Police using video case study within their teaching

Mark Flint-Freel, lecturer in Criminology, has created a series of videos to form a larger case study for the BA (Hons) Policing programme. The idea is to show the students a crime scene, working their way from an arrest of a suspect through to cross examination in court.

With a greater number of students applying for the BA (Hons) Policing programme, Mark had to think about the fact that this would not allow each student to be able to role play each scenario needed. Therefore, by using recorded video footage he would be able to stop and replay the footage at sections within the film.

The Technology Enhanced Learning (TEL) Team assisted Mark to formulate a plan of action to create this case study. Together they worked through the possibilities and requirements for future students on the course.

The project examines the idea of using technologies to teach and train future police graduate students. Giving the students a ‘real-world’ experience albeit not a physical hands on activity.

The case study has a number of different sections involving a theft of motor vehicle, recovery of stolen property, the arrest and detention of a suspect, the interview of a suspect and the presentation of evidence within court, allowing for discussion and debate at the end of each section.

The project will be used throughout the 1st and 2nd year Policing programme.

The main aims of the project were to create a resource that:

  1. Allow greater discussion and debate of good and bad practice seen within the case study.
  2. Gives the students a more interactive experience and greater student participation within the course.
  3. Would give the students a more realistic idea of what happens in the police force, when it is unpractical to physically to this on location.

The project was created with the current BA (Hons) Policing students going through each section of the case study as a police officer within the scene, giving them a greater knowledge base to their learning. The case study will then be aimed for the next group of students to pick up on the clues left behind in the video and create a discussion about what they would do in the same situation.

The overall aim for the project was to give the students the chance to experience greater interactive participation. With this it allows the students scope for more discussion and debates around good and bad practice.

Sections within the case study, e.g. the custody section, are being used by other programmes within the university and are extremely useful to trainee police officers. Many trainees are unable to get a real-life example of this kind of work during their training, and will only encounter it once fully trained. Therefore, this kind of training using video will give the students assistance in gaining experience and an understanding of what to expect.

An example of what has been created can be seen in this short excerpt:

Police Case Study


Creating media enriched student assessments

Various academics at the University of Derby have created media based assessments for their students. A lot are now including a video assessment where students must create a piece to camera, advert or debate in the form of a video. However, a few academics are creating assessments enabling more varied use of media, such as images, print materials, infographics or augmented reality.

Maria Potempski, Lecturer in Marketing and Public Relations, has devised an assessment to create a 4-page leaflet on a certain health topic to raise awareness of the problems associated with it. The students must design the leaflet, thinking about the layout, typefaces and copy, as well as including various visual elements using photography that they have taken themselves, sometimes enhanced with the use of Photoshop. They also should incorporate an element of augmented reality into the leaflet, which will take the viewer to more information about the topic.

Iride Azara, Lecturer in Tourism and Spa, has also created an assessment for her students to develop an augmented reality video tour of the Buxton Dome. This involves adding their own photography and/or video to an audio tour that has already been created.

This use of multi-media enriched assessments, involving images, video and augmented reality, assists the students to develop their digital capabilities, which are needed increasingly within their future careers. This approach also gives the students a deeper understanding of their learning through an active assessment process.

If you would like any further help or guidance with using video case studies within your teaching please contact your Media Adviser.

Video used in teaching to assist students’ learning

Case studies seem to be increasingly popular with academics to create more student-centred activities. They can assist with developing skills and knowledge within a certain area. Some academics at the University have been creating short case study videos to be used within their students learning and have found that they have been ideal for giving the students practical and real-life examples to explain the theoretical concepts being taught.

This type of video enables students to assess and critique ‘real world’ issues in a safe environment, where there is a lot more room for error, whilst offering the opportunity to give an insight into how professionals would operate in the workplace. The key benefit of this type of video is that it gives students the chance to experience greater interactive participation, allowing students scope for discussions and debate around the issues raised in the videos.

You can create these videos as simply as setting up an interview (or talking head) to create your case study. This could be an expert in the field (or an actor) which the students can then watch and deconstruct the video content.

With the support of the TEL Media team, Hildegard Wiesehofer-Climpson, Senior Lecturer in Marketing, created two business case studies, focussing on the Derbyshire Wildlife Trust and the National Stone Centre.


The videos were to be used as an introduction for the students who then studied one of the businesses to evaluate their problems and issues and pitched to help to solve these.

Hildegard used the videos within her teaching on various modules and students could use the videos as a base point to then create their presentations about the consumer behaviours seen within the videos.

Also with the support of the TEL Media team, Karin Spenser, Lecturer in Criminology, created a mock video interview with an offender. The video was used as the basis of an assessment for students to explain how major psychological paradigms influence sexual offending.

Police Case Study

This is a short sequence of the ‘Criminology Case Study’ for the BA Policing degree. The idea of this video case study was to show the policing students a crime scene, working their way from an arrest of a suspect through to the cross examination in court. The various different sections allow for discussion and debate at the end of each section. This gives the students a greater knowledge base to their learning.

If you would like any further help or guidance with using video case studies within your teaching please contact your Media Adviser.

Enhancing the student learning experience through the use of technology

The Derby Business School and the TEL Team have worked together to create and showcase an effective practice of student partnerships, by enhancing the student learning experience with technology. Creation of digital materials supply staff and students with the potential to expand their learning opportunities within both teaching and learning.

