Technology and presentation skills teaching: activity theory as a tool for the design and evaluation of strategies for the use of video as a learning tool in presentation skills teaching

Charles Barker, Claire Sparrow

Abstract


This study presents the results of an investigation into first year undergraduate law students’ attitudes toward the use of video review and video feedback as a learning tool to support self-regulatory learning in presentation skills teaching. The students who participated in this study were all enrolled on a first year undergraduate presentation skills module. The module is part of a qualifying law degree at a post-1992 university in England. The first oral presentation performance they delivered in class was recorded using iPads. The students were then provided with access to their individual performance and the tutor’s feedback via a link to a central server. The students were asked to review the video away from the classroom. Nine students were interviewed for this case study and a theoretical framework based on activity theory was used to analyse the data and consider the design implications. The research suggests that more opportunities for peer and tutor communication and peer collaboration need to be introduced if self-regulatory behaviours are to be fostered in students. In methodological terms the research concludes that activity theory offers a useful tool for designing and evaluating technology enhanced approaches to legal skills teaching.    

 

Keywords: Self-regulatory learning; legal education; activity theory; self-reflective learning; video; presentation skills 


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