27172}
number = {10.18260/p.27172}
}

TY  - CPAPER
AB  - It is well documented that students have more difficulty comprehending and mastering emergent schemas in comparison to direct-causal schemas or concepts.  Compared to some other disciplines, electrical engineering tends to have many emergent concepts, particularly in electromagnetics where most phenomena are not directly observable by humans and many observed behaviors arise from spatially distributed charge and field distributions.  One method that has been shown to help students understand emergent concepts is to elicit self-explanations of these concepts.   This paper reports on the use of student-produced videos for self-explanation of concepts in a required junior electromagnetics class.  As part of a requisite fourth hour meeting each week students produced two videos one year and three videos a second year that explained a basic concept in electromagnetics.  Each video was to incorporate at least four different representations—images, formulas, examples, etc.—to help students explore the concept in multiple ways.  Prior work in mathematics education has shown learning improves when concepts are expressed in more than one representation.   Over the two-year period in which this experiment was run the course instructors made several improvements to the way videos were integrated into the course including: training in video-production techniques including editing, use of a sound booth, stop-motion, and a “green screen”; developing a three step iterative process for videos based on story boards; and changing how concepts were identified.  In the first year students selected from a list of relevant concepts identified by the instructor, in the second year concepts were represented by mathematical formulas drawn directly from the textbook.  During both years the videos were scored using rubrics on both accuracy of conceptual understanding and production values, and were also peer-evaluated.  Comparisons of video scores to performance on standard exams and the results of concept inventories are presented.  We also reflect on the value of videos for self-explanation and for engaging with conceptually difficult material.  Example student videos will be used to illustrate both correct and incorrect conceptual explanations.
AU  - Alan Cheville
AU  - Brianna Healey Derr
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Using Videos to Elicit Self-Explanations of Emergent Electromagnetic Concepts
UR  - https://strategy.asee.org/27172
DO  - 10.18260/p.27172
ER  -