Case+studies+in+video+production





** Student-centred video projects **
 In a series of case studies using student-created video projects in Australian schools, Kearney and Schuck (2003) reported that these projects supported student-centered, authentic learning experiences in a variety of curricular areas. The researchers also suggest that students were very engaged in the work and benefited from peer evaluation and feedback and their consideration of the audience in developing their videos. In related work, Kearney and Schuck (2005) found that these projects promoted student voice and a high degree of ownership by the students in their work .

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** Future teachers learn to 'do' video **
This is summarised from the paper, 'Aim, Shoot, Ready! Future teachers learn to do video'


 * This case study intended to introduce potential teachers to Video Production (VP) as an instantiation of constructivist thinking and as a strategy to encourage project based learning.**

Graduate students at the University of Santa Clara, California took part in an intensive 2 hour workshop designed to introduce them to digital video in the context of an instructional technology course or as a stand-alone activity. The course is designed to take novices with no or very limited knowledge of video making to the point where they have experienced most of the steps involved in creating a finished digital video. Conversations introduce project-based collaborative learning as the pedagogical context for digital video production, the value of supporting a sense of creativity in students to promote deeper engagement with subject matter through hands-on activities, and how to involve a variety of learning modalities as opposed to predominantly passive reading and listening. (Add REF "Aim and Shoot') One goal for this workshop was to change attitudes towards technology, and to expunge any fears that may exist as opposed to focusing solely on getting students to ‘master’ specific applications. A complimentary goal was to regard video production as a tool for creativity, collaborative learning and meaning making. The participants are placed into groups of 3 and given 20 mins to go outside and simply have a 'play' capturing footage; this helps to reduce anxiety and encourage experimentation. Once groups have their footage they are given copies of short handouts on basic iMovie functions and start digitising their video. The requirements of the workshop require the video to include an opening and closing title, at least two transitions, and at least two sound effects (or added voiceover). Students are encouraged to explore for solutions on their own, and to request help only when feeling ‘stuck’ and not able to make progress.

On the benefits of collaborative learning, Facer and Williamson (2004) remarked that, "increasingly, collaboration is seen as important in creative learning and to children’s abilities to evaluate and justify their opinions; to gather knowledge from others; to share their expertise with others; and to transform their existing understandings as learners in a constant process of personal and social development"

Course evaluations and subsequent conversations indicate that this experience helps all students understand the value of collaborative work in the context of a project-based assignment, and how video could be meaningfully incorporated into learning opportunities across all grade levels and subject matter.

Shewbridge and Berge (2004) believe that, "perhaps one of video’s greatest strengths is its ability to motivate students to explore their topics and themselves. Production is hardwork, but it is fun, and students find the experience exhilarating and inspiring. Educators can harness this power and create imaginative learning opportunities for their students"

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