Animated Videos for Interview Skills

Perception of need

Graduate employment can influence

choice of university
reputation and popularity of a course

Interview skills can affect employability

http://asymptoteganesh89.blogspot.co.uk/2011/07/interview-preparation-presentation-and.html

First year modules prepare students

important for all students
FdSc students undertake placements in second year

http://www.peo.gov.au/images/misc/diy_roleplay.gif

Role-play can provide interview practice

students are reluctant to participate
difficult to replicate for different groups

Videos would allow replication

existing videos over-long
not always appropriate
not possible to make changes

http://www.fuzz2buzz.com/files/imagecache/node-view/Job%20Interview%20jpg%20V2.jpg

There is no second chance...

...to make a first impression

Instructional Models and Action Research

Overview of instructional models:

The ADDIE model

Dick and Carey model mapping to other learning theories

Bloom's taxonomy

Representation of the new terminology of Bloom's Taxonomy.
Change from Nouns to Verbs to describe the different levels of the taxonomy.
Top two levels are exchanged from the Old to the New version.

http://www.odu.edu/educ/llschult/blooms_taxonomy.htm

Action Research model

“All participants – including the researchers, the teachers, and the students – contribute to the process by which meaning is extracted from the data and in decisions about modifications that are made in the next cycle or iteration.

Proponents of action research often talk about involving all the major stakeholders in the evaluation process. In the simplest case this means both the instructors and their students.”

Bodner G, MacIsaac D, White S (1999)

The cycles in the ADDIE model and the Action Research protocol mirror each other, and thus are mutually enabling.

Videos for interview skills

Classification and Analysis of existing material - YouTube videos

Real people (more than one)
Real people (only one)
Animated characters
Captions, keywords
Feedback to interviewee
Encourages reflection
Feedback from viewer
Time (minutes:seconds)

Identification of animation tools

goanimate http://goanimate.com/
livingactor http://www.livingactor.com/Presenter/
xtranormal http://www.xtranormal.com/

Creation of Xtranormal videos

choice of sets
choice of avatars
selection of voice
storyboard

conversation
camera angles
gestures

recorded on mobile phone
uploaded to YouTube
embedded in blog http://pd-int-skills.blogspot.co.uk/
preview edited in response to feedback

Stages of the study

Stage 1:

Initial feedback from colleagues

Stage 2:

Early feedback from sample of target audience

Stage 3:

Early feedback with final year students, with discussion

Stage 4:

Release of material for target audience (a) with blog responses

Stage 5:

Release of material for target audience (b) with blog responses

Stage 6:

Follow-up with final year students previously involved with feedback, with discussion

and later...

students asking for access after pilot stage of study completed

Data Analysis

An analysis of the responses submitted in comments

by students in the target audience

FdSc students concentrated on aspects that could be in control of the applicant
BSc students also mentioned other aspects, including possibility of:

racism
sexism
other bias

of interviewers, and ‘overly ambiguous questioning’.

One student mentioned:

‘one may demonstrate a lot of experience, though in a few weeks time at the job proving that he does not have them’

signalling over-estimation of skills, overconfidence at the point of interview, not realising the limitations of their knowledge and how much more there is left to know.