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Kristina Campanelli - Videomaking to Inform Academic Advising 

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Kristina Campanelli - Videomaking to Inform Academic Advising 

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As a Student Coach working in the Academic Advising Department of a College, I can see my students making videos at the very start of the semester, prior to our first meeting or interaction together. For some, the comfort of being in their own space and expressing themselves through digital media may offer them the opportunity to feel more at ease and empowered to provide me with some background information on who they are, what their goals are, the areas they struggle in and why they’ve decided to attend a school like ours. Many of my students are familiar with social media and I can see them being very comfortable with using such platforms to create content, while also responding to my questions. Having them go through this process can then benefit our future meetings and inform our future discussions. In many cases, when students meet with me for the first time, they are timid, feel overwhelmed with meeting a novel individual (me) and feel pressured when needing to reply to questions on the spot. After going through the readings on Digital Authorship, I may implement this approach for the following semester and new cohort of students. I’d like to compare the content they provide me with in their videos versus what I’ve compiled in traditional face-to-face interviews to see if students share and reflect more, or even feel more confident to ask questions through this digital means. For students that do not feel comfortable with recording themselves on video, they could always do with audio only, or find other means in creating content that responds to my interview questions, such as creating an Instagram reel, or TikTok.

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In a previous role, I supported the teaching and learning of digital technology at an Ontario university. One of my favourite collaborations was with graduate students who were entering a video-making competition. The goal of the competition was to use video to communicate research  in an entertaining and engaging way. Many of these graduate students never produced video content before, but were up for the challenge and were excited about learning this new skill. While supporting these students, I would always emphasize the importance of planning a video by writing script and creating a storyboard. When a lot of time is spent planning, the next phases of filming and editing are a breeze!

A common misconception I often heard from students is the idea that access to high end cameras, microphones, and software is a requirement for producing great content. I strongly disagree. A thoughtful, well planned, and, perhaps, slightly blurry video is more powerful than a cool-looking video with little substance.

- Elaine W.

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Margaux Gaerlan - Video Making and Content Creation - Task #2

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Margaux Gaerlan - Video Making and Content Creation - Task #2

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In an era of remote teaching and learning due to the global pandemic, teachers and students are relying on video more than ever before.

Video making in education can mean a lot of things:

Teachers finding and sharing videos someone else has made

Educators creating their own videos, often as a screencast or piece to camera

Teachers hosting video conferences

Students creating their own videos — tutorials, reflections, stop motion, animation or more

Video is an everyday part of most students’ lives and can be a crucial tool in a remote learning curriculum.

Today’s students are media-savvy, and dozens of technology tools are making it easier for teachers to capitalize on the the learning by teaching method – through videos. There’s never been a better time to incorporate student-created visual media.

Popular social media applications such as YouTube and TikTok has made it much easier for students to be more engaged with video making because of the instant gratification resulting from views and comments. I admit that I can be easily sucked into a rabbit hole when it comes to videos on various social media apps. Especially since most videos are a minute or two long.

I believe that making lesson plans where students get to create their own content allows them to work on their digital authorship. And when taught correctly their digital citizenship and self-censorship against unsafe/ risky sites allows for relatively secure period of instruction in the classroom. Creating videos allows for diverse learners to showcase their artistry and individuality. As well as they can explore different careers in the media arts!

I recall a time in my undergraduate biology class where we could present a talent/video/song instead of writing a paper for an assessment and there was a lot more engagement from my peers than I was expecting. Our professor ecstatic to observe the submissions and I believe she also gained some formative assessments to reflect on.

Overall, video making and content creation activities enables student active learning,
vocabulary building, autonomous learning and self-confidence as well as the improvement in student technological skills.

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Through the pandemic, a great way to get students involved in the class was getting them to make videos. I asked my students on multiple occasions in my french and social science classes to make videos presenting their work, sharing their thoughts, or even to ask questions. Now, after the online learning phase, I always evaluate the group of students in front of me to gauge whether they are comfortable presenting or not. If I find that most are not, I give them the option to present through a video to make it less intimidating for them. Having the students make the videos in school is a challenge because there is a lot of noise, not a lot of privacy and many distractions. At home, students have the ability to use resources that were not permitted or information that may not be accessible to all students. Along with that, not all students have the ability to even make videos at home which can be a disadvantage to some students and is inequitable. On the other hand, making videos encourages the students who are shy or uncomfortable sharing their thoughts in the classroom. Videos give a voice to those who sometimes feel like they do not have one. Videos also give students time to think, plan, and use their creativity effectively. Most of the student videos I have seen are very engaging, fun and unique because they are not influenced by their peers, since there are no live presentations, and they have the time to think and be creative.

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Like Danielle I teach EFL, in my case I’m always trying to find engaging ways to work practice (particularly speaking) into the classroom. When I was studying Korean in university our final project was always to plan, script, film, and edit a video entirely in Korean. While extremely challenging it allowed us to try to explore humour in our L2 and rarely felt like ‘practice’ even though it was. For younger students filming short engaging videos (like Tiktoks which many of them are very familiar with) could allow them to creatively play with English in ways they couldn’t just doing worksheets/book projects. I haven’t been in a class situation to do that thus far, but it is always something I’ve thought about doing given my own past experience. I know middle and highschool teachers here in Korea who've worked with their students to make TikTok type videos as well as longer form sketch videos, like was shown in the Three Things You Should Know About My Hijab video humor can really be an excellent way to exercise and expand knowledge creatively!

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Making and editing video clips can be a very creative process for students and can give them an opportunity to use the language they are learning in a creative way. It is an excellent means of developing understanding of body language and non-verbal communication. Students have the chance to see how they and others use their bodies, gestures, proximity and expression when communicating and have the chance to practice using body language and see themselves. It can be challenging for students to be recording themselves simultaneously in a classroom, so it would also be a good activity for doing outdoors or around the school.

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As my students are English conversation students and many of them already watch English language Youtube videos to practice their listening, I think one thing I might suggest to them is to trying vlogging or making cooking videos in English. This would be a good exercise for them because they are used to the format of those videos and what people might say in them in English. Because it is something that have observed for a while it might not only make it easier for them to do but also might be more exciting to take part in. As a sidenote, as a language learner myself I have had fun researching and recording my own podcasts in my target language despite the fact that I don't publish it, it allows me to research, write notes and speak in my target language.
- Danielle Fernandes