In a learning context, the benefits of having students make videos in the classroom is that they learn how to respectfully work with individuals that have different abilities and limitations which teaches them the importance of properly communicating with one another to use their strengths to successfully complete the project. 

The challenges may also be in learning how to communicate respectfully, or in the resources that the students or school have available to create their content. In addition, this task may require a lot of time, editing, increased screen time, or cause some young students or their parents to feel uncomfortable having their child recorded. It is also vital for the teacher to clearly model what is expected and to guide students throughout this process.

Video making might motivate or extend learning by having students learn new computer-based knowledge by discovering a new program, device, or service. This helps to teach students that they will always be learning about a new device or form of knowledge in life so it is important to stay open to trying out new things by asking questions, making mistakes, and growing together.

Currently, I do not ask my students to make their own videos (although I do show some videos in class to expand their learning) as this is an ESL class and this task would be too distracting or difficult for the current level that they are at. Hopefully, sometime in the future, they will develop the proper skills to be able to communicate with others and create these create projects together to share on a global scale.

 

As a physician and educator, I don’t have experience with learners making videos other than recorded presentations for exclusively academic purposes (e.g., assignments). Other potential applications might be for outreach or educational purposes, such as an informational video to share with patient groups. This would allow health professions students to expand their learning by understanding what is important from the patient’s perspective and preparing relevant educational material in an easily understandable manner to share with the public.

 

For example, AboutKidsHealth (https://www.aboutkidshealth.ca/) is a health educational website that was created by physicians from SickKids Hospital and has a variety of informational videos created for children, youth, and caregivers. Learners in the health professions field (e.g., medical/nursing students, medical residents, allied health students, etc.) could be involved in creating such videos. An example of one of these video is Everyday Mindfulness, which I wanted to share with this group of teachers, as the information might be helpful to share with some of your students!

Hypothetical learning activity: To foster creativity and interactivity, I will instruct my students to make videos as part of their culminating assignment for a second-year, university-level Nutrition and Health Promotion course. Students are required to cook a healthy and nutritious dish for their choice of audience (e.g., hospital patients, nursing homes, children, professional athletes, etc.). The student must explain what they are cooking, why they chose that specific dish, and outline the ingredients that are used to make the dish. In addition, students are instructed to elaborate on the nutritional benefits of the dish they cooked and describe some of the challenges that may arise when making the relevant dish for their chosen audience. 

As the educator, I will provide guidelines and resources on video-making techniques, such as storyboarding, scripting, filming, and editing. Students can use smartphones, tablets, or computer software to create their videos. 

Overall, video-making provides students with a creative outlet to express their ideas and interpretations of course content. It allows student to explore different modes of communication beyond traditional writing and verbal presentations. Videos also promote critical thinking and collaboration as students work together to plan, shoot, and edit their projects. Additionally, video-making activities align with 21^st century skills, enabling students to develop digital literacy, media literacy, and effective communication skills. 

Some of the challenges that may arise during students’ culminated video-making projects: 

- Technical difficulties: students may encounter challenges in learning video editing software of troubleshooting hardware issues. 

- Time constraints: video creation requires planning, filming, and editing, which can be time-consuming for both educators and learners. 

- Access to technology: not all students may have equal access to the necessary devices or software, creating inequalities in their ability to participate fully in video-making activities. 

 Conversely, there are also many benefits of having my students make videos for their culminated assignment. These benefits include: 

- Engagement and motivation: video-making taps into students’ creativity and can increate their motivation to learn. It offers an alternative and exciting way to explore and present content. 

- Personalized learning: videos allow students to demonstrate their understanding in a way that suits their learning style and strengths. It provides an opportunity for self-expression and individualized learning experiences. 

- Multimodal learning: video-making integrates multiple modes of communication, such as visual, auditory, and kinesthetic, which can enhance comprehension and retention of information. 

- Audience engagement: sharing videos with peers or a wider audience, such as through presentations or online platforms, promotes authentic learning experiences and encourages students to take prince in their work. 

To summarize, incorporating video-making activities in the classroom can motivate, extend, and expand learning. Despite potential challenges related to technology and time constraints, the benefits of video making, such as increased engagement, personalized learning experiences, multimodal learning, collaborating, and communication skills development, outweigh the drawbacks.