Some reflections on using video feedback at Bournemouth University

Authors: Seddon, A.

Conference: CELebrate 2017 - Assessment and Feedback

Dates: 13 June 2017

Place of Publication: Bournemouth


The aim of this paper is to share and reflect upon my experiences using video feedback whilst teaching on the BSc Music Technology degrees at Bournemouth University. It seems that written feedback is not always the optimal way forward in terms of student engagement and the quality of learning. Indeed, Race points out that in terms of learning pay-off for students, and time efficiency for staff, written feedback is not an ideal method (Race 2014, 139–140). Furthermore, a University of Leicester study further suggests that traditional forms of feedback are not engaging (2010, 1–2), with students often finding comments hard to understand, and failing to take feedback on to the next assessment. And from my own experiences teaching at HE level there often appears to be a degree of student disengagement with written summative feedback, with students often being less interested in reading their feedback after receiving their grade. Additionally, I often find myself wanting to be more detailed and personal but time constraints often will not allow for this (large cohorts; 3-week-turnaround for the return of grades and feedback).

Within this context I will outline and reflect upon how I have practically implemented video feedback for Level 5 assignments at BU. I will deal with both my methodologies and the technologies used (Panopto), and will consider how I have managed this change in my approach. Through my own reflections and informal qualitative student surveys, I will contemplate some of the merits and challenges of this feedback technique, and consider why such technologies potentially resonate with our students.


Leicester, U. o., 2010. Case study 6: Enhancing the experience of feedback, in Effective Assessment in a Digital Age [online]. JISC. Available from: [Accessed 6th May 2016].

Race, P., 2014. Making learning happen: a guide for post-compulsory education. London: Sage.

Source: Manual