Learning engineering mechanics through video production

Student-generated instructional videos facilitate learning through positive emotions

“…42 An important factor in motivating students is the notion of yielding products which 43 involve a sense of purpose and ownership of what was produced, to cite Bonk and Khoo 44 (2014, 258), "learners are driven to complete some high-quality, tangible product for 45 others to see, share, use, comment upon, or remix." 46 Very often, as in the case of the present research, the pedagogical rationale for student-47 generated videos is that the videos will later be re-used as instructional materials 48 (learner-generated content) by their peers (Ellis, Lee, and Tham 2004;Willmott 2014). 49…”

Promoting Meaningful Learning through Video Production-Supported PBL

“…The design modifi cations have to do primarily with promoting the abstract and multiple perspectives-oriented characteristics of meaningful learning by integrating theoretical reasoning about the content, form, and educational uses of the video more tightly into the video production workshops (see also Kolodner et al, 2003). Helping students grapple with the multiple perspectives in educational video production and supporting them in the expression of their understanding about the subject matter in a video requires that the subject-matter teacher (i.e., the PBL tutor) and the video-production teacher collaborate, preferably through shared teaching practices (see also Ellis et al, 2004). Future research cycles should therefore concentrate on designing and implementing these collaborative teaching practices.…”

A Review of Video Triggers and Video Production in Higher Education and Continuing Education PBL Settings

“…Numerous case studies from higher education settings report on student-produced videos of various genres, such as interviews (Bonk & Khoo, 2014;Ellis, Lee, & Tham, 2004;Schwartz & Hartman, 2007), audiovisual tours (Lee & McLoughlin, 2007), drama performances (Hakkarainen & Vapalahti, 2011), minidocumentaries (Bonk & Khoo, 2014;Hakkarainen, 2009;Nordstrom & Korpelainen, 2011), illustrations of scientific concepts or principles (Hargis & Marotta, 2011;Mayberry et al, 2012), or videos demonstrating solutions to problems (Mayberry et al, 2012). At Trinity College, Dublin, Leahy and Walshe (2005) reported on a PBL-based speech and language therapy module in which students presented their solutions to a problem using a variety of presentation formats, including videos, role-plays, and oral presentations.…”

“…Often, student-generated videos will later be reused as instructional materials (learner-generated content) by their peers (see, e.g., Ellis et al, 2004;Hakkarainen, 2011;Hakkarainen & Vapalahti, 2011). An important way to motivate students is to let them produce learning assignments that involve a sense of purpose and ownership; according to Bonk and Khoo (2014), "learners are driven to complete some high-quality, tangible product for others to see, share, use, comment upon, or remix" (p. 258).…”

“…In the visual arts, it was found that creating videos explaining the theories of 2-D design promoted students' understandings of these theories and related concepts (Mayberry et al, 2012). Student video production has been demonstrated to be an effective learner-centered strategy for learning introductory engineering mechanics (Ellis et al, 2004). Furthermore, in engineering education it has been demonstrated that allowing students to use nonconventional tools such as videos for preparing their assignments can promote deep learning of scientific facts as well as creativity and motivation (Nordstrom & Korpelainen, 2011).…”