Centre for Educational Multimedia

Student Generated Digital Video

Three ways to use student-generated digital video

The finding of this research closely corresponded with the findings of Schuck and Kearney (2004) who proposed that there were three modes student-generated digital video.

  • Mode 1: digital video was used as a communication tool to facilitate students’ communication of a message, idea or information.
  • Mode 2: digital video was used as an observation and analysis tool to enhance students’ observation and analysis of performance or phenomena
  • Mode 3: digital video was used as a reflection tool to support students’ reflection on their own learning.

Based on their findings they concluded that even though the use of student-generated digital video as a reflection tool offered the most powerful learning outcomes that it was also the least represented mode used by schools (Schuck & Kearney, 2004).

However, in the case of Victoria school it was observed that the process of reflection was an embedded pedagogical practice represented in most video productions.

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Embedding video into the curriculum allowed the teacher to engage students in a self-managed process of reflection which was felt to provide more individualised and meaningful feedback than if the teacher maintained the locus of control.

I couldn’t provide feedback for 23 students in a real manner that was meaningful to them” and by using video in a process of reflection (individual, peer and group) they could “make their own judgments” (Year 2/3 Teacher, St Pius X School).

Embedding the process of “rehearse, record, review and then rehearse again” has led to observable improvement in student learning. It is important to point out that this process was cyclical and the students would record themselves several times and even record their own and peer reflections on the content and performance.

they would talk about the goals that they had for their presentation before doing it and then after it was finished they would look at their presentation and they would actually then video themselves about how they felt about it... you’ve got actual video evidence there of how they have improved, how they’ve reflected upon their work and the final presentations which are just so much more refined than what they were doing at the start of the year” (Year 2/3 Teacher, St Pius X School).

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The teacher scaffolded students reflection by using the Plus, Minus and Ideas (PMI) planning strategy. Students were encouraged to find issues which should be praised (Plus), issues which could be improved (Minus) and suggestions for how to improve.

you might just give them one hint. You know like 'what's happening with your eyes?' And they will just say 'look I'm looking at the paper the whole time' and they’ll come up with their next goal which will be look at the audience. They don’t come up with 10 goals. I just say 'well come up with one thing to improve' and they focus on that, and they present back, and it's just really an accumulation of skills the whole time, until now they're presenting science experiments, and they're introducing and they're talking and they're working together and it's a whole change. A total change. (Years 2/3 and 3/4 Teachers, St Pius X School)