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TVTO0107 Teaching and learning through video production, 3 ECTS cr. 
Code TVTO0107  Validity 01.01.1950 -
Name Teaching and learning through video production  Abbreviation Teaching and le 
Credits3 ECTS cr.  Date of expiry  
TypeBasic studies Subject0066 Information and Communication Tecnology 
ClassCourse  Hours  
Study right   GradingPass, Fail, Grades 1-5 
Recommended timing 
   
Organisation Faculty of Education 

Teachers
Name
Päivi Rasi 

General learning material of the study object:
Author Title Year Obligatory Availability
     Bonk, C. J.  YouTube anchors and enders: The use of shared online video content as a macrocontext for learning. Asia-Pacific Collaborative Education Journal, 7(1).   2011  - Availability
     http://publicationshare.com/pdfs/201103.pdf
     Hakkarainen, P., & Vapalahti, K.   Meaningful learning through video-supported forum-theater. International Journal of Teaching and Learning in Higher Education, 23(3), 314-328.  2011  - Availability
     http://www.isetl.org/ijtlhe/pdf/IJTLHE1047.pdf
     Palmgren-Neuvonen, L.  Social interaction in the context of new literacies. Pedagogical potentials of publishing-oriented learner-generated video-production  2016  - Availability
     http://jultika.oulu.fi/files/isbn9789526211886.pdf
     Rasi, P., & Poikela, S.   Review of video triggers and video production in higher education and continuing education PBL settings. Interdisciplinary Journal of Problem-based Learning, 10(1).   2016  - Availability
     http://docs.lib.purdue.edu/ijpbl/vol10/iss1/7/
     Schwartz, D.L., & Hartman, K.   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. 335-34  2007  - Availability
     https://aaalab.stanford.edu/assets/papers/2007/Designed_Video_for_Learning.pdf


Description
Aim 

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
 
Contents 
  • 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.  
 
Methods 
  • 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)
 
Requirements 

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

 
More literature information and extra material 

 

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.

 

 

 

 
Evaluation 

5-1/fail

 
Schedule 

3. period

 
Tutor 

Associate Professor Päivi Rasi, University of Lapland, Centre for Media Pedagogy

 

 
Language of instruction 

English

 


Current and upcoming courses
No teaching

Upcoming exams
No exams.