Teaching and learning through video production (3op)

Osaamistavoitteet

Upon completion of the course, the student:
- understands how and why video production can be a learning tool
- understands how video production can be used as part of various pedagogical models and practices
- recognizes the pedagogical benefits and drawbacks of video production
- has increased his/her practical knowledge about video genres as well as digital sites and tools for the production and sharing of student-generated videos
- has developed practical skills in video production

Sisältö

- Through online discussions and reflections, course readings and video materials, WebQuests, and small-scale video productions, students will get acquainted with video production as a teaching and learning method.
- The course focuses on the pedagogical models and practices in which students’ video productions play a prominent role.
- In addition, the course covers more practical aspects of video production, such as possible video genres as well as online sites & tools for producing, sharing and commenting on student-generated videos.

Arviointikriteerit, tyydyttävä (1)

5-1/fail

Oppimateriaalit

Lisätietoja kirjallisuudesta ja muusta materiaalista

Bonk, C. J. (2011). YouTube anchors and enders: The use of shared online video content as a macrocontext for learning. Asia-Pacific Collaborative Education Journal, 7(1). http://publicationshare.com/pdfs/201103.pdf
Hakkarainen, P., & Vapalahti, K. (2011). Meaningful learning through video-supported forum-theater. International Journal of Teaching and Learning in Higher Education, 23(3), 314-328. http://www.isetl.org/ijtlhe/pdf/IJTLHE1047.pdf
Palmgren-Neuvonen, L. (2016). Social interaction in the context of new literacies. Pedagogical potentials of publishing-oriented learner-generated video-production. Academic Dissertation, University of Oulu, Finland. http://jultika.oulu.fi/files/isbn9789526211886.pdf
Rasi, P., & Poikela, S. (2016). Review of video triggers and video production in higher education and continuing education PBL settings. Interdisciplinary Journal of Problem-based Learning, 10(1). http://docs.lib.purdue.edu/ijpbl/vol10/iss1/7/
Schwartz, D.L., & Hartman, K. (2007). It’s not television anymore: Designing digital video for learning and assessment. In R. Goldman et al. (eds.), Video research in the learning sciences (pp. 335-348). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. https://aaalab.stanford.edu/assets/papers/2007/Designed_Video_for_Learning.pdf
Additional online resources will be provided during the course.

Toteutustavat

- During the online course, students engage in asynchronous online discussions and reflections (20hr),
- read and view course materials (20hr),
- perform WebQuests in small groups (15hr),
- produce short videos (20hr), and
- view and comment on videos produced by their peers (6hr).
- independent work (61h)

Suoritustavat

Participating in asynchronous online discussions and reflections; performingWebQuests; and producing, sharing, and commenting on videos.