Engaging student and teachers through video
Chia, A. (2008). Engaging student and teachers through video. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 347-350). Chesapeake, VA: AACE
- Literature has shown that video production promotes learning at each stage of the video production process. 347
- … students learn to be more media literate, respect intellectual property rights, and put forward their messages in a more responsible manner. 347
- The competition has succeeded in reaching out to students and teachers to play a more active role in creating media instead of being mere passive media users. 347
- To prepare its workers for the knowledge economy, Singapore Ministry of Education (MOE( has implemented two information Technology Masterplans. … This has succeeded in providing all schools with core training on the use of ICT for engaged learning, and equipped schools with IT infrastructure and hardware such as school-wide networking, computers in classrooms and laboratories, and digital video cameras and workstations. 347
- What do students learn in the process of video production? Video production involves pre production, production and post-production stag4es which pose numerous challenges. In the pre-production stage, producers need to research the subject matter and work on the script to tell a story. Next they have to select actors and survey possible locations for shooting (video-recording) which often mean they have to work within many constraints. The production stage involves rehearsing and directing people, and shooting scenes according to planned camera sizes, angles and movements for maximum visual impact. The last stage, post production, involves editing of images, music and sound effects according to the producer’s vision. 347
- Video production is indeed a challenging activity for any person and even more so for the novices student producers. 347
- Going through video production promotes learning at each stage of the video production process. 347
- …students drew connections among the various disciplines and recognized how all the parts, social studies, science, writing, reading and math, were essential to creating the whole. (Algava, 1999: 58) 347
- Students learn skills such as thinking on their feet, social negotiation, problem solving and decision making. It would be argued that video project is probably one of the most authentic and challenging forms of project-based learning for students. 347
- Video production also teaches students media literacy. They would come to understand the conventions of the medium and appreciate how a producer’s point of view can be projected onto the video product (Yildiz, 2002). As Eken (2002) puts it aptly, video production gives students “the third eye” when they next view films and videos,. 347
- The Schools Video Awards was (SVA) was first organised in 1999. Students from all primary and secondary schools in Singapore can participate. The aim of SVA is to create opportunities for students to pursue and express their ideas through the medium of video. In the process, students become more media-literate, learn to respect intellectual property rights, and to put forward their messages in a responsible manner. 348
- Interviews have revealed that students and teachers have both benefited from the video competition. From the students’ perspective, they are able to select the most appropriate medium to create a product which reflects and articulates their viewpoints with the audience. They use ideas that are found in their daily life as their idea creation. Students gain high levels of self-confidence and enthusiasm. More importantly, they learn to communicate and collaborate with others, a life skills that is so essential in the knowledge economy. They also gain a feeling of satisfaction when their video are completed and shown to an audience. 349
Further reading:
- Yildiz (2002). Analog and Digital Video Production Techniques in Media Literacy Education.