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Session Description
Myth-busting media: re-framing practice
What this session is about
This session proposes that the degree to which a “thoughtful and intentional” [1] approach is applied to the use of time-based media – video and audio – in online learning environments, is dependent on:
1 – the extent to which an institution or individual recognizes the affordances of various media types;
2 – the extent to which decision makers embed – in strategy and in practice – frameworks that support the creation (production) and integration of specific media types:
“We shouldn’t congratulate ourselves for showing a video or offering podcasts … Rather we should realize that the value of the video or audio will be determined by how it suits the content that we are asking students to learn.” [2]
Informed by emerging research, and contextualised by a breadth experience in digital media production for higher education, we will:
• surface a number of overlooked elements of media production that impact on the effectiveness of the production workflow and the quality of the final output;
• critique a number of commonly encountered assumptions in relation to media resources, cost and quality, such as:
o ‘high end’ video being expensive;
o low budget / DIY approaches being faster.
• reflect upon the role of the creative media professional in generating a media-literate, sustainable, authentic online identity for universities.
How this session fits with Theme 2: creativity across the curriculum
This session is relevant across all institutions and curricula. It will encourage those working with video and audio to reflect on their current practice and consider creative approaches to media as a material context through which learning and teaching practices are “enacted” [3] in support of pedagogical or strategic goals. To that end, the session will explore the significance of Design Presence – “an intentional process that combines the technical aspects of production with accessibility and aesthetic principles” [4] – on learner experience.
References
[1] Hansch A., Hillers L., McConachie K., Newman C., Schildhauer T. and Philipp-Schmidt J. (2015)
Video and Online Learning: Critical Reflections and Findings from the Field. HIIG Discussion Paper Series No. 2015-02.
Available at SSRN: http://dx.doi.org/10.2139/ssrn.2577882
[2] Riener C. and Willingham D. (2010) The myth of learning styles. Change, 42, 32–35. Available at: https://www.tandfonline.com/doi/full/10.1080/00091383.2010.503139
[3] Bayne S. (2015) What’s the matter with ‘technology-enhanced learning’? Learning, Media and Technology, 40 (1), 5–20.
[4] Grant K. (2016) ‘The transformational use of video in online learning’ in W. Kilgore (ed.), Humanizing Online Teaching and Learning. Montreal: Pressbooks. Available at: https://humanmooc.pressbooks.com/
Diana Stefanescu joined the session Myth-busting media: reframing practice [A-123] 1 month, 1 week ago
Steven Verjans joined the session Myth-busting media: reframing practice [A-123] 1 month, 2 weeks ago
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Kelly Terrell joined the session Myth-busting media: reframing practice [A-123] 1 month, 2 weeks ago
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Elizabeth Charles joined the session Myth-busting media: reframing practice [A-123] 2 months ago
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Dr Julie Voce joined the session Myth-busting media: reframing practice [A-123] 2 months ago
Rich Goodman joined the session Myth-busting media: reframing practice [A-123] 2 months ago
Tom Buckley joined the session Myth-busting media: reframing practice [A-123] 2 months ago
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