Nick Turner, Senior Lecturer in Marketing, has been running a student assessment on the Marketing Fundamentals module to create an infographic based around a company. Assessments of this kind give students the opportunity to develop their digital skills and capabilities that they can effectively apply in their future careers. Nick has been running this assessment for a few years, however feedback suggested that “students felt that not enough time had been spent discussing the infographic – both in terms of creating the content, style and the actual technical mechanics”.

Therefore, following this feedback Nick decided he needed to create some help guides for future students. A colleague suggested he create a short video screen capture of how to create the infographic, so he contacted the TEL team who suggesting getting a student involved. A student who has been through the assessment process and performed well could explain the process and how they resolved any issues that they came across. Danni Jupp, year 1 student in BSc (Hons) in Marketing (Consumer Psychology), was happy to create this video and with the help from Nick and the TEL Media Team she created a great source for her fellow students. This peer-to-peer learning meant they could share their knowledge, ideas and experience with others.

Peer learning can offer academics the efficiency of bringing an enhancement to the students’ learning in a time-effective and scalable process. This example of students creating and sharing resources as part of their studies is a great example of practice within the programme (Enhanced (Gold) Level, Element 1.1 in the Digital Practice Programme Baselines.

How to create an infographic videoInfographic Image

The final video has been used in seminars/lectures as well as embedded into the course module. Alison Lawson, Head of Division, Marketing and Operations, has stated “This is completely BRILLIANT. It shows how simple it is to put this assignment together as long as you have the facts at your fingertips. The skills development is immense in terms of research, lateral thinking, design awareness, IT skills and presentation skills. Fabulous”

Just over 100 students are enrolled on the marketing fundamentals course, with half of them having access to this video during their assessment process. The other half had already created the infographic the semester before.

Student feedback suggests that they all found it useful, with over 60% viewing it more than once throughout the process. Their responses suggested that it gave them an “indication as to how images and writing can be combined”, especially “step-by-step using PowerPoint” to create the infographic.

Students could work independently and remotely, and were able to relate to the process as the video was created by a student who had previously completed the work. They also thought that this gave it “a better perspective” of what was needed, making it a “simple video and very easy to understand”.

This project has highlighted how technology use not only produced a positive student learning experience with the principle benefits of peer to peer learning are also upheld.

If any other academic staff would like to include the video within their teaching for a module it is available via the Shared Repository. Please contact your Media Adviser if you would like any further assistance with this.

If you would like any further help or guidance with using Media Gallery and the Shared Repository, see the guides below or contact the TEL Media team at tel@derby.ac.uk

Sharing media within your teaching

Everyone has access to their own My Media section within Course Resources where you can upload your own content and share it within the modules that you teach on, the system used is easy and secure.

Sharing media within your teaching and learning is a great way of providing the students with an increased experience of their studies. Adding media can inspire and engage the learners by getting them to question key issues within their studies, enabling interactive discussion throughout the module. As well as providing them with an innovative and dynamic way of learning.

Within Media Gallery, as well as uploading your own media, you can search through the university’s ever growing Shared Repository of media content. Here you can search topics from study skills to specific areas within your course to see what others have already created around your chosen topic.

All media within the Shared Repository is available for anyone one to use and is an expanding resource tool for academics. If you find there isn’t a media source that fits with your chosen area please do get in touch with the Learning Enhancements TEL media team, who can assist you with getting any ideas you have for media creation off the ground.

If you create your own media content that you have uploaded to Media Gallery and believe that it would benefit other colleagues in several programmes around the university, please contact your Media Adviser who can add the content to the Shared Repository.

If you would like any further help or guidance with using Media Gallery and the Shared Repository, see the guides below or contact Learning Enhancement’s Media team at tel@derby.ac.uk

Digi Know: Shooting Video Interviews

Shooting an interview can be challenging but can add a lot to your learning material.

Tip 1: PLAN

It’s always a good idea to plan as this will help in getting a great interview. Plan a set of open-ended questions you want to ask the interviewee which will create a more interesting response and concentrate on the topics you want to discuss. It is important that you obtain consent from your interviewee, particularly if the video is going to be used publically. If you need to book equipment the Media Production team will be happy to recommend equipment. Contact Video Production Team.


Get a good location for the interview. Somewhere that’s quite quiet and well lit, as the camera performs worse in low light. Avoid placing the interviewee with the light source behind, e.g. in front of a window, as this creates a silhouette. Instead place the interviewee facing towards the light. Also avoid setting up directly under overhead lighting. Move backwards or forwards to avoid the unwanted dark shadows this causes on your interviewee.

Setting up the correct lighting for a interview


When positioning the interviewee use the rule of thirds to place the interviewee on one of the vertical intersections of the 3×3 grid, with their eye line one-third from the top of the image. Leaving some ‘talking space’ on the screen in the direction that the interviewee is facing (this will be the side where the interviewer is sitting). Avoid moving the camera during filming and try not to cut the interviewee off at the neck/waist/knees/ankles.

The rule of 3rds when placing an interviewee when filming


Take two people to shoot the interview, one to film and the other to ask the questions. This will also mean the interviewer can keep the interviewee comfortable and talk to them while the camera is being set up to try and take away any nerves they might have.


Get the interviewee to repeat the question in their answer, as this will give a well-rounded interview where the interviewer can be removed for the final edit. For example: “what is your favourite colour” “Red” – doesn’t give us much whereas “My favourite colour is red” – tells us what we are referring to.


When the interviewee is answering make sure you stay quiet as to not interrupt the answers given. However make sure you are still listening and nodding or smiling as your responses as this will make sure the interviewee keeps the correct eye line.


Make sure you get signed permission from your interviewee. For a copy of the form please Contact Video Production Team.