Developing engaging video to teach writing

Abstract

This paper outlines the rationale, techniques and preliminary outcomes from a current materials development project surrounding a tertiary-level ‘English in the Discipline’ writing course designed for students majoring in business and economics. Early findings indicate that the project has had a number of positive benefits, including: engaging students’ attention to a greater extent than screen-capture video lectures, linking online work with in-class activities, allowing more time and flexibility to teachers in designing in-class tasks and giving all course teachers and students a clearer standard around which to interpret assignment marking criteria.