This paper reports on two cases of introducing assignments into two different computing courses related to Usable Security that required students to create and submit videos. Analysis of these cases of (perhaps hasty) teaching innovation is used to offer a classification of the types or styles of videos submitted by these students. On reflection, the innovators may have been influenced by the delusion that digital natives come pre-trained in new digital media. Educational precedents however tell us that being a fluent reader doesn't by itself make you a fluent writer, and imply that being a big consumer of videos doesn't mean you have any experience of authoring them. This analysis led us to draw on current practices for supporting students' academic writing to offer four practical recommendations for educators wishing to improve on these learning designs reported.
|Title of host publication||AVI '18 2018 International Conference on Advanced Visual Interfaces, AVI '18|
|Subtitle of host publication||Castiglione della Pescaia, Italy — May 29 - June 01, 2018|
|Place of Publication||New York|
|Publication status||Published - 1 Jun 2018|
- video assignments
- usable security
- assignment submissions