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Enhancing Student Learning With Video Projects

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Conference

2009 Annual Conference & Exposition

Location

Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009

ISSN

2153-5965

Conference Session

Critical Thinking and Creative Arts

Tagged Division

Liberal Education

Page Count

12

Page Numbers

14.572.1 - 14.572.12

Permanent URL

https://peer.asee.org/5702

Download Count

34

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Paper Authors

author page

Bill Genereux Kansas State University, Salina

author page

Elena Mangione-Lora University of Notre Dame

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Enhancing Student Learning with Video Projects

Abstract

This paper will explore the use of digital video as a teaching tool in college courses. Two very different courses of potential interest to engineering educators are cited as examples. The first is a foreign language course offered at the University of Notre Dame which uses video technology to encourage students to write, produce, and star in original Spanish language "telenovelas" or day-time dramas. The second course is an introduction to computer networking course offered at Kansas State University at Salina which uses video technology to teach the fundamentals of computer networking. Both courses use digital storytelling to enhance student learning, and strengthen communication skills.

Some scholars argue that "the multimedia language of the screen has become the current vernacular" and it is time for video instruction to become foundational to undergraduate general education. Digital video is becoming increasingly affordable and accessible, providing an engaging method of instruction in a variety of subject areas.

Video provides an excellent and familiar medium for enhancing student learning in a variety of disciplines, including engineering. Video serves as a bridge between the humanities and engineering when it brings technology into the humanities classroom and when it brings the humanities into the technology classroom.

ABET accreditation requires that all engineering graduates have effective communication skills, have an ability to function on multi-disciplinary teams, and have an understanding of the world, the economy, the environment and society. It is a challenge to fit the broad education required for gaining this kind of understanding into an intensive engineering education. Digital video technology addresses this challenge.

Introduction

Video production has a long history in the humanities because it was developed for storytelling out of a theater tradition. While the emergence of digital video has made video production a relatively affordable, manageable, and accessible tool in secondary and post-secondary humanities classrooms in the last decade, its use in engineering and science courses has been quite limited to date.

Searches of engineering education related databases such as ASEE, IEEE and ACM Digital Libraries return hundreds of articles on digital signal processing of video as well as algorithms for storage and optimization of video, but very few (if any) articles have yet been published about courses requiring the creative use of video technology for communication of engineering and technology concepts in a student video project.

Presentation of video content as an instructional aid in the classroom is commonplace, but the production of student created video in engineering and engineering technology courses is apparently uncommon. With the ease and accessibility of modern digital video creation

Genereux, B., & Mangione-Lora, E. (2009, June), Enhancing Student Learning With Video Projects Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. https://peer.asee.org/5702

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2009 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015