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.

A non-technical person’s experience of recording with Panopto

Joy Lewis, Team Leader of International Student Centre recently needed to record some student presentations for assessment. Here is what she had to say about the experience:

“I requested access to Panopto because we had a Summer School and wanted to record the final presentations of the Chinese students. The choice of Panopto was because it is not invasive and the students do not feel that they are being videoed or recorded and the experience for them is much more positive and the results of the recording are clear, sharp and give a very wide view as well as being able to have access to the slides.

I had a very quick training session, no longer than five minutes. It was very easy to use and that is from someone who is a bit of a technophobe. This was followed up with a second short training session of how to download the recordings, again this was very easy and user friendly.

The only other experience I have had of videoing and recording presentations is where there is a camera facing you, depending on if this fixed, or is on a tripod or handheld it can be shaky, poor quality with problems with sound and visuals of the slides, and is also very off putting for the person being videoed, Panopto makes the whole experience much easier and real, I would not hesitate to use it again.”

Joy used one of our Lecture Record Ready rooms which included a ceiling mic and ceiling camera to record the front of the class.

Find out more about Lecture Recording at Derby University and how it can help you simplify capturing presentations like lectures and student assessments.


Using video to replace written reflection

Maria Potempski, Lecturer in Marketing and Public Relations, College of Business, University of Derby.

The Design and creativity for marketers module requires students to work in groups to produce a four page leaflet that targets a consumer group with a message. The leaflet has to take into account the audience, and consider design elements such as typefaces, colour schemes and layout. Students also must produce a reflective piece which justifies and explains their design choices.

Maria decided that the students should create one or more short videos, rather than a written piece, justifying their choices and deconstructing the leaflet to show how it meets the assignment brief. The students were responsible for creating the videos using their own devices, and uploading them into Media Gallery for submission with the leaflet in a Course Resources Assignment activity.

The majority of students used their mobile phones to create their justification videos and were able to upload them straight into Media Gallery and submit in the assignment.

Maria comments “This is the first time I have used Augmented Reality (AR) videos as a vehicle for an assignment. It seemed very appropriate to use this method as it reflects what the marketing sector is currently using to reach many target audiences.

Student feedback about the module confirmed that they found the use of AR exciting and a welcome alternative to a written paper. Making the videos was straightforward and each student simply used their smartphone. Because the students had to verbalise why they had used certain colour psychology, use of typeface and impactful images it added to their understanding of the design process. Academic integrity was also preserved by the use of a ‘Student Agreement’ that recorded reference material and their agreement that each member of the group had contributed equally to the assignment.

Personally I found this an excellent way of assessing as it demonstrated much more understanding than a traditional written paper. It was also helpful to colleagues who moderated the assignment, easy to use, but above adding an extra dimension to the assignment.”

Recording training videos of equipment usage for forensic chemistry students, and sharing through Course Resources

Samantha-DrakeSamantha Drake. Lecturer in Forensic Science, College of Life and Natural Sciences, University of Derby.

Samantha has flipped! Flipped teaching has entered the educational consciousness over the past few years. Teachers record materials for students to study outside of class so when they meet for lessons or seminars they are already prepped with an idea of what to do, rather than use contact time for demonstrating procedures or explaining material. This leaves more contact time to discuss or practice under the supervision of the expert teacher who can feedback tips or facilitate discussion.

Samantha comments “The practical ran far more smoothly, with fewer initial queries about the lab techniques, than previous years without the videos. It was also great not to have to spend the first half hour or so demonstrating everything in the video – more time efficient and less work for me in the long run as the videos will be used again in future years.”

Samantha used a consumer grade video camera, borrowed from the TEL Media Team, to record for her forensic chemistry students a series of equipment demonstrations and do worked examples of maths question. Titles included “Making a Solution in a Volumetric Flask”, “Amine Calculations”, and “How to do a Titration”.

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Still from How to do a Titration

She then edited and uploaded the videos into Media Gallery, and shared the videos directly into Course Resources for students to watch before coming to lab, and to review afterwards.

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The videos embedded into Course Resources

The cohort comprised 57 students, and as you can see from the statistics of plays the videos were well used.

chemistry video stats.PNG

Number of plays per video

In conclusion, using some basic commonly available recording equipment, Samantha was able to make her teaching more effective and efficient, and although recording and uploading required some more effort upfront, this will be paid back manifold in future as the resources are reused. Media Gallery is a simple to use video distribution resources which integrates directly into Course Resources and enables staff to create and distribute flipped teaching materials quickly, and directly to students.


Sharing audio for peer review and submitting for assessment in Course Resources using Media Gallery

Matt Le Mare. Creative Expressive Therapies, College of Health and Social Care

Matt, who ran the Music and Musicianship module in Spring 2016, wanted a way for students to share their formative music assignment with each other within the Course Resources module so they could do peer feedback. He also wanted the students to submit their final assignment, which comprised a piece of music, through Course Resources.

