The Pedagogical Values of Video Portfolios in Basic Public Speaking Courses
Abstract
The use of student portfolios as a pedagogical tool generates much interest and discussion in educational literature. Within the field of speech communication, using videotaped speeches in performance courses for enhanced learning and self-assessment also has received attention. This paper combines these ideas and promotes the pedagogical benefits of using a video portfolio in basic public speaking courses. This analysis of video portfolios includes a review of relevant literature, an explanation of the video portfolio concept, strategies for application to curriculum, a discussion of various pedagogical benefits, and conclusions and suggestions for educators. The analysis concludes that the video portfolio concept presents both valuable pedagogical opportunities for instructors and practical, tangible benefits for students.
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