Video Documentaries in the Assessment of Human Geography Field Courses

Abstract

This paper critically reviews the use of video documentaries in the assessment of human geography field courses. It aims to contribute to recent debates about the role of visual methods for developing active and deep learning in student-centred teaching. Based on four days of group work in Crete, 30 third-year students produced individual 10-minute video documentaries on 'Mediterranean Rural Spaces'. Analysing students' experiences of video production highlights the need for innovative teaching and assessment methods and the importance of creating independent and creative students equipped with a broad set of skills for an increasingly flexible job market.

Securing field learning using a twenty-first century Cook's Tour

“…Jarvis & Dickie (2010) and Kemp et al (2012) review a range of uses for similar podcasts in student learning, among which is the suggestion that they provoke reflective thought (Fisher & Baird, 2006), which in turn fosters deeper levels of learning and engagement (Jarvis & Dickie, 2010;Kemp et al, 2012). Mavroudi & Jöns (2011) also recognised similar benefits of incorporating video documentaries into their assessment of human geography fieldwork and concluded that "video documentary works extremely well to stimulate students' interest and critical thinking" p.18. Overall, the learning opportunities offered by video and the additional skill set development can be best summarised by Dando & Chadwick (2014, p.83) who noted that "Students gain enhanced geographic knowledge as they apply concepts they have learned and practice communicating them to others….…”

Moving Beyond “Bookish Knowledge”

“…Anderson (2013) found students creating a film essay were "more likely to make connections between theoretical ideas and real world issues" (p. 387) in a way that promoted "direct and deep involvement" (p. 395) with the material. Similarly, Mavroudi and Jöns (2011) asked students to synthesize key concepts using a film-based project; students responded positively to the assignment and at UNIV REGINA LIBRARY on June 5, 2016 alx.sagepub.com Downloaded from demonstrated both DALs and the development of new technical and academic skills.…”

Does digital video enhance student learning in field-based experiments and develop graduate attributes beyond the classroom?

“…Dando & Chadwick, 2014), the context for use of digital video is innovative, and the entire approach requires students connecting as a team. Mavroudi & Jöns (2011) advocate employing video documentaries in human geography fieldwork to stimulate students' critical thinking. The incorporation of photography and video into digital storytelling has been credited to increase engagement and understanding of key concepts (Wakefield & France, 2010;France & Wakefield, 2011) and aid reflection and collaboration (Jenkins & Lonsdale, 2007;Kuforiji & Williams, 2011).…”