Matt comments that Media Gallery “…works for me as I wanted to electronically move quickly from assessing audio to text and then back again instead of trolling through usb stick, CDs and DVDs, then reading students’ paper submission, then having to give the feedback on paper. It works for the external examiner because she/he can do the same. For students, they can submit electronically, which is what they wanted to do. They can share it if they wish. It was easily set up, just works, and ‘saves’ time!”.

Sharing media within Course Resources

Media Gallery (Kaltura) was the perfect solution for his requirements. First, using the Media Gallery feature, students were able to upload iterations of their music and publish them within the module.

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A view of the Media Gallery containing students’ formative work

Media Gallery also has a comment feature akin to social media, which allows attributed comments to be posted.

media gallery comment

Submitting media for assignments

Mat also wanted students to submit their final piece of music through Course Resources. Previously dealing with media would have required receiving CDs, DVDs or USB flash memory drives with all of the associated management and potential for damage or loss that entails – especially when required by external examiners.

With Media Gallery, students were able to upload their music and submit it directly through Course Resources “Assignment” where it was safely stored and accessible only to the tutors. External moderators are also able to view the work directly through Course Resources, so there is no more worry about sending off media in the post.

media submission music and muscianship


Media Gallery provided a simple and robust solution for Mat’s needs. It also enhanced the student experience as they were able to share their music and get feedback from each other which is kept only to the group enrolled within the module. This effectively extended the classroom into an asynchronous space offering more opportunity for students and tutors to interact outside of physical contact time.

The submission of media within Course Resources solved the problem of access and security of assessed work. Pieces were available immediately within Course Resources to tutors and moderators, and management of physical submissions was eliminated.

Recording trainee teachers’ discussions using Panopto’s student Dropbox with group view


Dr Bill Esmond. Senior Lecturer in Initial Teacher Education: Post 14. College of Education, University of Derby.

Bill’s cohort of trainee FE teachers were considering the current curriculum and the gaps which exist in the teaching of the subject. They had an introductory seminar to consider the issues and then, in small groups, were required to create a video of their discussion which was recorded into a panopto Dropbox. A Dropbox is a special folder that allows students to record presentations to using the Panopto recorder. It can be set to be private so that only the tutor and student can see their recording, or group view, so that everyone in the cohort can view them all. In this case Bill chose group view so that the students could see each others’ work.

A training session for the students went through the basics of Panopto recording, and solved technical problems with installation on students’ computers. For many, this was a new experience, and as Bill says:

“This was clearly a challenging experience for everyone concerned: even trainee teachers are nervous about recording their ideas on shared video, no matter what they might do on [Facebook]. And, yes, there were technical issues: I think most of the Apple people struggled to upload, some sound quality didn’t come out well… and the quality of the medium wasn’t as good as the media teachers would like!”.

However, despite these teething troubles, the result was generally positive.

“But the point of the exercise was really less about the product (the video-clip) than about the process of getting them to discuss ideas in sufficient depth that they felt able to make a video about it. I couldn’t count the number who said to me afterwards how useful they had found the activity because it had made them think about and discuss the issues in far greater depth than they would have done for an open-ended task (and, I suspect, a poster or [Powerpoint]).

So, I think this technology has some potential as a tool for interactive, relatively autonomous learning just as much as it has for the one-way transmission of lectures.”

In summary, although Panopto’s main feature is recording traditional lectures, it contains an option which has the potential to engage students with material in a different way. Analytics of the students’ recordings shows that many of the presentations had at least five unique viewers which means that peers were attending to each other’s’ work.

Using videos in forums for an online course’s student formative assessment


Yasu Kotera (left), Wendy David. UDOL Online Counselling. University of Derby Online (UDOL).

Students from around the world were studying on the University of Derby Online course in Counselling Skills. Part of the assessment involves students recording their counselling sessions for tutors to view and feedback on. Course Resources is limited in the way it handles large files, especially videos, so Yasu and Wendy were pleased to use Media Gallery (Kaltura) as a way of sharing video. In this case, students recorded a short video, usually on their phone, and shared it by embedding it into a forum. This allowed tutors and peers to comment on the video.


In this screenshot, the uploaded video is displayed over the forum which contains a dialogue between the student and tutor.

Yasu comments “I manage the counselling programmes at the University of Derby Online Learning. Our programmes include video assessments, where students record their counselling sessions and the tutors and peers make comments on them. We used to mail those DVDs to evaluate their counselling skills, but as the programme expanded, it just became unfeasible. Then we started to use a file transfer system, but it still took a lot of time to up / download the videos. We had been trying to find a scalable and secure way to conduct the video assessments, and heard about Media Gallery. Media Gallery enables students upload their video easily in a secure way, and the tutors and peers can see and make comments to improve their counselling skills. This is really crucial in the counselling studies online. We are planning to use Media Gallery more in our programmes