In recent years, there has been an increasing interest in developing teaching methodologies beyond the traditional lecture-based classroom. Technology has drastically challenged the assumed 'optimal' nature of the classroom, and various instructors have rigorously examined traditional models of teaching and learning for their efficacy. [2] [3] [4] [5] [6] [7] The importance of using effective technology has been largely an intellectual exercise for years; while it is logical to desire more effective student outcomes and learning, the necessity of adapting classrooms was not urgent. However, as the global COVID-19 pandemic disrupted traditional classroom instruction across the world, delivering effective pedagogy in a non-traditional manner rapidly evolved from a possible course of action to a pressing necessity.
Currently, instructors are struggling to digitize courses as the certainty of in-person learning is in question for the foreseeable future. However, delivering content is just the first step in fostering an effective online learning environment. Students must also be prepared to effectively use skills and knowledge learned after they have completed their education. This preparation includes effective peer interactions, demonstrating understanding, digital fluency, and consideration for their ability to help others through their efforts in learning material. In light of this, we developed a protocol that encourages students to create a video teaching introductory physics concepts -leveraging digital technologies and peer feedback. This process adds the benefit of democratizing the creation of effective didactic content to provide future instructors with readymade videos, taught from a learner's perspective.
Using this protocol provides a semester-long project to replace a single midterm assessment score. Since non-traditional classroom models are necessary as distance learning becomes more common, this assessment provides significant flexibility in internet-centric courses. This paper will begin by considering the conceptual foundation for a learner-developed digital media approach, then presents one suggestion for implementing such a strategy. It will conclude with a summary of best practices and recommendations if the methodology is to be adopted. We investigate the benefits of this strategy with respect to student learning, efficacy of assessment, and service provided to peers and the community.
Introductory physics courses at the university level typically have an extremely high student-toinstructor ratio. For courses with hundreds of students (344 in our case), it is not feasible for an instructor to be able to deliver detailed, personal feedback for each project submitted in a timely manner. Allowing the students to review their peers' work and deliver feedback can facilitate the use of creative projects (such as videos) to reinforce learning. However, this learning is not limited to physics-related topics.
The process developed relies on the efficacy of using what has been termed "learnergenerated digital media" to deepen conceptual understanding of introductory physics topics. 8, 9 Using an asynchronous method of assessment which encourages both mastery of the subject and fluency in digital media benefits the student beyond standard memorization or concept application. 8, 10, 11 Technological fluency is an undisputed necessity in the contemporary market, 11 and trends in technology and policy imply that effective presentation skills within the digital space will appreciate in value. Creating videos as a type of digital authorship allows students to synthesize material and develop skills that will be valuable as they progress throughout their careers. 12 As such, providing students with opportunities to use technology in an approximation of the type of presentation skills that will likely be required in webinars, didactic material, job interviews, and other digital communications of complex information becomes as necessary as teaching effective writing strategies. 9, 13, 14 Students developing and delivering feedback has benefits beyond ensuring mastery of the material. This peer review results in timely feedback for the student, but more importantly leads to improvements in written communication and interpersonal skills. 15 Upon receiving feedback, the student is prompted to reflect upon their understanding of the material as they decide what aspects to implement in later versions. 13 This often prompts the student to review the relevant material and seek answers to new questions that arise due to feedback.
Large projects typically require a significant amount of time to adequately grade and provide feedback. However, using peer review for grading videos frees up time for the instructor and teaching assistants. The students' lack of expertise in subject matter and grading ability can be overcome by effective preparation. Students who receive detailed rubrics and brief training can assign grades that do not significantly differ from expert graders and deliver substantive feedback. 16 Additionally, students who are in the process of learning concepts also have insight into which aspects of a topic are difficult to grasp, whereas experts might easily overlook such difficulties or underestimate their complexity for a novice. 17 
There is additional benefit in this method of evaluation due to student appreciation of their work's importance. Creating a video that could be used to instruct future cohorts of students can be a motivating factor for emphasizing the quality of the video created. 18 For example, multiple students expressed that they hoped their video would be helpful for other introductory physics students in a final self-reflection statement. The act of creating a project that will be viewed and used beyond a single review for grading provides extrinsic motivation for students to create higherquality projects. Each student was assigned five videos of a topic to review and given a form to complete as they delivered feedback. Students then implemented improvements to their video and submitted a second version for an additional peer review. Finally, students submitted an assessment of their own work based on reviews and grades received, which included a self-assigned grade.
