BoyerKelly Michelle OIA694 Reflection April112016 Video .pdf

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Michelle Nicole Boyer-Kelly
OIA 694 – Mascha Gemein
15 April 2016
Video Reflection
This reflection is in response to the video that was recorded for my presentation,
“Literary Representations of American Indian Environments: Literature, Film, and Popular
Culture,” which was delivered to AIS 160 (Many Nations of Native America)—a 200 student
course at the University of Arizona in the Spring 2016 semester. Watching my video back, I first
noted and was pleased that during my presentation I began by giving a brief background about
my own educational interests. It seems that situating the presentation through my own interests
was beneficial, because the AIS 160 course covers many different topics, and this was the first
instance in which students would be engaging with cinematic films. I think that beginning by
using this “icebreaker” allowed students to become comfortable and begin to understand what
type of lecture they were going to be viewing.
One of the goals I had for this presentation was to provide an overview of three different
eras of film—something that was stated at the beginning of the lecture, giving students time to
understand what they had the potential to be assessed on later in the course. During my initial
reflection to this presentation, I was worried that playing with the lighting at the beginning of the
course may have been a negative experience for audience members. However, watching the
video back, it seems that there was no real problem adjusting the lights. Instead, by keeping the
lights off in the front and dim in the back of the room, the video clips were easier to see. I had
noted in my first reflection that students had not been taking notes prior to me turning the lights
off, but watching the video back I see that this likely had to do with student engagement.
Because students were not familiar with the video clips we were watching, and viewing this
video back, I now assert that students were engaged with the video clips and wanted to focus on
what they were seeing—thus, they were not as interested in taking notes and perhaps figured that
in their Friday breakout sessions they could take additional/needed notes.
I was also pleased to see that in the video students were engaged. At the end of the
lecture, I gave students a brief “pop quiz” and, having graded them, students were able to recall
information and contextualize it when asked a critical thinking question about the lecture. One
thing that I did note in my initial reflection, and again noted in the video, was in regards to audio
and the video clips. There were moments where the audio was off. This was due to embedding
the videos in the Powerpoint, which apparently were done at different audio levels. The day this
lecture/presentation was presented, I was unable to use the main desk panel to adjust the sound
for each clip because the panel was broken in the room I was teaching in. However, I think in the
future I will work on making sure that the audio is effective before embedding video clips into
my presentation, so that I do not have to rely upon the panel.
Overall, watching this recording back, I am still very proud of the lecture that I provided
students. Several students provided me with comments like “great lecture today!” and “by far the
best lecture of the year please keep teaching on Mon and Wed” which made me feel like students

really engaged with and enjoyed the presentation. Watching the video back, and pretending that I
was a student, I felt engaged with the topic and liked the ease in which I presented the material.
While still a formal setting, I felt as if my demeanor was one that was inviting to students. I’m
always really proud of my lectures if students give me positive feedback, because I base this
lecture on them—they are all familiar with media (here, movies) and so I want them to take away
a new understanding of what they are seeing on the screen when they watch a movie.


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