Research poster with data from a paper about logistics of a video assignment

In 2018, I switched from live in-class presentations of project results to video-recorded presentations.  I surveyed the students about their experience and archived the videos and discussion boards for further analysis.  Overall, the switch to student-produced video presentations was a success.  In 2019, I shared the initial results and assignment design at the 2019 Frontiers in Education conference and the Quad-Pod Consortium Teaching Symposium: Transformative Practices in Teaching & Learning.  The article is available on IEEE Xplore.


Oral communication has been identified as a key skill for undergraduate students to master. Presenting results from course projects is a common means to provide students with an opportunity to practice planning a presentation, making slides, and communicating results to their peers. However, with large classes, there may not be enough time to give all students an equal opportunity to present their results. In this study, students produced videos sharing results of their term design project in a senior-level required control systems course at a private STEM-focused institution in the Midwest. In addition to the videos, the traditional question and answer period that accompanies in-class presentations was replaced with an asynchronous online discussion board. This paper focuses on how an assignment can be designed to reduce additional stress caused by a new format.


R. M. Reck, "Designing a Student Video Presentation Assignment: Considerations for Minimizing Stress," 2019 IEEE Frontiers in Education Conference (FIE), Covington, KY, USA, 2019, pp. 1-5. DOI: 10.1109/FIE43999.2019.9028495