In order to compare the value and legitimacy of the peer reviews, a rubric was constructed from which teaching assistants could provide a graded review for a randomly selected portion of the videos. This rubric delineated point values given for specific aspects of the video's presentation and content. Table 1 compares our methodology with similar studies examining the best practices for implementing student-made media projects within introductory physics courses.
Our analysis demonstrates key points which both support and occasionally challenge best practices established in the literature. As shown in Figure 1 -a, peers skew the grades when they recognize the grade they are giving as final. This suggests that training and a clear rubric are necessary for peer reviews to be properly used as an assessment tool. Figure 1 -b shows an overall improvement in video quality from the second submission, suggesting that an iterative process and peer review contributes to learning. Similarly, the grade distribution closely resembles that of the first midterm from the course. As such, a similar video project could be appropriate in place of a midterm assessment. Figure 1 -c expresses both a majority positive experience with the peer review process as well as perceived experiential learning. Finally, the wide spread of media types and teaching strategies observed and shown in Figure 1 -d imply that limited instruction can nurture a creative environment.
Focus on skills used beyond classroom 8, 9, 11, 19, 20 Did not explicitly mention value of process outside of classroom 
Creating an educational video leads to unique learning opportunities. A majority of students stated that they felt they learned lessons through this exercise that they did not attain via traditional lectures or exams. Many also mentioned they felt they had developed skills that would be useful in other classes, their future jobs, and in their personal lives.
We observed a trend when students actively reflected on the review from the first draft of their video. Many students mentioned some feedback they received that led to improving their video. However, the more substantial changes students mentioned often arose from watching their peers' videos and considering how their own work compared. Within their self-reflection paper, many students suggested that reflecting on their own understanding was at least as helpful as explicitly receiving feedback.
By providing limited instruction on the type of teaching style expected, students exercised enormous creativity in conception and execution for the videos. While a majority of students created a fairly straightforward lecture-style video, others created extensive demonstrations (e.g.
functioning engines or deconstructing electric guitars), wrote and starred in rap music videos, or created documentary-style presentations. Videos that included these unique aspects were appreciated by peers, and many stated that their unique approach helped them understand concepts when traditional lectures had been unable to do so.
We conclude, contrary to a previous study 23 but in agreement with another 24 that many benefits come from allowing students flexibility in identifying how they learn best, as well as participation in active learning through the creation of relevant video content. 25 Some students report higher learning outcomes from written materials, while others report a preference for didactic videos. Each provides unique benefits compared to the other, allowing students the ability to choose their preferred method of learning may lead to higher satisfaction and learning as will be investigated in a follow up experiment.
Students must be motivated with an incentive to make high quality videos. This incentive will typically be a significant portion of a final grade. However, students seem to be averse to giving poor grades on a final assessment. The resulting grade inflation means that the project should not replace a final assessment, but a midterm may be acceptable. We observed a significant bias towards high scores in the grading process, especially in the self-assessment reflection papers assigned. Many students stated that although their peers had graded them poorly, the amount of work they performed was deserving of a higher grade. Additionally, the peer feedback papers often had sharp criticisms of the video but gave a very generous grade. A notable example stated that a reviewed video was likely plagiarized, but still gave a grade of C+. However, using peers instead of TAs decreases class overhead substantially. With an effective rubric and training in delivering feedback, student grades can be used effectively.
We anticipate that future cohorts of students will leverage the best videos, indicated by positives votes on YouTube, to complement reading assignments in the class textbook. 1 It is assumed that other institutes leveraging this text will also benefit from this project. Over time, a list of effective teaching videos can be cultivated and shared between institutes and programs. Furthermore, students stated that they felt motivated to create a more detailed and interesting product because they expected other students to learn from their work. Multiple students mentioned an increased desire to learn and teach effectively due to the expectation that others would watch the video, while they often felt that an essay would be quickly forgotten or skimmed through.
Assigning students to create didactic videos is a viable method of encouraging learning, service, and effectively assessing progress in introductory physics courses. Between video creation and peer review, students learn relevant physics concepts and necessary skills to succeed in future endeavors. In order to effectively implement the process, it is necessary to provide a detailed rubric, chances for students to receive and implement peer feedback, and a final reflection on the overall learning process.
Student created video content for assessment, experiential learning, and service 