Spotlight on authentic learning: Student developed digital video projects

Abstract

The recent convergence of video and computer technologies presents new opportunities and challenges in education. Video production resources such as cameras and video editing software are now widely available in many schools and homes. The ease of use of these resources has encouraged teachers to use them across the curriculum with students of all ages. Furthermore, students often find this work exhilarating and perceive these tasks as deeply relevant and highly contextual. This paper probes the authentic nature of student developed video projects and builds on the literature relating to authentic learning with new educational technologies. IntroductionOver the past decade, digital video editing software has developed from an expensive, rather clumsy tool, to a cheaper, user friendly tool with many capabilities that facilitate learner control. This development has given rise to a host of new applications in education, including the ability of students to capture, edit and generate their own video. As a result, student generated digital video projects (referred to subsequently in this paper as DV tasks or DV projects) are now being used in many classrooms to support, extend, or change pedagogy and curriculum outcomes.The project on which this paper is based studied the use of student generated digital video in five schools. Two foci of the project were the nature of student learning from DV tasks and the pedagogical approaches being used with this technology. One of the characteristics of the video tasks that was noted in the study was their authentic nature. This paper analyses current understandings of authentic learning, examines teacher and student beliefs about the perceived authentic nature of student generated digital video tasks, and provides evidence of the authentic learning noted in the DV tasks from the study.

Student-Produced Videos for Exam Review in Mathematics Courses

“…Student video production has been encouraged at the K-12 level (Kearney & Schuck, 2006;Niess & Walker, 2010;Yildiz, 2002) in response to changes in culture. Kay and Edwards (2012) studied students in grades six to eight and found the use of worked example video podcasts increased learning performance.…”

The Effectiveness of Using Digital Movies as a Form of Reflection

“…With freedom over the selection of tools to create the videos and personally design the presentation of material, the process became an authentic learning experience for the students. As Kearney and Schuck (2006) observed, digital videos are part of an authentic learning experience whereby the creator articulates theoretical concepts into a more practical scenario. Finally, because Volume 6, No.…”

“…Digital videos are part of an authentic learning experience as the creator constructs a video presentation to articulate theoretical concepts into a more practical scenario (Kearney & Schuck, 2006). Digital videos produced by students are generally shared by real authentic audiences or peers, making the design and development of videos extrinsically motivated.…”

Öğreti̇m Süreci̇nde Hi̇kâye Anlatmanin Teknoloji̇yle Deği̇şen Doğasi: Di̇ji̇tal Hi̇kâye Anlatimi

“…(Barrett, 2006;Ohler, 2006;Tendero, 2006;Ware, 2006;Yang & Wu, 2012) • Dijital hikâye anlatımı etkinlikleri sırasında, okul etkinlikleri gerçek yaşam etkinlikleri ile bütünleştirilerek (Heo, 2009;Sadik, 2008) otantik öğrenmeler desteklenebilir (Kearney & Schuck, 2006;Kocaman--Karoglu, 2014). …”