Centre for Educational Multimedia

Student Generated Digital Video

Student autonomy, ownership, motivation

The use of student-generated video as a learning activity was found to encourage student independence, ownership as well as motivation. As Schuck and Kearney (2004) point out “the awareness of peers as the target audience was motivating for students... and generally enhanced the authentic nature of their learning experiences” (pp. 83-84).

Filming peers and viewing oneself on a video clip is motivating due to the authenticity of the experience” (Kearney & Schuck, 2004, p. 3)

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In St Pius X School one teacher explained that he encouraged his students to interview classmates to find out about their knowledge of a topic and what they would like to find out. Coupled with the cyclical process of rehearsal, record, and review:

It made the whole process for them just real and alive, that they were presenting something in an interesting manner that had been rehearsed and the other students wanted to hear it. It wasn’t something irrelevant to everyone’s lives, it was something that they were all keen to hear about; (Year 2/3 Teacher, St Pius X School).

It should be pointed out that the entire class would not be simultaneously recording and rehearsing. Consequently it also required the teacher to be organised and be prepared to manage several groups of students doing a variety of activity. In some cases students could be doing similar activity, such as creating an advertisement, but they may be using different media such as print, video or audio.

In other cases students would be working on completely different projects. This is quite different from a traditional classroom where all students would work on the same task and progress to each new topic or activity at the same time. Instead, the teacher has to develop organisational skills in managing groups of students swapping between activities as they take turns in working on different projects.

Although this is considerable more work for teachers who are unused to this flexibility it does have positive results especially in terms of student motivation and engagement. In terms of the video projects the students were reported to be more on-task, motivated, and increasingly autonomous in their inquiry, rehearsal, and reflection.

Set the task, give them scaffolds and then let them run, because they'll know more than you in 10 minutes, and they get a buzz coming up and telling you 'look I've done this' and you just go 'oh well, how did you do that?' (Years 2/3 and 3/4 Teachers, St Pius X School )