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Video Projects, not Video Viewing | Inside Higher Ed
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Video Projects, not Video Viewing Submitted by Joshua Kim on February 4, 2010 - 9:44pm Blog: Technology and Learning [1] One good thing that I hope emerges from our whole discussion on curricular video and copyright [2] is an extension of this conversation to include video projects. The real pedagogical action around video is not viewing, but creating. Yes, the option to incorporate full-length videos in our curriculum, be these documentaries or feature films, is an essential tool for teaching. Many of our learners learn best from video. Much of the content we want to cover is covered best by video. But it is also true that the options for getting video to the eyeballs of our students is expanding. Between Hulu, YouTube and Netflix streaming, a creative professor partnering with a curricular media specialist, subject matter librarian, and learning designer can find great video to match many teaching and learning goals. Just because substitutes and options exist to replace streamed videos does not mean that this is the best strategy to pursue. The value of a university video (DVD) physical library increasingly centers on the ability of students to utilize these DVD's as source media for video projects. I think we will see a large scale move away from video being used in courses as simply another curricular source (along with books, articles etc.), towards the diffusion of media projects. Two things are coming together that will support this trend toward a growth in media projects. First, we are all gaining an increased appreciation and understanding for the pedagogical value of media projects. The skills that students must learn to create a media project increasingly align with the creative and analytical skills necessary for professional employment. Beyond gaining skills for employment, media projects are great tools to promote active learning, as by definition a media project turns a student into a creator. Media projects encompass key skills, such as writing (the script), collaboration (most of are done in teams), making arguments with evidence and presenting persuasively in a way that holds an audience interest. A fair portion of our students who are visual learners and non-linear creators excel in media projects in ways they never could if the final project was only a term paper. The second reason I think that we will see an increased demand for media projects amongst our faculty (and students!) is that the tools for creating and sharing these projects have become cheaper
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