Yeah, I know. I'm a big nerd. I can't help it.
The Grassroots Video Hot Team met today to discuss some scenarios that represented the academic potential of Grassroots Video (i.e. "just good enough" video that people can create with inexpensive equipment and minimal props, scripting, lighting, sound, editing, etc...). The two examples that we're going to use are shown below.
But before I get to the videos, the Time/Space Continuum idea came out when we were talking about how these videos can shift the instructor/student relationship and extend its scope. Through video, students can be empowered to bring their own perspective on course topics, take a stand, and engage others in debate. With the students' permission, the best projects can be used to help teach the next semester's students. Since these videos are in social spaces, it creates an opportunity for different cohorts of students to intermingle. So I could create a video about marketing principles as a junior for a class. Three years later, when I'm working for a marketing firm, I can respond to students who are leaving comments on my video -- or I can leave a video response to my original project to update it based on the reality of the working world.
So that's time. The space continuum (and actually contact with a parallel world) came into the discussion when we discussed how students and faculty at one university can create a video to explore an issue (e.g. Teen Drinking) and then compare their project to people from other cultures (e.g. students in the U.K. who are involved with pub culture; students from Oman who follow Islamic law). You could do something similar with blogging, but I think video would have a much greater impact.
Okay. On to the videos. I went through some of the videos on the Digital Commons site and worked with the Hot Team members to pick these two. Both involved quite a bit of pre-planning, but I think we should set the bar pretty high to encourage people to use humor, music, and different kinds of imagery to get their point across. Enjoy:
Lindley Jones, "In the Context"
Scott Miller, "Electron Jumping"
The Grassroots Video Hot Team met today to discuss some scenarios that represented the academic potential of Grassroots Video (i.e. "just good enough" video that people can create with inexpensive equipment and minimal props, scripting, lighting, sound, editing, etc...). The two examples that we're going to use are shown below.
But before I get to the videos, the Time/Space Continuum idea came out when we were talking about how these videos can shift the instructor/student relationship and extend its scope. Through video, students can be empowered to bring their own perspective on course topics, take a stand, and engage others in debate. With the students' permission, the best projects can be used to help teach the next semester's students. Since these videos are in social spaces, it creates an opportunity for different cohorts of students to intermingle. So I could create a video about marketing principles as a junior for a class. Three years later, when I'm working for a marketing firm, I can respond to students who are leaving comments on my video -- or I can leave a video response to my original project to update it based on the reality of the working world.
So that's time. The space continuum (and actually contact with a parallel world) came into the discussion when we discussed how students and faculty at one university can create a video to explore an issue (e.g. Teen Drinking) and then compare their project to people from other cultures (e.g. students in the U.K. who are involved with pub culture; students from Oman who follow Islamic law). You could do something similar with blogging, but I think video would have a much greater impact.
Okay. On to the videos. I went through some of the videos on the Digital Commons site and worked with the Hot Team members to pick these two. Both involved quite a bit of pre-planning, but I think we should set the bar pretty high to encourage people to use humor, music, and different kinds of imagery to get their point across. Enjoy:
Lindley Jones, "In the Context"
Scott Miller, "Electron Jumping"
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